1st Marking Period Learning Targets / "I Can" Statements
ELACC11-12RL1: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly. I can make inferences from the text including when the text leaves matters uncertain.
ELACC11-12RL2: I can determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
ELACC11-12RL4: I can determine the meaning of words and phrases as they are used in the text.
ELACC11-12RL4: I can determine figurative and connotative meanings of words in text.
ELACC11-12RL4: I can analyze the impact of specific word choices on meaning and tone.
ELACC11-12RL4: I can analyze the impact of words with multiple meanings or language that is particularly fresh, engaging, or beautiful on meaning and tone.
ELACC11-12RI1: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly. I can make inferences from the text including when the text leaves matters uncertain.
ELACC11-12RI4: I can determine the meaning or words and phrases as they are used in a text, including figurative, connotative, and technical meanings. I can analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
ELACC11-12W1:I can write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
ELACC11-12W1: I can 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.
ELACC11-12W1: I can 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.
ELACC11-12W1: I can 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.
ELACC11-12W1: I can establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
ELACC11-12W1: I can provide a concluding statement or section that follows from and supports the argument presented.
ELACC11-12W4: I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
ELACC11-12W9: I can draw evidence from literary or informational texts to support my analysis, reflection, and research.
ELACC11-12W10: I can write routinely over extended time frames - I can write for research, reflection, and revision.
ELACC11-12W10: I can write routinely over shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
ELACC11-12SL6: I can adapt speech to a variety of contexts and tasks.
ELACC11-12SL6: I can demonstrate a command of formal English when indicated or appropriate.
ELACC11-12L6: I can gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
ELACC11-12L6: I can accurately use general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level.
ELACC11-12SL1: I can come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
ELACC11-12SL1: I can propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
ELACC11-12RL2: I can determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
ELACC11-12RL4: I can determine the meaning of words and phrases as they are used in the text.
ELACC11-12RL4: I can determine figurative and connotative meanings of words in text.
ELACC11-12RL4: I can analyze the impact of specific word choices on meaning and tone.
ELACC11-12RL4: I can analyze the impact of words with multiple meanings or language that is particularly fresh, engaging, or beautiful on meaning and tone.
ELACC11-12RI1: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly. I can make inferences from the text including when the text leaves matters uncertain.
ELACC11-12RI4: I can determine the meaning or words and phrases as they are used in a text, including figurative, connotative, and technical meanings. I can analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
ELACC11-12W1:I can write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
ELACC11-12W1: I can 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.
ELACC11-12W1: I can 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.
ELACC11-12W1: I can 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.
ELACC11-12W1: I can establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
ELACC11-12W1: I can provide a concluding statement or section that follows from and supports the argument presented.
ELACC11-12W4: I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
ELACC11-12W9: I can draw evidence from literary or informational texts to support my analysis, reflection, and research.
ELACC11-12W10: I can write routinely over extended time frames - I can write for research, reflection, and revision.
ELACC11-12W10: I can write routinely over shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
ELACC11-12SL6: I can adapt speech to a variety of contexts and tasks.
ELACC11-12SL6: I can demonstrate a command of formal English when indicated or appropriate.
ELACC11-12L6: I can gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
ELACC11-12L6: I can accurately use general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level.
ELACC11-12SL1: I can come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
ELACC11-12SL1: I can propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
