High School ELA Minnesota Standards

Listening, Speaking, Viewing and Exchanging Ideas

Writing

Reading

Grade 10

Exchange ideas in discussion and collaboration, as listener, speaker and participant, A) including the voices and perspectives of Dakota and Anishinaabe people as well other perspectives, identities and cultures like and unlike their own, and B) expressing one's own ideas, stories and experiences.

Exchange ideas through storytelling, discussion and collaboration, both as facilitator and participant, expressing ideas, intentionally considering the perspectives of Dakota and Anishinaabe people as well as other perspectives.

Exchange ideas on grade 10 topics, texts and issues from social studies and science.

Acknowledge and elaborate on others' ideas, and promote a thoughtful, well-reasoned exchange of ideas.

Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

Develop conflict resolution strategies.

Extend conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify or challenge ideas and conclusions, demonstrating preparation for the discussion.

Respond thoughtfully to diverse perspectives and constructive feedback, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own ideas in revising work.

Communicate with others, applying knowledge of vocabulary, language, structure and features of spoken language, considering audience and context.

Make effective choices regarding vocabulary, language, structure and advanced application of features of spoken language (e.g., rhetorical questioning) in a variety of forms, including digital and face-to-face interactions, considering audience and context.

Media Literacy in Exchanging Ideas: Thoughtfully and safely access, analyze, and create written, oral and digital content applicable to task, purpose, audience and discipline.

Select and use the most applicable style of communication, appropriate to task, purpose, audience and discipline, following ethical and safe communication practice.

Create, share and present, individually or in a collaborative group, a piece of digital work or digital communication, which may include ethical remixing or transformation of work, for a specific purpose; publish work, considering audience, demonstrating understanding of digital footprint.

Read and comprehend independently A) both self-selected and teacher-directed texts, B) complex literary and informational texts, and C) from multiple sources representing perspectives and identities like and unlike their own from dominant, non-dominant and marginalized social groups.

Read independently and synthesize understanding from multiple texts in order to make meaning about a topic, with guidance and support, and annotate learning.

At grade 10 text complexity, select and proficiently read and comprehend texts that address academic tasks.

Locate, select and read text by multiple authors on the same topic or theme to examine concepts or issues from multiple viewpoints or perspectives.

Read and comprehend independently both self-selected and teacher-directed complex literary and informational texts representing perspectives of historical and contemporary Dakota and Anishinaabe people.

Choose and read texts that address the purpose (e.g., personal interest, enjoyment, academic tasks), representing perspectives and identities of historical and contemporary Dakota and Anishinaabe people, to examine concepts, issues or histories.

Read critically to comprehend, interpret and analyze themes and central ideas in complex literary and informational texts.

Cite strong and thorough textual evidence to support conclusions of what a text says explicitly as well as inferences drawn from text, including analysis of how and when author introduces concepts, ideas or characters; objectively summarize the text.

Analyze and compare/contrast the themes or central ideas of multiple texts, researching and interpreting possible impact of author perspective, identity and bias.

Analyze how events, ideas and complex characters develop over the course of a text and advance the plot in a literary text.

Compare and contrast how two authors unfold an analysis or series of ideas or events, including the order in which points are made, how they are introduced and developed, and the connections that are drawn between them, in informational text.

Apply knowledge of text structure to understand and evaluate a wide variety of complex literary and informational texts.

Evaluate the impact of the author's choices concerning order of events within a text (e.g., parallel, linear and nonlinear plots).

Evaluate how an author's ideas or claims are developed and refined by given sentences, paragraphs or larger sections of an informational text.

Evaluate the impact of illustrations, graphics and other audiovisual elements on the use, meaning and aesthetics of the text.

Analyze influences on content, meaning and style of text including fact and fiction, time period, and author perspective and identity, including Dakota and Anishinaabe perspective, in complex literary and informational texts.

Analyze how the author's, including Dakota and Anishinaabe authors, purpose, stated identities, biases and perspective shape the content and style of a text.

Analyze the impact of a text's publishing date on its current validity and credibility in literature, social studies or science.

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Evaluate arguments and specific claims from complex informational texts.

Analyze the arguments of several authors with similar or different perspectives on the same topic to evaluate arguments using relevance and sufficiency of evidence and validity of reasoning.

Examine the impact of vocabulary, including words and phrases, on content, style and meaning of complex literary and informational texts.

Evaluate the impact of vocabulary, including key words or phrases with multiple meanings, on content, style and meaning of literary text.

Analyze the impact of specific word choices, including word origins that allude to culture, time period or geography, in informational text.

Access and gather information from a variety of sources, representing diverse perspectives, and assessing relevancy and credibility of information.

Access information from a wide variety of sources, on both sides of an issue or from multiple perspectives, to expand understanding of a topic of inquiry.

Make critical choices about information sources to use based on perspective, biases, credibility and relevancy.

Demonstrate knowledge of oral language, orthography, grammar and mechanics to express ideas in writing.

Write and edit work so that it follows the guidelines in a style manual appropriate for the discipline and purpose, with guidance.

No benchmark at this grade level.

Write with command of grammar and mechanics to influence voice and style.

Write routinely for various purposes and disciplines, representing one's own personal perspective, identity and voice.

Write routinely for a range of tasks (e.g., personal interest, enjoyment, academic tasks), purposes and audiences, choosing topics and format, including visual elements (e.g. illustrations, charts, tables, audiovisual elements) when applicable.

Write to represent personal perspective, identity and voice as a member of a global community.

Develop and strengthen writing by using a writing process including planning, drafting, revising, editing and publishing.

Write and revise to align with the guidelines (e.g., character counts, word counts, structure, style) of various publications.

Make effective word use and sentence structure choices for meaning or style, considering audience and context.

Write arguments to support claims and to persuade in an analysis of topics or texts, using valid reasoning and evidence while considering audience.

Write to argue, basing argument and counter-argument, supported with evidence, on an understanding of the relevant and authentic issues connected to the argument, building on skills from previous years.

Write to persuade, demonstrating an understanding of the relevant and authentic issues connected to the position, building on skills from previous years.

Write informative or explanatory texts to examine and convey complex ideas and information clearly and accurately through use of informational and literary text, considering audience.

Write to inform or explain, evaluating accuracy and relevancy of information to convey complex ideas about a topic; Use precise, domain-specific vocabulary and utilize organization strategies common in a variety of text structures, and maintain an objective tone while attending to the norms and conventions of the discipline, building on skills from previous years.

Write to respond to literary text, choosing either a deeper or wider analysis of narrative elements.

Write narratives, poetry and other creative texts with details and effective technique to express ideas.

Write to create, applying basic and advanced literary techniques and a variety of creative skills to various tasks and purposes in various literary forms.

Use structure appropriate to task and purpose in written narratives, poetry or other creative text.

Engage in inquiry-based learning and research processes to create texts and presentations for a variety of purposes and audiences.

Formulate self-generated questions to solve a problem that guide inquiry, generating additional questions for further research and investigation.

Plan and conduct independent research, synthesizing information from a wide variety of sources, demonstrating understanding of subject of investigation, and share findings in writing.

Media Literacy in Writing: Support writing with evidence from sources, correctly citing those sources, and demonstrating an understanding of the rights and obligations of using intellectual property.

Use and cite a wide variety of print and digital sources, quoting, paraphrasing and summarizing, avoiding plagiarism and following the guidelines in a style manual appropriate for the discipline and purpose, with guidance.

Listening, Speaking, Viewing and Exchanging Ideas

Writing

Reading

Grade 9

Use and cite a wide variety of print and digital sources, quoting, paraphrasing and summarizing, avoiding plagiarism and following the guidelines in a style manual appropriate for the discipline and purpose, with guidance.

Exchange ideas in discussion and collaboration, as listener, speaker and participant, A) including the voices and perspectives of Dakota and Anishinaabe people as well other perspectives, identities and cultures like and unlike their own, and B) expressing one's own ideas, stories and experiences.

Exchange ideas through storytelling, discussion and collaboration, both as facilitator and participant, expressing ideas, intentionally considering the perspectives of Dakota and Anishinaabe people and other perspectives.

Exchange ideas on grade 9 topics, texts and issues from social studies and science.

Elaborating on others' ideas and summarizing points of agreement and disagreement.

Work toward a shared goal by building consensus and integrating divergent views.

Use teacher-provided models of conflict resolution.

Contribute to conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions, demonstrating preparation for the discussion.

Request and utilize constructive feedback for use in revising work.

Communicate with others, applying knowledge of vocabulary, language, structure and features of spoken language, considering audience and context.

Adapt speech, writing or communications to a variety of contexts, audiences and tasks, demonstrating command of formal English when indicated or appropriate.

Thoughtfully and safely access, analyze, and create written, oral and digital content applicable to task, purpose, audience and discipline.

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally), evaluating the credibility and accuracy of each source.

Create and share, individually or in a collaborative group, a piece of digital work or digital communication designed for a specific purpose and audience, demonstrating understanding of digital footprint while respecting intellectual property.

Read and comprehend independently A) both self- selected and teacher-directed texts, B) complex literary and informational texts, and C) from multiple sources representing perspectives and identities like and unlike their own from dominant, non-dominant and marginalized social groups.

Read independently and self-monitor understanding of grade-level text; independently annotate learning, applying strategies when meaning breaks down, including, but not limited to, consulting resources for more information.

At grade 9 text complexity, select and proficiently read and comprehend texts that address academic tasks.

Locate, select and read texts by two authors on the same topic or theme.

Read and comprehend independently both self-selected and teacher-directed complex literary and informational texts representing perspectives of historical and contemporary Dakota and Anishinaabe people.

Choose and read texts that address the purpose (e.g., personal interest, enjoyment, academic tasks), representing perspectives and identities of historical and contemporary Dakota and Anishinaabe people, to examine concepts, issues or histories.

Read critically to comprehend, interpret and analyze themes and central ideas in complex literary and informational texts.

Cite strong and thorough textual evidence to support conclusions of what a text says explicitly as well as inferences drawn from text, including making connections to other texts; objectively summarize the text.

Analyze the themes or central ideas, including how they emerge and are shaped by specific details, of multiple texts, considering author perspective, identity and bias.

Compare and contrast characters, attending to character complexity (e.g., those with multiple or conflicting motivations), in one or more literary texts.

Analyze how an author unfolds an analysis or series of ideas or events, including the order in which points are made, how they are introduced and developed, and the connections that are drawn between them, in informational text.

Apply knowledge of text structure to understand and evaluate a wide variety of complex literary and informational texts.

Evaluate the impact of author's use of literary elements on the structure of a text (e.g., narrator point of view, foreshadowing, pacing and flashbacks).

Analyze the informational text structure, including, but not limited to, proposition/support, critique, and inductive/deductive, focusing on the role of various sentences and paragraphs in a text in developing and refining a key concept.

Critically analyze the use, meaning and aesthetics of illustrations, graphics and other audiovisual elements and explain their relation to the text.

Analyze influences on content, meaning and style of text including fact and fiction, time period, and author perspective and identity, including Dakota and Anishinaabe perspective, in complex literary and informational texts.

Examine how the author's, including Dakota and Anishinaabe authors, purpose, stated identities, biases and perspective shape the content and style of a text.

Examine the impact of a text's publishing date on its current validity and credibility in literature, social studies or science.

Delineate the argument and specific claims in a text; identify false statements and fallacious reasoning.

Evaluate arguments and specific claims from complex informational texts.

Compare and contrast the arguments of two authors with different perspectives on the same topic to evaluate arguments using relevance and sufficiency of evidence and validity of reasoning.

Examine the impact of vocabulary, including words and phrases, on content, style and meaning of complex literary and informational texts.

Analyze the impact of specific word choices, rhythm, meter or other style choices on meaning and tone in literary text (e.g., word choices that allude to culture, time period or geography).

Examine the impact of domain-specific vocabulary in informational text through study of word origins (morphology and etymology) and use of reference tools.

Access and gather information from a variety of sources, representing diverse perspectives, and assessing relevancy and credibility of information.

Access information from a wide variety of sources, on both sides of an issue or from multiple perspectives, in the process of inquiry.

Evaluate perspective, bias, credibility, relevancy and sufficiency of sources, accessing additional sources as needed.

Demonstrate knowledge of oral language, orthography, grammar and mechanics to express ideas in writing.

Write and edit work so that it follows the guidelines in a style manual appropriate for the discipline and purpose, with guidance.

No benchmark at this grade level.

Write with sufficient command of grammar and mechanics to influence voice and style (e.g., parts of speech, sentence structures, pronoun/antecedent agreement).

Write routinely for various purposes and disciplines, representing one's own personal perspective, identity and voice.

Write routinely for a range of tasks (e.g., personal interest, enjoyment, academic tasks), purposes and audiences, choosing topics and format, including visual elements (e.g., illustrations, charts, tables, audio visual elements) when applicable.

Write to reflect how personal identities and the intersection of identities inform perspective.

Develop and strengthen writing by using a writing process including planning, drafting, revising, editing and publishing.

Plan and draft multiple pieces and engage with readers in a variety of ways to solicit feedback; incorporate feedback to develop and strengthen writing through revision, editing and publication.

Vary word usage and sentence structure for effect, considering audience and context.

Write arguments to support claims and to persuade in an analysis of topics or texts, using valid reasoning and evidence while considering audience.

Write to argue, basing argument and counter-argument, with evidence, on personally relevant and authentic issues, building on skills from previous years.

Write to persuade, considering and addressing other perspectives, building on skills from previous years.

Write informative or explanatory texts to examine and convey complex ideas and information clearly and accurately through use of informational and literary text, considering audience.

Write to inform or explain, comparing factual information to convey understanding of diverse perspectives, including Dakota and Anishinaabe perspectives, about a topic; clearly explain connections and distinctions between key ideas and concepts and use precise, domain-specific vocabulary and utilize organization strategies common in a variety of text structures, building on skills from previous years.

Write to respond to a literary text, including analysis of narrative elements (e.g., writing personal reactions, analysis, and interpretation of text).

Write narratives, poetry and other creative texts with details and effective technique to express ideas.

Write to create, applying basic and advanced literary techniques, as observed in mentor texts, to various tasks and purposes in various literary forms.

Model use of structural elements of mentor texts in written narratives, poetry or other creative text.

Engage in inquiry-based learning and research processes to create texts and presentations for a variety of purposes and audiences.

Formulate self-generated questions that guide inquiry to solve a problem, generating additional questions for further research and investigation.

Plan and conduct independent research, synthesizing information from a wide variety of sources, demonstrating understanding of subject of investigation, and share findings in writing.

Support writing with evidence from sources, correctly citing those sources, and demonstrating an understanding of the rights and obligations of using intellectual property.

Listening, Speaking, Viewing and Exchanging Ideas

Writing

Reading

Grades 11-12

Exchange ideas in discussion and collaboration, as listener, speaker and participant, A) including the voices and perspectives of Dakota and Anishinaabe people as well other perspectives, identities and cultures like and unlike their own, and B) expressing one's own ideas, stories and experiences.

Exchange ideas through storytelling, discussion and collaboration, both as facilitator and participant, expressing ideas, intentionally considering the perspectives of Dakota and Anishinaabe people as well as other perspectives.

Exchange ideas on grade 11–12 topics, texts and issues from social studies and science.

Seek the perspectives of groups not represented to promote a thoughtful, well-reasoned exchange of ideas.

Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

Develop a shared vision and goal in seeking diverse perspectives from the wider world (e.g., experts from the local community or students from other schools, towns, states or countries).

Employ conflict resolution strategies.

Extend conversations by posing and responding to questions that probe reasoning and evidence; ensure exploration of a full range of positions on a topic or issue; clarify, verify or challenge ideas and conclusions; and promote divergent and creative perspectives, demonstrating preparation for the discussion.

Give and respond thoughtfully to constructive feedback, summarizing points of agreement and disagreement, and solicit relevant feedback for use in revising work.

Communicate with others, applying knowledge of vocabulary, language, structure and features of spoken language, considering audience and context.

Make effective choices regarding vocabulary, language, structure and advanced application of features of spoken language in a variety of forms, including digital and face-to-face interactions, considering audience and context

Select and deliver most applicable style of presentation to communicate knowledge and ideas appropriate to task, purpose, audience and discipline, ensuring that audience can follow the line of reasoning in presentation of knowledge of ideas, following ethical and safe communication practices.

Media Literacy in Exchanging Ideas: Thoughtfully and safely access, analyze, and create written, oral and digital content applicable to task, purpose, audience and discipline.

Create and present a piece of digital work or digital communication, which may include ethical remixing or transformation of work, for a specific, current, relevant purpose; publish work, considering audience, demonstrating understanding of digital footprint.

Read and comprehend independently A) both self- selected and teacher-directed texts, B) complex literary and informational texts, and C) from multiple sources representing perspectives and identities like and unlike their own from dominant, non-dominant and marginalized social groups.

Read independently and synthesize understanding from multiple texts in order to make meaning or deepen understanding of a topic, and annotate learning.

At grade 11–12 text complexity, select and proficiently read and comprehend texts that address academic tasks.

Read widely, locating, selecting and reading texts to examine concepts or issues from multiple viewpoints or perspectives like and unlike their own from dominant, non-dominant and marginalized social groups.

Read and comprehend independently both self-selected and teacher-directed complex literary and informational texts representing perspectives of historical and contemporary Dakota and Anishinaabe people.

Choose and read texts that address the purpose (e.g., personal interest, enjoyment, academic tasks), representing perspectives and identities of Dakota and Anishinaabe people, to examine concepts, issues or histories.

Read critically to comprehend, interpret and analyze themes and central ideas in complex literary and informational texts.

Cite strong and thorough textual evidence to support conclusions of what a text says explicitly as well as inferences drawn from literature and informational text, including determining where the text leaves matter uncertain; objectively summarize the text.

Determine two or more themes or central ideas of a text and synthesize their development over the course of the text, including how they interact and build on one another to provide a complex synthesis.

Analyze the impact of the author's choices regarding how to develop and relate the elements of a story or drama in a literary text (e.g., where a story is set, how action is ordered, how characters are introduced or developed).

Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, concepts or events interact and develop in informational text.

Apply knowledge of text structure to understand and evaluate a wide variety of complex literary and informational texts.

Evaluate the impacts on meaning and appeal of the author's choices concerning structuring the text, including how specific parts of the text interact with each other and contribute to the whole.

Evaluate the use of differing informational text structures to support an author's ideas, claims and arguments.

Compare and contrast the impact of illustrations, graphics and other audiovisual elements on the use, meaning and aesthetics of a wide variety of texts.

Analyze influences on content, meaning and style of text including fact and fiction, time period, and author perspective and identity, including Dakota and Anishinaabe perspective, in complex literary and informational texts.

Evaluate how the author's, including Dakota and Anishinaabe authors, purpose, stated identities, biases and perspective shape the content and style of a text.

Analyze the progression of an idea or concept (e.g., democracy, integration, identity, climate change) as it has evolved in discussion in texts through decades or centuries through foundational documents of historical and literary significance.

Delineate and evaluate the reasoning in seminal scientific and legal texts, and the premises, purposes, and arguments in the documents identifying persuasive opinions and factual evidence.

Evaluate arguments and specific claims from complex informational texts.

Examine validity of reasoning, relevance and sufficiency of evidence supporting arguments in several texts to evaluate credibility of frequently used sources.

Examine the impact of vocabulary, including words and phrases, on content, style and meaning of complex literary and informational texts.

Analyze the cumulative impact of specific word choices on meaning, mood and tone of literary text (e.g., how the language evokes a sense of time and place, how it sets a formal or informal tone).

Evaluate the impact of academic, technical and domain-specific vocabulary, including words and phrases, on content, style and meaning of informational text.

Access and gather information from a variety of sources, representing diverse perspectives, and assessing relevancy and credibility of information.

Access information from a wide variety of sources, including academic journals and peer-reviewed sources, on both sides of an issue or from multiple perspectives, to expand understanding of a topic of inquiry.

Make critical choices about information sources and create an annotated bibliography, using summary or critical annotations.

Demonstrate knowledge of oral language, orthography, grammar and mechanics to express ideas in writing.

Write and edit work so that it follows the guidelines in a style manual appropriate for the discipline and purpose.

No benchmark at this grade level.

Write with varied use of elements of grammar and mechanics to align voice and style with the publishing plan.

Write routinely for various purposes and disciplines, representing one's own personal perspective, identity and voice.

Write routinely for a range of tasks (e.g., personal interest, enjoyment, academic tasks), purposes and audiences, choosing topics and format, including visual elements (e.g., illustrations, charts, tables and audiovisual elements) when applicable.

Write to reflect how personal perspective, identity and voice have developed and changed over time in relation to the global community.

Develop and strengthen writing by using a writing process including planning, drafting, revising, editing and publishing.

Generate and carry out a publishing plan to share written work with a wider audience; plan, draft, revise and edit work, considering the publishing plan.

Vary syntax for effect and apply an understanding of syntax when writing, considering audience, and use reference resources as needed.

Write arguments to support claims and to persuade in an analysis of topics or texts, using valid reasoning and evidence while considering audience.

Write to argue, supporting both argument and counter-argument with evidence and making strong, logical appeals, building on skills from previous years

Write to persuade, supporting a position with developed ideas and logical reasoning, building on skills from previous years.

Write informative or explanatory texts to examine and convey complex ideas and information clearly and accurately through use of informational and literary text, considering audience.

Write to inform or explain, comparing, integrating and evaluating factual information to convey complex ideas accurately, choosing the best text structure to inform or explain on chosen topic for particular audience, building on skills from previous years; use precise language, sentence structure, domain-specific vocabulary, and techniques such as metaphor, simile and analogy to manage the complexity of the topic.

Write to respond to literary text, analyzing multiple literary texts with common genre, author or theme.

Write narratives, poetry and other creative texts with details and effective technique to express ideas.

Write to create, engaging and orienting the reader, establishing context and narrative point of view, and applying basic and advanced literary techniques in various literacy forms, including, but not limited to, personal or autobiographical essays, building on skills learned in previous years.

Apply structural elements characteristic of the personal essay or autobiographical essay.

Engage in inquiry-based learning and research processes to create texts and presentations for a variety of purposes and audiences.

Formulate self-generated questions narrowing or broadening the inquiry to demonstrate understanding of the subject under investigation.

Plan and conduct independent research from a wide variety of sources including academic journals and peer-reviewed sources, demonstrating understanding of subject of investigation, and share findings in writing.

Support writing with evidence from sources, correctly citing those sources, and demonstrating an understanding of the rights and obligations of using intellectual property.

Use and cite a wide variety of print and digital sources, quoting, paraphrasing and summarizing, avoiding plagiarism and following the guidelines in a style manual appropriate for the discipline and purpose.