analyze data appropriate to the specialized topic of study by identifying significant statistical features, patterns, sources of error, and limitations;

use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases); and

use mathematical calculations to assess quantitative relationships in data as appropriate to the specialized topic of study; and

use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).

evaluate experimental or engineering designs as appropriate to the specialized topic of study.

Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization.

Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, or proposed solutions. The student is expected to:

Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.

develop explanations or propose solutions supported by data and models consistent with scientific ideas, principles, and theories as appropriate to the specialized topic of study;

Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

communicate explanations or solutions individually and collaboratively in a variety of settings and formats as appropriate to the specialized topic of study; and

brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and

engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence as appropriate to the specialized topic of study.

formulate a plan for engaging in in-depth research on a complex, multi-faceted topic.

Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to:

Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:

analyze, evaluate, and critique scientific explanations and solutions by using empirical evidence, logical reasoning, and experimental or observational testing as appropriate to the specialized topic of study, so as to encourage critical thinking by the student;

follow the research plan to gather evidence from experts on the topic and texts written for informed audiences in the field, distinguishing between reliable and unreliable sources and avoiding over-reliance on one source;

relate the impact of past and current research on scientific thought and society, including research methodology, cost-benefit analysis, and contributions of diverse scientists as appropriate to the specialized topic of study; and

systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences; and

research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field in order to investigate STEM careers as appropriate to the specialized topic of study.

paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number), differentiating among primary, secondary, and other sources.

Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:

modify the major research question as necessary to refocus the research plan;

differentiate between theories and the evidence that supports them and determine whether the evidence found is weak or strong and how that evidence helps create a cogent argument; and

critique the research process at each step to implement changes as the need occurs and is identified.

Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation that:

provides an analysis that supports and develops personal opinions, as opposed to simply restating existing information;

uses a variety of formats and rhetorical strategies to argue for the thesis;

develops an argument that incorporates the complexities of and discrepancies in information from multiple sources and perspectives while anticipating and refuting counter-arguments;

uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials; and

is of sufficient length and complexity to address the topic.

Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to:

listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the positions taken and the evidence in support of those positions; and

evaluate the clarity and coherence of a speaker's message and critique the impact of a speaker's diction and syntax on an audience.

Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices, and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria.

Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

determine the meaning of technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;

analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings;

use the relationship between words encountered in analogies to determine their meanings (e.g., synonyms/antonyms, connotation/denotation);

analyze and explain how the English language has developed and been influenced by other languages; and

use general and specialized dictionaries, thesauri, histories of language, books of quotations, and other related references (printed or electronic) as needed.

Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

compare and contrast works of literature that express a universal theme;

compare and contrast the similarities and differences in classical plays with their modern day novel, play, or film versions; and

relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time.

Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to evaluate the changes in sound, form, figurative language, graphics, and dramatic structure in poetry across literary time periods.

Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to evaluate how the structure and elements of drama change in the works of British dramatists across literary periods.

Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: