Common Planner
K–12 Standards

Grades 11/12

Other Colorado Extended Evidence Outcomes: Reading, Writing, Communicating sets

Follow collaborative guidelines to ensure a hearing of a full range of positions on a topic or issue, and evaluate responses.11-12.1

  • 1

    Follow collaborative guidelines to ensure a hearing of a full range of positions on a topic or issue, and evaluate responses.11-12.1

Students Can, with Guidance and Support:

  • a

    Engage in collaborative discussions (EE.SL.11-12.1).11-12.1.a

    1. i

      Prepare for discussions by collecting information on the topic.11-12.1.a.i

    2. ii

      Work with peers to set rules and goals for discussions.11-12.1.a.ii

    3. iii

      Ask and answer questions to verify or clarify own ideas and understandings during a discussion.11-12.1.a.iii

    4. iv

      Respond to agreements and disagreements in a discussion.11-12.1.a.iv

  • b

    Determine the credibility and accuracy of information presented across diverse media or formats (EE.SL.11-12.2).11-12.1.b

  • c

    Determine whether the claims and reasoning enhance the speaker’s argument on a topic (EE.SL.11-12.3).11-12.1.c

Integrate credible, accurate information into appropriate media and formats to meet an audience’s needs.11-12.2

  • 2

    Integrate credible, accurate information into appropriate media and formats to meet an audience’s needs.11-12.2

Students Can, with Guidance and Support:

  • a

    Present an argument on a topic using an organization appropriate to the purpose, audience, and task (EE.SL.11-12.4).11-12.2.a

  • b

    Use digital media strategically (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to support understanding and add interest (EE.SL.11-12.5).11-12.2.b

  • c

    Adapt communication to a variety of contexts and tasks using complete sentences when indicated or appropriate (EE.SL.11-12.6).11-12.2.c

Interpret and evaluate complex literature using various critical reading strategies.11-12.3

  • 3

    Interpret and evaluate complex literature using various critical reading strategies.11-12.3

Students Can, with Guidance and Support: 

  • a

    Analyze a text to determine its meaning and cite textual evidence to support explicit and implicit understandings (EE.RL.11.12.1).11-12.3.a

    1. i

      Recount the main events of the text which are related to the theme or central idea (EE.RL.11-12.2).11-12.3.a.i

    2. ii

      Determine how characters, the setting or events change over the course of the story or drama (EE.RL.11-12.3).11-12.3.a.ii

  • b

    Determine how words or phrases in a text, including words with multiple meanings and figurative language, impact the meaning (EE.RL.11-12.4).11-12.3.b

  • c

    Compare two or more interpretations (e.g., recorded or live production of a play or recorded novel or poetry) of a story, drama, or poem (EE.RL.11- 12.7).11-12.3.c

    1. i

      Demonstrate explicit understanding of recounted versions of foundational works of American literature (EE.RL.11-12.9).11-12.3.c.i

  • d

    Demonstrate understanding while actively engaged in reading or listening to stories, dramas, or poems (EE.RL.11-12.10).11-12.3.d

Interpret and evaluate complex informational texts using various critical reading strategies.11-12.4

  • 4

    Interpret and evaluate complex informational texts using various critical reading strategies.11-12.4

Students Can, with Guidance and Support:

  • a

    Analyze a text to determine its meaning and cite textual evidence to support explicit and implicit understanding (EE.RI.11-12.1).11-12.4.a

    1. i

      Determine the central idea of a text (EE.RI.11-12.2).11-12.4.a.i

    2. ii

      Recount the text.11-12.4.a.ii

    3. iii

      Determine how individuals, ideas, or events change over the course of the text (EE.RI.11-12.3).11-12.4.a.iii

  • b

    Determine how words or phrases in a text, including words with multiple meanings and figurative language, impacts the meaning of the text (EE.RI.11-12.4). 11-12.4.b

    1. i

      Determine whether the structure of a text enhances the author’s claim (EE.RI.11-12.5).11-12.4.b.i

    2. ii

      Determine author’s point of view and compare and contrast it with own point of view (EE.RI.11-12.6).11-12.4.b.ii

  • c

    Analyze information presented in different media on related topics to answer questions or solve problems (EE.RI.11-12.7).11-12.4.c

    1. i

      Determine whether the claims and reasoning enhance the author’s argument in an informational text (EE.RI.11-12.8).11-12.4.c.i

    2. ii

      Compare and contrast arguments made by two different texts on the same topic (EE.RI.11-12.9).11-12.4.c.ii

  • d

    Demonstrate understanding while actively engaged in reading or listening to literary non-fiction (EE.RI.11-12.10).11-12.4.d

Understand how language influences the comprehension of narrative, argumentative, and informational texts.11-12.5

  • 5

    Understand how language influences the comprehension of narrative, argumentative, and informational texts.11-12.5

Students Can, with Guidance and Support:

  • a

    Demonstrate knowledge of word meanings (EE.L.11-12.4).11-12.5.a

    1. i

      Use context to determine the meaning of unknown words (EE.L.11- 12.4a).11-12.5.a.i

    2. ii

      Identify and use root words and the words that result when affixes are added or removed (EE.L.11-12.4b).11-12.5.a.ii

    3. iii

      Consult reference materials (e.g., print and adapted dictionaries, online vocabulary supports) to clarify the meaning of unfamiliar words encountered when reading (EE.L.11-12.4d).11-12.5.a.iii

  • b

    Demonstrate understanding of word relationships and use (EE.L.11-12.5).11-12.5.b

    1. i

      Interpret simple figures of speech encountered while reading or listening (e.g., metaphors, analogies) (EE.L.11-12.5a).11-12.5.b.i

  • c

    Use general academic and domain-specific words and phrases across contexts (EE.L.11-12.6).11-12.5.c

Write thoughtful, well-developed arguments that support knowledgeable and significant claims, anticipating and addressing the audience’s values and biases.11-12.6

  • 6

    Write thoughtful, well-developed arguments that support knowledgeable and significant claims, anticipating and addressing the audience’s values and biases.11-12.6

Students Can, with Guidance and Support:

  • a

    Write arguments to support claims (EE.W.11-12.1).11-12.6.a

    1. i

      Write an argument to support a claim that results from studying a topic or reading a text.11-12.6.a.i

    2. ii

      Support claims with reasons and evidence drawn from text.11-12.6.a.ii

Write informative/explanatory texts to examine and convey complex ideas through the effective selection, organization, and analysis of content.11-12.7

  • 7

    Write informative/explanatory texts to examine and convey complex ideas through the effective selection, organization, and analysis of content.11-12.7

Students Can, with Guidance and Support:

  • a

    Introduce a topic clearly and write an informative or explanatory text that conveys ideas, concepts, and information including visual, tactual, or multimedia information as appropriate (EE.W.11-12.2a).11-12.7.a

    1. i

      Develop the topic with relevant, facts, details, or quotes (EE.W.11- 12.2b).11-12.7.a.i

    2. ii

      Use complete, simple sentences, as well as compound and other complex sentences as appropriate (EE.W.11-12.2c).11-12.7.a.ii

    3. iii

      Use domain specific vocabulary when writing claims related to a topic of study or text (EE.W.11-12.2d). 11-12.7.a.iii

    4. iv

      Provide a closing or concluding statement (EE.W.11-12.2f). 11-12.7.a.iv

Write engaging and significant real or imagined narratives that build toward a particular tone or outcome.11-12.8

  • 8

    Write engaging and significant real or imagined narratives that build toward a particular tone or outcome.11-12.8

Students Can, with Guidance and Support:

  • a

    Write about events or personal experiences (EE.W.11-12.3).11-12.8.a

    1. i

      Write a narrative about a problem, situation, or observation including at least one character, details, and clearly sequenced events (EE.W.11- 12.3a).11-12.8.a.i

    2. ii

      Organize the events in the narrative using temporal words to signal order and add cohesion (EE.W.11-12.3c).11-12.8.a.ii

    3. iii

      Use descriptive words and phrases to convey a vivid picture of experiences, events, setting, or characters (EE.W.11-12.3d).11-12.8.a.iii

    4. iv

      Provide a closing (EE.W.11-12.3e).11-12.8.a.iv

Use a recursive writing process to produce, publish, and update individual or shared writing projects in response to ongoing feedback. 11-12.9

  • 9

    Use a recursive writing process to produce, publish, and update individual or shared writing projects in response to ongoing feedback. 11-12.9

Students Can, with Guidance and Support: 

  • a

    Demonstrate standard English grammar and usage when communicating (EE.L.11-12.1).11-12.9.a

    1. i

      Use conventions of standard English when needed (EE.L.11-12.1a).11-12.9.a.i

    2. ii

      Use digital, electronic, and other resources and tools to improve uses of language as needed (EE.L.11-12.1b).11-12.9.a.ii

  • b

    Demonstrate understanding of conventions of standard English (EE.L.11- 12.2).11-12.9.b

    1. i

      Demonstrate conventions of standard English including capitalization, ending punctuation, and spelling when writing.11-12.9.b.i

    2. ii

      Spell most single-syllable words correctly and apply knowledge of word chunks in spelling longer words.11-12.9.b.ii

  • c

    Use language to achieve desired outcomes when communicating (EE.L.11- 12.3).11-12.9.c

    1. i

      Vary sentence structure using a variety of simple and compound sentence structures (EE.L.11-12.3a). 11-12.9.c.i

  • d

    Produce writing that is appropriate to a particular task, purpose, and audience (EE.W.11-12.4).11-12.9.d

  • e

    Develop and strengthen writing as needed by planning, revising, editing, and rewriting (EE.W.11-12.5).11-12.9.e

  • f

    Use technology, including the Internet, to produce, publish and update an individual or shared writing project (EE.W.11-12.6).11-12.9.f

  • g

    Write routinely over extended time frames (time for research, reflection, and revision) for a range of tasks, purposes, and audiences (EE.W.11-12.10).11-12.9.g

Synthesize multiple, authoritative literary and/or informational sources to answer questions or solve problems, producing well-organized and developed research projects that defend information, conclusions, and solutions.11-12.10

  • 10

    Synthesize multiple, authoritative literary and/or informational sources to answer questions or solve problems, producing well-organized and developed research projects that defend information, conclusions, and solutions.11-12.10

Students Can, with Guidance and Support:

  • a

    Conduct research projects to answer questions posed by self and others using multiple sources of information (EE.W.11-12.7).11-12.10.a

  • b

    Write answers to research questions by selecting relevant information from multiple resources (EE.W.11-12.8).11-12.10.b

  • c

    Determine accuracy of source information.11-12.10.c

  • d

    Cite resources using a formatting template.11-12.10.d

  • e

    Cite evidence from literary or informational texts (EE.W.11-12.9).11-12.10.e

    1. i

      Apply grades 11-12 Essential Elements for Reading Standards to literature (e.g., “Compare and contrast elements of American literature to other literary works, self, or one’s world [Compare themes, topics, locations, context, and point of view].”) (EE.W.11-12.9a).11-12.10.e.i

    2. ii

      Apply grades 11-12 Essential Elements for Reading Standards to informational text (e.g., “Compare and contrast reasoning and arguments used in one’s work with those used in seminal U.S. texts.”) (EE.W.11-12.9b).11-12.10.e.ii

Frequently asked questions

What grade levels do these standards cover?
Grade 11 and Grade 12
Where can I read the official document?
READING, WRITING, AND COMMUNICATING

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