SAMPLE High School ELA Learning Targets
Graduation Competency 1: Read closely to analyze and evaluate all forms of (i.e. complex literary and informational)
texts.
Performance Indicator:
1a Cite strong and thorough textual evidence to support an analysis of the text, including any applicable primary or High School sources, and determine both explicit and
implicit meanings, such as inferences that can be drawn from the text and where the text leaves matters uncertain.
Ultimate Target Type (Classify the type of learning
target indicated by the performance indicator.):
___ Knowledge ___ Reasoning ___ Skill ___Product
9-10 Grade Learning Targets 11-12 Grade Learning Targets
Standard(s): RL1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
RI1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
Standard(s): RL1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain. RI1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text, including determining
where a text leaves matters uncertain.
Standard Target Type:
___ K ___ R ___ S ___ P
Standard Target Type:
___ K ___ R ___ S ___ P
Knowledge
Identify how to create in-text citations.
Identify how to create a Works Cited list. Using grade level appropriate texts:
Identify strong and thorough textual evidence from the
text.
Knowledge
Define ambiguity.
Identify places where the text leaves matters uncertain. Using grade-level appropriate texts:
Identify strong and thorough textual evidence from the
text.
Reasoning
Using grade level appropriate texts:
Analyze what the text says explicitly, using details from the text to support key ideas.
Draw inferences from the text, using details from the text to support those inferences.
Cite textual evidence using in-text citations.
Cite textual evidence using a Works Cited List.
Reasoning
Interpret how the text uses ambiguity or leaves
matters uncertain.
Using grade level appropriate texts:
Analyze what the text says explicitly, using details from the text to support key ideas.
Draw inferences from the text, using details from the text to support those inferences.
Cite textual evidence using in-text citations.
Cite textual evidence using a Works Cited List.
Skill
Skill
Product
Product
SAMPLE High School ELA Learning Targets
Graduation Competency 1: Read closely to analyze and evaluate all forms of (i.e. complex literary and informational)
texts.
Performance Indicator: 1b Determine the central ideas of
the text and provide an objective summary.
Ultimate Target Type (Classify the type of learning
target indicated by the performance indicator.):
___ Knowledge ___ Reasoning ___ Skill ___Product
9-10 Grade Learning Targets 11-12 Grade Learning Targets
Standard(s): RL2 Determine a theme or central idea of a text and analyze in detail its development over the course of a text,
including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI2 Determine a central idea 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.
Standard(s): RL2 Determine two or more themes or central ideas of a text and analyze their development over the course of a
text, including how they interact and build on one another to produce a complex account; provide an objective
summary of the text. RI2 Determine two or more central ideas of a text and
analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary
of the text.
Standard Target Type:
___ K ___ R ___ S ___ P
Standard Target Type:
___ K ___ R ___ S ___ P
Knowledge
Define theme and/or central idea.
Explain the difference between theme and main
(central) idea.
Explain how to write an objective summary.
Knowledge
Explain how multiple themes or central ideas interact
and build on one another to produce a complex text.
Reasoning
Using grade level appropriate texts:
Determine the central idea or theme within a text.
Reasoning
Using grade level appropriate texts:
Determine two or more themes or central ideas of a
text.
Determine specific details that reveal, shape, or refine
the theme.
Analyze how the theme or central idea of a text
emerges, is shaped, and is refined by specific details in the text.
Provide an objective summary of the text.
Analyze how the text develops two or more central
ideas or themes in a text, using specific details from the text.
Analyze how multiple themes or central ideas interact
and build on one another to produce a complex text.
Provide an objective summary of the text.
Skill
Skill
Product
Product
High School ELA Learning Targets
Graduation Competency 1: Read closely to analyze and evaluate all forms of (i.e. complex literary and informational)
texts.
Performance Indicator: 1c Analyze a complex set of ideas
or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
Ultimate Target Type (Classify the type of learning
target indicated by the performance indicator.):
___ Knowledge ___ Reasoning ___ Skill ___Product
9-10 Grade Learning Targets 11-12 Grade Learning Targets
Standard(s): RL3 Analyze how complex characters (e.g., those with
multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RI3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points
are made, how they are introduced and developed, and the connections that are drawn between them.
Standard(s): RL3 Analyze the impact of the author’s choices regarding
how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
RI3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events
interact and develop over the course of the text
Standard Target Type:
___ K ___ R ___ S ___ P
Standard Target Type:
___ K ___ R ___ S ___ P
Knowledge
Considering fiction texts:
Describe the elements of characterization (direct,
indirect, character’s speech, thoughts, effect on others, appearances, and thoughts/feelings).
Describe the different types of characters (static, dynamic, flat, round).
Describe “conflicting motivations.”
Knowledge
Using grade-level appropriate fiction texts:
Identify different types of characters, including
complex characters, in a text.
Identify complex characters in a text.
Identify evidence in a text that makes a character
complex.
Identify plot elements of a text.
Considering non-fiction texts:
Identify different informational text structures that may be used (i.e. abstract, lab notebook, diary,
editorial, etc.).
Identify different organizational patterns an author
may use (cause/effect, chronological, sequential, order of importance, compare and contrast, logical order, etc.)
Identify the different ways an author may develop ideas (i.e. facts, statistics, examples, anecdotes, etc.).
Using grade-level appropriate non-fiction texts:
Identify a series of ideas and related/supporting
details in a text.
Using grade-level appropriate fiction texts:
Identify key plot elements (setting, order of events, characters) of a story or drama.
Identify key choices the author made (setting, order of events, character motivations, character changes, and
character interactions) related to elements of the story.
Using grade-level appropriate non-fiction texts:
Identify a complex set of ideas or sequence of events in a text.
Reasoning Using grade-level appropriate fiction texts:
Describe a character’s conflicts and motivations.
Analyze how complex characters change over the
course of a text.
Explain how a character’s motivations or traits affect
the plot. Using grade-level appropriate non-fiction texts:
Determine the main ideas or events in a text.
Explain the strategies an author uses to introduce and
develop his points.
Reasoning Using grade-level appropriate fiction texts:
Explain how the author’s choices develop and relate the elements of a story or drama.
Analyze how the decisions the author made impacted the story.
Using grade-level appropriate non-fiction texts:
Explain how specific individuals, ideas, or events
interact and develop over the course of a text.
Analyze a complex set of ideas or sequence of events.
Analyze how an author’s organizational pattern and
techniques support ideas in the text and communicate an overall message.
Skill
Skill
Product
Product
SAMPLE High School ELA Learning Targets
Graduation Competency 2: Construct task-appropriate writing for diverse purposes and audiences.
Performance Indicator: 2a Write arguments to support
claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Ultimate Target Type (Classify the type of learning
target indicated by the performance indicator.):
___ Knowledge ___ Reasoning ___ Skill ___Product
9-10 Grade Learning Targets 11-12 Grade Learning Targets
Standard(s): W1 Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s)
from alternate or opposing claims, and create and organization that establishes clear relationships among claim(s), counterclaims, reasons, and
evidence. b. Develop claim(s) and counterclaims fairly, supplying
evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships among claim(s) and reasons, between
reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective
tone while attending to the norms and conventions of the discipline in which they are writing.
Standard(s): W1 Write arguments to support claims in an analysis of
substantive topics or texts using valid reasoning and relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish
the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s),
counterclaims, reasons and evidence. b. Develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the
audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective
tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
e. Provide a concluding statement or section that follows from and supports the argument presented.
Standard Target Type:
___ K ___ R ___ S ___ P
Standard Target Type:
___ K ___ R ___ S ___ P
Knowledge
Considering grade-level appropriate topics, texts, and level of writing sophistication expected:
Define and generate substantive topics for writing.
Define and locate substantive texts to support argumentative writing.
Define precise claim, counter claim, reasons, and
evidence.
Explain what constitutes relevant and sufficient
evidence.
Identify common organization patterns for
argumentative writing.
Identify rhetorical strategies appropriate for
argumentative writing.
Define rhetorical audience.
Explain the difference between fair and unfair claims and counterclaims.
Identify transitional words, phrases, and clauses.
Define formal style and objective tone.
Identify norms and conventions of argumentative writing.
Identify characteristics of concluding statements or sections that support the argument presented.
Knowledge
Identify ways to vary syntax.
Considering grade-level appropriate topics, texts, and level of writing sophistication expected:
Define and generate substantive topics for writing.
Define and locate substantive texts to support
argumentative writing.
Define precise claim, counter claim, reasons, and
evidence.
Explain what constitutes relevant and sufficient
evidence.
Identify common organization patterns for
argumentative writing.
Identify rhetorical strategies appropriate for
argumentative writing.
Define rhetorical audience.
Explain the difference between fair and unfair claims and counterclaims.
Identify transitional words, phrases, and clauses.
Define formal style and objective tone.
Identify norms and conventions of argumentative
writing.
Identify characteristics of concluding statements or
sections that support the argument presented.
Reasoning
Considering grade-level appropriate topics, texts, and level of writing sophistication expected:
Analyze a substantive text to determine if it is suitable
for a written argument.
Reasoning
Considering grade-level appropriate topics, texts, and level of writing sophistication expected:
Analyze a substantive text to determine if it is suitable
for a written argument.
Determine a method to introduce a precise claim(s)
and distinguish the claim(s) from alternate or opposing claims.
Determine the relationships between claims and counterclaims.
Select an appropriate organizational structure to establish clear relationships among claim(s),
counterclaims, reasons, and evidence.
Develop claims and counterclaims fairly.
Determine the knowledge level and concerns of the
rhetorical audience.
Determine appropriate rhetorical strategies to use.
Evaluate the strengths and limitations of claims and
counterclaims.
Link major sections of the text and create cohesion
using transition words, phrases, and clauses.
Use transition words, phrases, and clauses to clarify
the relationships among claims and reasons, between reasons and evidence, and between claims and
counterclaims.
Develop formal writing style and objective tone while
attending to the norms and conventions of the discipline.
Plan a concluding statement that follows from and supports the argument presented.
Determine a method to introduce a precise claim(s),
establish the significance of the claim, and distinguish the claim(s) from alternate or opposing claims.
Determine the relationships between claims and counterclaims.
Select an appropriate organizational structure to logically sequence claim(s), counterclaims, reasons,
and evidence.
Develop claims and counterclaims fairly by supplying
the most relevant evidence for each.
Determine the knowledge level, concerns, values, and
possible biases of the rhetorical audience.
Determine appropriate rhetorical strategies to use.
Evaluate the strengths and limitations of claims and
counterclaims.
Link major sections of the text and create cohesion
using transition words, phrases, clauses, and varied syntax.
Use transition words, phrases, clauses, and varied
syntax to clarify the relationships among claims and reasons, between reasons and evidence, and between
claims and counterclaims.
Develop formal writing style and objective tone while
attending to the norms and conventions of the discipline.
Plan a concluding statement that follows from and supports the argument presented.
Skill
Skill
Product Considering grade-level appropriate topics, texts, and level of writing sophistication expected:
Product Considering grade-level appropriate topics, texts, and level of writing sophistication expected:
Write an argument to support claims in an analysis of substantive texts, using valid reasoning and relevant and
sufficient evidence which:
Introduces a precise claim(s)
Distinguishes claims from alternate or opposing claims
Creates an organization that establishes clear relationships among claim(s), counterclaims, reasons
and evidence.
Develops claim(s) and counterclaims fairly, with
evidence
Points out strengths and limitations of claims and
counterclaims
Anticipates the audience’s knowledge level and
concerns.
Uses words, phrases, and clauses to link sections of
text, create cohesion, and clarify relationships
Establishes and maintains formal style and objective tone
Attends to the norms and conventions of the discipline
Provides a concluding statement that follows from and
supports the argument presented
Write an argument to support claims in an analysis of substantive texts, using valid reasoning and relevant and
sufficient evidence which:
Introduces a precise, knowledgeable claim(s)
Establishes the significance of the claim
Distinguishes claims from alternate or opposing
claims
Creates an organization that logically sequences
claim(s), counterclaims, reasons and evidence.
Develops claim(s) and counterclaims fairly, with the most relevant evidence for each
Points out strengths and limitations of claims and counterclaims
Anticipates the audience’s knowledge level, values, possible biases, and concerns.
Uses words, phrases, clauses, and varied syntax, to link sections of text, create cohesion, and clarify
relationships
Establishes and maintains formal style and objective
tone
Attends to the norms and conventions of the discipline
Provides a concluding statement that follows from and supports the argument presented
SAMPLE High School ELA Learning Targets
Graduation Competency 3: Design and implement concise and sustained research tasks focused by questions and
understandings of rigorous and relevant topics.
Performance Indicator: 3a Compile relevant information
from multiple print and digital sources, using effective research and online-search methods, and determine the credibility and accuracy of the sources while assessing the
strengths and limitations of each source for the specific task, purpose, and audience.
Ultimate Target Type (Classify the type of learning
target indicated by the performance indicator.):
___ Knowledge ___ Reasoning ___ Skill ___Product
9-10 Grade Learning Targets 11-12 Grade Learning Targets
Standard(s):
W8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source
in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for
citation.
Standard(s):
W8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations
of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.
Standard Target Type:
___ K ___ R ___ S ___ P
Standard Target Type:
___ K ___ R ___ S ___ P
Knowledge
Define and identify plagiarism.
Identify how to create in-text citations.
Identify how to create a Works Cited list.
Considering grade-level appropriate topics, texts, and level of research sophistication expected:
Identify the characteristics of relevant authoritative digital and print sources.
Identify how to perform an advanced search.
Perform an advanced search.
Knowledge
Identify overreliance on a source.
Considering grade-level appropriate topics, texts, and level of research sophistication expected:
Identify the characteristics of relevant authoritative
digital and print sources.
Identify how to perform an advanced search.
Perform an advanced search.
Identify strategies for assessing the usefulness of each
source in answering the research question.
Identify different strategies for integrating research into
a text (paraphrase, quote, etc.).
Identify strategies for assessing the strengths, and
weaknesses of a source based on the task, purpose, and audience.
Identify different strategies for integrating research into
a text (paraphrase, quote, etc.).
Reasoning Considering grade-level appropriate topics, texts, and level of research sophistication expected:
Gather relevant information from multiple authoritative print and digital sources.
Assess the usefulness of each source in answering the research question.
Integrate information into text to maintain flow of ideas and avoid plagiarism
Cite research using in-text citations.
Cite research using a Works Cited List.
Reasoning Considering grade-level appropriate topics, texts, and level of research sophistication expected:
Gather relevant information from multiple authoritative print and digital sources.
Assess the strengths and weaknesses of each source in terms of task, purpose, and audience.
Integrate information into text to maintain flow of ideas, avoid plagiarism, and avoid overreliance on any
one source.
Cite research using in-text citations.
Cite research using a Works Cited List.
Skill
Skill
Product
Product
SAMPLE High School ELA Learning Targets
Graduation Competency 4: Collaborate and communicate effectively in a range of discussions, responding
appropriately to diverse perspectives.
Performance Indicator: 4d Evaluate a speaker’s point of
view, reasoning, and use of evidence and rhetoric.
Ultimate Target Type (Classify the type of learning
target indicated by the performance indicator.):
___ Knowledge ___ Reasoning ___ Skill ___Product
9-10 Grade Learning Targets 11-12 Grade Learning Targets
Standard(s): SL3 Evaluate and/or reflect on a speaker’s point of view,
reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Standard(s): SL3 Evaluate a speaker’s point of view, reasoning, and use
of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Standard Target Type:
___ K ___ R ___ S ___ P
Standard Target Type:
___ K ___ R ___ S ___ P
Knowledge
Define a speaker’s point of view, reasoning, use of
evidence, and use of rhetoric (rhetorical strategies).
Define fallacious reasoning, exaggerated evidence, and
distorted evidence.
Considering grade-appropriate topics, texts, and level of speaking/listening sophistication expected:
Identify a speaker’s point of view, reasoning, use of
rhetoric (rhetorical strategies), and use of evidence.
Identify fallacious reasoning, exaggerated evidence, and
distorted evidence in a text.
Knowledge
Define a speaker’s stance, premises, links among ideas,
word choice, points of emphasis, and tone used. Considering grade-appropriate topics, texts, and level of speaking/listening sophistication expected:
Identify a speaker’s point of view, reasoning, use of
rhetoric (rhetorical strategies), and use of evidence.
Identify the stance the speaker takes, the premises
used to develop the stance, and links among ideas.
Identify specific words the speaker chooses, points the
speaker emphasizes, and the tone the speaker uses.
Reasoning Considering grade-appropriate topics, texts, and level of speaking/listening sophistication expected:
Reflect on a speaker’s point of view, reasoning, use of evidence, and use of rhetoric.
Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric.
Reasoning Considering grade-appropriate topics, texts, and level of speaking/listening sophistication expected:
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric by assessing: speaker’s stance,
premises, links among ideas, word choice, points of emphasis, and tone used.
Skill
Skill
Product
Product
SAMPLE High School ELA Learning Targets
Graduation Competency 5: Communicate information, reasoning, and supporting evidence that conveys a clear and
distinct perspective.
Performance Indicator: 5b Make strategic use of digital
media to enhance presentations.
Ultimate Target Type (Classify the type of learning
target indicated by the performance indicator.):
___ Knowledge ___ Reasoning ___ Skill ___Product
9-10 Grade Learning Targets 11-12 Grade Learning Targets
Standard(s): SL5 Make strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Standard(s) SL5 Make strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest
Standard Target Type:
___ K ___ R ___ S ___ P
Standard Target Type:
___ K ___ R ___ S ___ P
Knowledge
Considering grade-appropriate topics, texts, and level of presentation sophistication expected:
Identify digital media.
Identify strategies for evaluating the usefulness of
digital media to enhance understanding of findings, reasoning, and evidence and to add interest.
Knowledge
Considering grade-appropriate topics, texts, and level of presentation sophistication expected:
Identify digital media.
Identify strategies for evaluating the usefulness of
digital media to enhance understanding of findings, reasoning, and evidence and to add interest.
Reasoning
Assess the usefulness of digital media in presentations to enhance understanding of findings, reasoning, and
evidence and to add interest.
Reasoning
Assess the usefulness of digital media in presentations to enhance understanding of findings, reasoning, and
evidence and to add interest.
Skill
Use digital media strategically in presentations to enhance understanding of findings, reasoning, and
evidence and to add interest.
Skill
Use digital media strategically in presentations to enhance understanding of findings, reasoning, and
evidence and to add interest.
Product
Product
SAMPLE High School ELA Learning Targets
Graduation Competency 6: Employ the components of language (including conventions and word choice) effectively in written or spoken form.
Performance Indicator: 6a Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
Ultimate Target Type (Classify the type of learning target indicated by the performance indicator.):
___ Knowledge ___ Reasoning ___ Skill ___Product
9-10 Grade Learning Targets 11-12 Grade Learning Targets
Standard(s):
L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use parallel structure.
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative,
adverbial) to convey specific meanings and add variety and interest to writing or presentations.
Standard(s):
L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Apply the understanding that usage is a matter of
convention, can change over time, and is sometimes contested.
b. Resolve issues of complex or contested usage,
consulting references (e.g., Merriam‐Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.
Standard Target Type:
___ K ___ R ___ S ___ P
Standard Target Type:
___ K ___ R ___ S ___ P
Knowledge
Define and identify parallel structure.
Identify various types of phrases (noun, verb, adjectival,
adverbial, participial, prepositional, absolute).
Identify types of clauses (independent, dependent,
noun, relative, adverbial).
Knowledge
Describe how usage is a matter of convention, can change over time, and is sometimes contested.
Identify specific examples of complex or contested usage.
Reasoning
Incorporate parallel structure.
Explain how an author’s use of various phrases and
clauses adds variety and interest to writing or conveys specific meanings.
Reasoning
Resolve issues of complex or contested usage by consulting references (Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed
Skill Considering grade-level appropriate level of writing/speaking sophistication expected:
Use parallel structure when writing or speaking.
Use various types of phrases and clauses to convey
specific meanings and add variety and interest to writing or presentation.
Demonstrate command of the conventions of Standard
English grammar and usage when writing or speaking.
Skill Considering grade-level appropriate level of writing/speaking sophistication expected:
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
Product
Product
SAMPLE High School ELA Learning Targets
Graduation Competency:
Performance Indicator: Ultimate Target Type (Classify the type of learning
target indicated by the performance indicator.):
___ Knowledge ___ Reasoning ___ Skill ___Product
9-10 Grade Learning Targets 11-12 Grade Learning Targets
Standard(s):
Standard(s):
Standard Target Type:
___ K ___ R ___ S ___ P
Standard Target Type:
___ K ___ R ___ S ___ P
Knowledge
Knowledge
Reasoning
Reasoning
Skill
Skill
Product
Product