SBS:Literacy Level 11 v4

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Literacy Level 11 Capacity Matrices

Literacy Level 11 Vocabulary

Literacy Level 11 Rubrics

Contents

Oral Expression and Listening

Measurement Topic: LI.11.J11 Verbal and nonverbal cues impact the intent of communication Capacity Matrix LI.11.J11

LI.11.J11.02.04 Deliver formal oral presentations for intended purpose and audience, using effective verbal and nonverbal communication.æ (CAS: 11.1.1.b)

LI.11.J11.03.04 Deliver oral talks with clear enunciation, vocabulary, and appropriate organization; nonverbal gestures; and tone (CAS: 11.1.1.c)

Measurement Topic: LI.11.J12 Validity of a message is determined by its accuracy and relevance Capacity Matrix LI.11.J12

LI.11.J12.06.04 Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. (CAS: 11.1.2.a.vi) (CCSS: SL.11-12.1d)

LI.11.J12.07.04 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. (CAS: 11.1.2.b) (CCSS: SL.11-12.2)

LI.11.J12.08.04 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. (CAS: 11.1.2.c) (CCSS: SL.11-12.3)

Reading for All Purposes

Measurement Topic: LI.11.J21 Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning Capacity Matrix LI.11.J21

LI.11.J21.01.04 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. (CAS: 11.2.1.a.i) (CCSS: RL.11-12.1)

LI.11.J21.02.04 Determine two or more themes or 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 produce a complex account; provide an objective summary of the text. (CAS: 11.2.1.a.ii) (CCSS: RL.11-12.2)

LI.11.J21.03.04 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). (CAS: 11.2.1.a.iii) (CCSS: RL.11-12.3)

LI.11.J21.04.04 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) (CAS: 11.2.1.b.i) (CCSS: RL.11-12.4)

LI.11.J21.05.04 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). (CAS: 11.2.1.b.ii) (CCSS: RL.11-12.6)

LI.11.J21.06.04 Explain the influence of historical context on the form, style, and point of view of a written work (CAS: 11.2.1.b.iii)

LI.11.J21.08.04 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. (CAS: 11.2.1.c.ii) (CCSS: RL.11-12.9)

Measurement Topic: LI.11.J22 Ideas synthesized from informational texts serve a specific purpose Capacity Matrix LI.11.J22

LI.11.J22.01.04 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. (CAS: 11.2.2.a.i) (CCSS: RI.11-12.1)

LI.11.J22.02.04 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. (CAS: 11.2.2.a.ii) (CCSS: RI.11-12.2)

LI.11.J22.03.04 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. (CAS: 11.2.2.a.iii) (CCSS: RI.11-12.3)

LI.11.J22.04.04 Designate a purpose for reading expository texts and use new learning to complete a specific task (such as convince an audience, shape a personal opinion or decision, or perform an activity) (CAS: 11.2.2.a.iv)

LI.11.J22.06.04 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (CAS: 11.2.2.b.i) (CCSS: RI.11-12.4)

LI.11.J22.08.04 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. (CAS: 11.2.2.b.iii) (CCSS: RI.11-12.5)

LI.11.J22.09.04 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and rguments in works of public advocacy (e.g., The Federalist, presidential addresses). (CAS: 11.2.2.c.i) (CCSS: RI.11-12.8)

LI.11.J22.10.04 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. (CAS: 11.2.2.c.ii) (CCSS: RI.11-12.9)

Measurement Topic: LI.11.J23 Knowledge of language, including syntax and grammar, influence the understanding of literary, persuasive, and informational texts Capacity Matrix LI.11.J23

LI.11.J23.02.04 Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. (CAS: 11.2.3.b.i) (CCSS: L.11-12.4a)

LI.11.J23.03.04 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). (CAS: 11.2.3.b.ii) (CCSS: L.11-12.4b)

LI.11.J23.06.04 Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. (CAS: 11.2.3.c.i) (CCSS: L.11-12.5a)

LI.11.J23.07.04 Analyze nuances in the meaning of words with similar denotations. (CAS: 11.2.3.c.ii) (CCSS: L.11-12.5b)

LI.11.J23.08.04 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. (CAS: 11.2.3.d) (CCSS: L.11-12.6)

Writing and Composition

Measurement Topic: LI.11.J31 Stylistic and thematic elements of literary or narrative texts can be refined to engage or entertain an audience Capacity Matrix LI.11.J31

LI.11.J31.01.04 Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. (CAS: 11.3.1.a.i) (CCSS: W.11-12.3a)

LI.11.J31.02.04 Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. (CAS: 11.3.1.a.ii) (CCSS: W.11-12.3b)

LI.11.J31.03.04 Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). (CAS: 11.3.1.a.iii) (CCSS: W.11-12.3c)

LI.11.J31.04.04 Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. (CAS: 11.3.1.a.iv) (CCSS: W.11-12.3d)

LI.11.J31.05.04 Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. (CAS: 11.3.1.a.v) (CCSS: W.11-12.3e)

Measurement Topic: LI.11.J32 Elements of informational and persuasive texts can be refined to inform or influence an audience Capacity Matrix LI.11.J32

LI.11.J32.01.04 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. (CAS: 11.3.2.a.i) (CCSS: W.11-12.1a)

LI.11.J32.02.04 Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while ointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. (CAS: 11.3.2.a.ii) (CCSS: W.11-12.1b)

LI.11.J32.03.04 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 ounterclaims. (CAS: 11.3.2.a.iii) (CCSS: W.11-12.1c)

LI.11.J32.04.04 Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (CAS: 11.3.2.iv) (CCSS: W.11-12.1d)

LI.11.J32.05.04 Provide a concluding statement or section that follows from and supports the argument presented. (CAS: 11.3.2.a.v) (CCSS: W.11-12.1e)

LI.11.J32.06.04 Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (CAS: 11.3.2.b.i) (CCSS: W.11-12.2a)

LI.11.J32.07.04 Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. (CAS: 11.3.2.b.ii) (CCSS: W.11-12.2b)

LI.11.J32.08.04 Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. (CAS: 11.3.2.b.iii) (CCSS: W.11-12.2c)

LI.11.J32.09.04 Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. (CAS: 11.3.2.b.iv) (CCSS: W.11-12.2d)

LI.11.J32.10.04 Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (CAS: 11.3.2.b.v) (CCSS: W.11-12.2e)

LI.11.J32.11.04 Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (CAS: 11.3.2.b.vi) (CCSS: W.11-12.2f)

Measurement Topic: LI.11.J33 Writing demands ongoing revisions and refinements for grammar, usage, mechanics, and clarity Capacity Matrix LI.11.J33

LI.11.J33.03.04 Use a variety of phrases (absolute, appositive) accurately and purposefully to improve writing (CAS: 11.3.3.a.iii)

LI.11.J33.05.04 Ensure that a verb agrees with its subject in complex constructions (such as inverted subject/verb order, indefinite pronoun as subject, intervening phrases or clauses) (CAS: 11.3.3.a.v)

LI.11.J33.10.04 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in expectations 1–2 above.) (CAS: 11.3.3.c) (CCSS: W.11-12.4)

LI.11.J33.12.04 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (CAS: 11.3.3.e) (CCSS: W.11-12.6)

Research and Reasoning

Measurement Topic: LI.11.J41 Self-designed research provides insightful information, conclusions, and possible solutions Capacity Matrix LI.11.J41

LI.11.J41.01.04 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CAS: 11.4.1.a) (CCSS: W.11-12.7)

LI.11.J41.02.04 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. (CAS: 11.4.1.b) (CCSS: W.11-12.8)

LI.11.J41.04.04 Evaluate quality, accuracy, and completeness of information and the bias, credibility and reliability of the sources (CAS: 11.4.1.d)

LI.11.J41.07.04 Apply grades 11–12 Reading standards to literary nonfiction (e.g.,"Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]"). (CAS: 11.4.1.f.ii) (CCSS: W.11-12.9b)

Measurement Topic: LI.11.J42 Complex situations require critical thinking across multiple disciplines Capacity Matrix LI.11.J42

LI.11.J42.01.04 Analyze the logic of complex situations by questioning the purpose, question at issue, information, points of view, implications and consequences inferences, assumptions and concepts (CAS: 11.4.2.a)

LI.11.J42.02.04 Evaluate strengths and weaknesses of their logic and logic of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic and precision (CAS: 11.4.2.b)

LI.11.J42.03.04 Determine the extent to which they entered empathetically into competing points of view, exercised confidence in reason, recognized the limits of their knowledge on the topic (intellectual humility), explored alternative approaches to solving or addressing complex problems (intellectual flexibility), and were open to constructive critique (intellectual openmindedness) (CAS: 11.4.2.c)

LI.11.J42.05.04 Monitor and assess the extent to which their own beliefs and biases influenced their reactions to the viewpoints and logic of others (CAS: 11.4.2.e)

Measurement Topic: LI.11.J43 Evaluating quality reasoning includes the value of intellectual character such as humility, empathy, and confidence Capacity Matrix LI.11.J43

LI.11.J43.02.04 Assess strengths and weaknesses of thinking and thinking of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic, and precision (CAS: 11.4.3.b)

LI.11.J43.03.04 Determine the extent to which they entered empathetically into competing points of view, exercised confidence in reason, recognized the limits of their knowledge on the topic (intellectual humility), explored alternative approaches to solving or addressing complex problems (intellectual flexibility), were open to constructive critique (intellectual open-mindedness) (CAS: 11.4.3.c)

LI.11.J43.04.04 Evaluate the reasoning of self and others for quality, strong-sense thinking (CAS: 11.4.3.d)