Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

establish purpose for reading assigned and self-selected texts;

generate questions about text before, during, and after reading to deepen understanding and gain information;

make and correct or confirm predictions using text features, characteristics of genre, and structures;

create mental images to deepen understanding;

make connections to personal experiences, ideas in other texts, and society;

make inferences and use evidence to support understanding;

evaluate details read to determine key ideas;

synthesize information from two texts to create new understanding; and

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

describe personal connections to a variety of sources, including self-selected texts;

write responses that demonstrate understanding of texts, including comparing texts within and across genres;

use text evidence and original commentary to support a comprehensive response;

paraphrase and summarize texts in ways that maintain meaning and logical order;

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

respond using acquired content and academic vocabulary as appropriate;

discuss and write about the explicit or implicit meanings of text;

respond orally or in writing with appropriate register, vocabulary, tone, and voice;

reflect on and adjust responses when valid evidence warrants; and

defend or challenge the authors' claims using relevant text evidence.

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:

analyze how themes are developed through characterization and plot in a variety of literary texts;

analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils;

analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development; and

analyze how the setting influences the theme.

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

read and respond to American, British, and world literature;

analyze the structure, prosody, and graphic elements such as line length and word position in poems across a variety of poetic forms;

analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire;

analyze characteristics and structural elements of informational texts such as:

clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and

multiple organizational patterns within a text to develop the thesis;

analyze characteristics and structural elements of argumentative texts such as:

clear arguable claim, appeals, and convincing conclusion;

various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

identifiable audience or reader; and

analyze characteristics of multimodal and digital texts.

Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

analyze the author's purpose, audience, and message within a text;

analyze use of text structure to achieve the author's purpose;

evaluate the author's use of print and graphic features to achieve specific purposes;

analyze how the author's use of language achieves specific purposes;

analyze the use of literary devices such as irony and oxymoron to achieve specific purposes;

analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text; and

explain the purpose of rhetorical devices such as understatement and overstatement and the effect of logical fallacies such as straw man and red herring arguments.

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:

plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;

develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

using an organizing structure appropriate to purpose, audience, topic, and context; and