Oklahoma 2016 Academic Standards for English Language Arts — Grade 12

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Students will actively listen and speak clearly using appropriate discussion rules with control of verbal and nonverbal cues.


Students will actively listen and evaluate, analyze, and synthesize a speakers messages (both verbal and nonverbal) and ask questions to clarify the speakers purpose and perspective.


Students will engage in collaborative discussions about appropriate topics and texts, expressing their own ideas by contributing to, building on, and questioning the ideas of others in pairs, diverse groups, and whole class settings.


Students will give formal and informal presentations in a group or individually, providing textual and visual evidence to support a main idea.


Students will work effectively and respectfully within diverse groups, demonstrate willingness to make necessary compromises to accomplish a goal, share responsibility for collaborative work, and value individual contributions made by each group member.


Students will summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.


Students will evaluate details in literary and non-fiction/informational texts to connect how genre supports the authors purpose


Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.


Students will plan (e.g., outline) and prewrite a first draft as necessary.


Students will develop drafts by choosing an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.


Students will edit and revise multiple drafts for logical organization, enhanced transitions and coherence, sentence variety, and use of tone and point of view through specific rhetorical devices to establish meaningful texts.


Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).


Students will analyze the extent to which historical, cultural, and/or global perspectives affect authors stylistic and organizational choices in grade-level literary and informational genres.


Students will evaluate points of view and perspectives in more than one grade-level literary and/or informational text and explain how multiple points of view contribute to the meaning of a work.


Students will analyze how authors use key literary elements to contribute to meaning and interpret how themes are connected across texts.


Students will evaluate literary devices to support interpretations of texts, including comparisons across texts.


Students will evaluate how authors writing on the same issue reached different conclusions because of differences in assumptions, evidence, reasoning, and viewpoints.


Students will comparatively analyze the structures of texts (e.g., compare/contrast, problem/solution, cause/effect, claims/counterclaims/evidence) and content by inferring connections among multiple texts and providing textual evidence to support their conclusions.


Students will make connections (e.g., thematic links, literary analysis, authors style) between and across multiple texts and provide textual evidence to support their inferences.


Students will write narratives embedded in other modes as appropriate.


Students will compose essays and reports to objectively introduce and develop topics, incorporating evidence (e.g., specific facts, examples, details, data) and maintaining an organized structure and a formal style.


Students will elaborate on ideas by using logical reasoning and illustrative examples to connect evidences to claim(s).


Students will (1) introduce precise, informed claims, (2) distinguish them from alternate or opposing claims, (3) organize claims, counterclaims, and evidence in a way that provides a logical sequence for the entire argument, and (4) provide the most relevant evidences to develop balanced arguments, using credible sources.


Students will use words, phrases, clauses, and varied syntax to connect all parts of the argument and create cohesion and include a conclusion that follows logically from the information presented and supports the argument.


Students will blend multiple modes of writing to produce effective argumentative essays.


Students will increase knowledge of academic, domain-appropriate, grade-level vocabulary to infer meaning of grade-level text.


Students will use word parts (e.g., affixes, Greek and Latin roots, stems) to define and determine the meaning of increasingly complex words.


Students will use context clues to determine or clarify the meaning of words or distinguish among multiple-meaning words.


Students will analyze and evaluate the relationships among words with multiple meanings and recognize the connotation and denotation of words.


Students will use general and specialized dictionaries, thesauri, glossaries, histories of language, books of quotations, and other related references (print and/or electronic) as needed.


Students will use domain-appropriate vocabulary to communicate complex ideas in writing clearly.


Students will select appropriate language to create a specific effect according to purpose in writing


Students will apply their knowledge of grammar and rhetorical style to analyze and evaluate a variety of texts, understanding that usage and convention change over time and using that understanding to manipulate style when appropriate.


Students will write using correct mechanics.


Students will compose simple, compound, complex, and compound-complex sentences and questions, including the use of phrases and clauses, to signal differing relationships among ideas.


Students will demonstrate command of Standard American English, grammar, mechanics, and usage through writing, presentations, and/or other modes of communication to convey specific meanings and interests.


Students will use their own viable research questions and well-developed thesis statements to find information about a specific topic.


Students will synthesize resources to acquire and refine knowledge, following ethical and legal citation guidelines.


Students will evaluate the relevance, reliability, and validity of the information gathered.


Students will write research papers and/or texts independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two).


Students will integrate findings from sources using a well-developed thesis statement.


Students will integrate into their own writing quotes, paraphrases, and summaries of findings following an appropriate citation style (e.g., MLA, APA, etc.) and avoiding plagiarism.


Students will synthesize and present information in a report.


Students will analyze and evaluate written, oral, visual, digital, non-verbal, and interactive texts in order to draw conclusions and defend arguments.


Students will analyze the impact of selected media and formats on meaning.


Students will create multimodal content to communicate knowledge and defend arguments.


Students will construct engaging visual and/or multimedia presentations using a variety of media forms to enhance understanding of findings, reasoning, and evidence for diverse audiences.


Students will select appropriate texts for specific purposes and read independently for extended periods of time.


Students will write independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two), vary their modes of expression to suit audience and task, synthesize information across multiple sources, and articulate new perspectives.