DLC Standards Correlations

11th Grade - Language Arts Standards

• 1 Reading: The student understands and uses different skills and strategies to read.
• 2 Reading: The student understands the meaning of what is read.
• 3 Reading: The student reads different materials for a variety of purposes.
• 4 Reading: The student sets goals and evaluates progress to improve reading.
• 1 Writing: The student writes clearly and effectively.
• 2 Writing: The student writes in a variety of forms for different audiences and purposes.
• 3 Writing: The student understands and uses the steps of the writing process.
  • 3.1.1 Prewrite: Generate ideas and plan writing independently such as extensive planning, and defining and choosing an appropriate mode of expression. Sign in to view resources
  • 3.1.2 Prewrite: Use available tools and technology such as a simple word processor consistently through the writing process. Sign in to view resources
  • 3.1.3 Prewrite: Analyze and synthesize information from a variety of sources such as interviews, multimedia, books, and periodicals. Sign in to view resources
  • 3.1.4 Prewrite: Maintains a log or journal to collect and explore ideas, record observations, dialogue, and/or description for later use as a basis for literary writing (Grade 10 framework: Writing as a Literary Form). Sign in to view resources
  • 3.1.5 Prewrite: Demonstrates independence as a writer by controlling the steps of the writing process as dictated by time and purpose (Grade 10 framework: Writing as a Literary Form). Sign in to view resources
  • 3.1.6 Prewrite: Uses prewriting stage to determine purpose, analyze audience, research background information, formulate theme, create characters, and/or organize text (Grade 10 framework: Writing as a Literary Form). Sign in to view resources
  • 3.1.7 Prewrite: Considers own readiness to draft and returns to research or prewriting if necessary (Grade 10 framework: Writing in the Content Areas). Sign in to view resources
  • 3.2.1 Draft: Formulate and construct ideas independently. Sign in to view resources
  • 3.2.2 Draft: Coordinate a number of ideas and points of view. Sign in to view resources
  • 3.2.3 Draft: Present argumentation effectively by using clarity, coherency, and precision; draft text that uses logical flow of ideas and relationships. Sign in to view resources
  • 3.2.4 Draft: Demonstrates independence as a writer by controlling the steps of the writing process as dictated by time and purpose (Grade 10 framework: Writing as a Literary Form). Sign in to view resources
  • 3.2.5 Draft: Drafts text, demonstrating awareness of focus, sequence, and pacing by carefully selecting details, determining the extent of elaboration, and constructing transitions that maintain fluency and emphasize organizational structure (Grade 10 framework: Writing as a Literary Form). Sign in to view resources
  • 3.2.6 Draft: Drafts and revises material for presentation by others, using appropriate format (e.g., television scripts, monologues, scenes, plays, radio productions) (Grade 10 framework: Writing as a Literary Form). Sign in to view resources
  • 3.2.7 Draft: Selects and sustains a drafting process with independence and flexibility (Grade 10 framework: Writing in the Content Areas). Sign in to view resources
  • 3.2.8 Draft: Considers own readiness to draft and returns to research or prewriting if necessary (Grade 10 framework: Writing in the Content Areas). Sign in to view resources
  • 3.3.1 Revise: Confer with others to improve text; incorporate suggestions from others. Sign in to view resources
  • 3.3.2 Revise: Investigate additional information sources to improve text; use language to enrich text and enhance style. Sign in to view resources
  • 3.3.3 Revise: Demonstrates independence as a writer by controlling the steps of the writing process as dictated by time and purpose (Grade 10 framework: Writing as a Literary Form). Sign in to view resources
  • 3.3.4 Revise: Drafts text, demonstrating awareness of focus, sequence, and pacing by carefully selecting details, determining the extent of elaboration, and constructing transitions that maintain fluency and emphasize organizational structure (Grade 10 framework: Writing as a Literary Form). Sign in to view resources
  • 3.3.5 Revise: Drafts and revises material for presentation by others, using appropriate format (e.g., television scripts, monologues, scenes, plays, radio productions) (Grade 10 framework: Writing as a Literary Form). Sign in to view resources
  • 3.3.6 Revise: Restructures or rewrites part or all of the text, carefully selecting language to convey precise meaning or to create an intended mood or atmosphere (Grade 10 framework: Writing as a Literary Form). Sign in to view resources
  • 3.3.7 Revise: Revises to add variety, emphasis, coherence, and clarity (Grade 10 framework: Writing as a Literary Form). Sign in to view resources
  • 3.3.8 Revise: Works for precise meaning, knowing when to elaborate to meet extrinsic or own criteria (Grade 10 framework: Writing in the Content Areas). Sign in to view resources
  • 3.3.9 Revise: Revises for usability and accuracy in informational writing and makes appropriate changes (Grade 10 framework: Writing in the Content Areas). Sign in to view resources
  • 3.3.10 Revise: Considers own readiness to draft and returns to research or prewriting if necessary (Grade 10 framework: Writing in the Content Areas). Sign in to view resources
  • 3.4.1 Edit: Adapt new reference technologies to further the purpose of writing. Sign in to view resources
  • 3.4.2 Edit: Demonstrate self-correction. Sign in to view resources
  • 3.4.3 Edit: Change text order to improve argument, flow of information, and logic. Sign in to view resources
  • 3.4.4 Edit: Correct mechanics and grammar. Sign in to view resources
  • 3.4.5 Edit: Demonstrates independence as a writer by controlling the steps of the writing process as dictated by time and purpose (Grade 10 framework: Writing as a Literary Form). Sign in to view resources
  • 3.4.6 Edit: Edits with a critical eye, evaluating strengths and weaknesses, often using a self-initiated checklist or scoring guide; defends choices to deviate from established criteria (Grade 10 framework: Writing as a Literary Form). Sign in to view resources
  • 3.4.7 Edit: Edits for cross-referencing, preparation of bibliography, and index in research papers (Grade 10 framework: Writing in the Content Areas). Sign in to view resources
  • 3.5.1 Publish: Identify viable markets and forums for specific pieces of writing. Sign in to view resources
  • 3.5.2 Publish: Produce a legible, professional-looking final product. Sign in to view resources
  • 3.5.3 Publish: Use a variety of technological resources to produce a final product. Sign in to view resources
  • 3.5.4 Publish: Seeks wider audience to present work for sharing, review, critique, or publishing (e.g., writing groups, magazines, newsletters, contests, conferences) (Grade 10 framework: Writing as a Literary Form). Sign in to view resources
  • 3.5.5 Publish: Presents final copy in a variety of ways, often using technology (Grade 10 framework: Writing as a Literary Form). Sign in to view resources
  • 3.5.6 Publish: Maintains a portfolio of own literary work (Grade 10 framework: Writing as a Literary Form). Sign in to view resources
  • 3.5.7 Publish: Evaluates own work and that of others, independently and in groups, according to detailed scoring guide often developed collaboratively (Grade 10 framework: Writing as a Literary Form). Sign in to view resources
  • 3.5.8 Publish: Edits for cross-referencing, preparation of bibliography, and index in research papers (Grade 10 framework: Writing in the Content Areas). Sign in to view resources
• 4 Writing: The student analyzes and evaluates the effectiveness of written work.
• 1 Communication: The student uses listening and observation skills to gain understanding.
• 2 Communication: The student communicates ideas clearly and effectively.
• 3 Communication: The student uses communication strategies and skills to work effectively with others.
• 4 Communication: The student analyzes and evaluates the effectiveness of formal and informal communication.