South Carolina Learning Standards for English Language Arts — Grade 11


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1.1.I.1.1

Use a recursive process to develop, evaluate, and refine, questions to broaden thinking on a specific idea that directs inquiry for new learning and deeper understanding.

10.1.RL.10.1

Use context clues to determine meanings of words and phrases.

10.1.RL.11.1

Analyze and provide evidence of how the authors choice of point of view, perspective, and purpose shape content, meaning, and style

12.1.RL.12.1

Determine the significance of the authors use of text structure and plot organization to create the effects of mystery, tension, or surprise citing support from the text

12.1.RL.12.2

Analyze how an authors choices concerning how to structure a text, order events within the text, and manipulate time create different effects.

13.1.RL.13.1

Engage in whole and small group reading with purpose and understanding.

13.1.RL.13.2

Read independently for sustained periods of time to build stamina.

13.1.RL.13.3

Read and respond to grade level text to become selfdirected, critical readers and thinkers.

2.1.I.2.1

Analyze ideas and information from text and multimedia by formulating questions, proposing interpretations and explanations, and considering alternative views and multiple perspectives.

3.1.I.3.1

Develop a plan of action by using appropriate disciplinespecific strategies.

3.1.I.3.2

Examine historical, social, cultural, or political context to broaden inquiry and create questions.

3.1.I.3.3

Gather information from a variety of primary and secondary sources and evaluate for perspective, validity, and bias.

3.1.I.3.4

Organize and categorize important information; synthesize relevant ideas to build a deeper understanding; communicate new learning; identify implications for future inquiry.

4.1.I.4.1

Employ a critical stance to analyze relationships and patterns of evidence to confirm conclusions.

4.1.I.4.2

Evaluate findings; address conflicting information; identify misconceptions; and revise.

4.1.I.4.3

Determine appropriate disciplinary tools to communicate findings and/or take informed action

4.1.RL.4.1

Read grade-level text with purpose and understanding.

4.1.RL.4.2

Read grade-level prose and poetry orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings.

4.1.RL.4.3

Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary

5.1.I.5.1

Acknowledge and consider individual and collective thinking; use feedback to guide the inquiry process.

5.1.I.5.2

Analyze and evaluate previous assumptions; test claims; predict outcomes; and justify results to guide future action.

5.1.I.5.3

Analyze the process to evaluate and revise plan and strategies; address successes and misconceptions; and apply learning to future inquiry

5.1.RL.5.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text; identify multiple supported interpretations.

6.1.RL.6.1

Determine a theme of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

7.1.RL.7.1

Trace the development of a common theme in two different artistic mediums.

8.1.RL.7.2

Investigate how literary texts and related media allude to themes and archetypes from historical and cultural traditions.

8.1.RL.8.1

Analyze how characters or a series of ideas or events is introduced, connected, and developed within a particular context

9.1.RL.9.1

Determine the figurative and connotative meanings of words and phrases; analyze the impact of specific word choices on meaning and tone