English Language Arts (B.E.S.T.

- Effective starting 2021-2022)

Standards

GRADE: 6

Strand: READING
Standard 1: Reading Prose and Poetry

BENCHMARK CODE BENCHMARK

ELA.6.R.1.1 Analyze how the interaction between characters contributes to the development of a
plot in a literary text.
ELA.6.R.1.2 Analyze the development of stated or implied theme(s) throughout a literary text.

Clarifications:
Clarification 1: For the purposes of this benchmark, theme is not a one- or two-word
topic, but a complete thought that communicates the author’s message. See Theme in
Glossary.
Clarification 2: Students should be introduced to the concept of universal themes,
although mastery isn’t expected until 9th grade. A universal theme is an idea that
applies to anyone, anywhere, regardless of cultural differences. Examples include but
are not limited to an individual’s or a community’s confrontation with nature; an
individual’s struggle toward understanding, awareness, and/or spiritual enlightenment;
the tension between the ideal and the real; the conflict between human beings and
advancements in technology/science; the impact of the past on the present; the
inevitability of fate; the struggle for equality; and the loss of innocence.
ELA.6.R.1.3 Explain the influence of multiple narrators and/or shifts in point of view in a literary text.

Clarifications:
Clarification 1: When referring to the person of the narrator, the term “point of view” is
used. Students focused on perspective in fifth grade, so they should differentiate
between point of view and perspective when working on this benchmark.
ELA.6.R.1.4 Describe the impact of various poetic forms on meaning and style.

Clarifications:
Clarification 1: Poetic forms used for this benchmark are sonnet and villanelle. See
Appendix B for examples.

Standard 2: Reading Informational Text

BENCHMARK CODE BENCHMARK

ELA.6.R.2.1 Explain how individual text sections and/or features convey meaning in texts.
 ELA.6.R.2.2 Analyze the central idea(s), implied or explicit, and its development throughout a text.

Clarifications:
Clarification 1: Various types of support could include an author’s use of facts,
definitions, concrete details, and/or quotations to develop the central idea(s) in a text.
ELA.6.R.2.3 Analyze authors’ purpose(s) in multiple accounts of the same event or topic.
ELA.6.R.2.4 Track the development of an argument, identifying the types of reasoning used.

Clarifications:
Clarification 1: For more information on types of reasoning, see Types of Logical
Reasoning.

Clarification 2: Instruction in types of reasoning will include an introduction to fallacies in

reasoning. Fallacies that are related to content, informal fallacies, will be the focus. See
Fallacies in Reasoning (Informal).

Standard 3: Reading Across Genres

BENCHMARK CODE BENCHMARK

ELA.6.R.3.1 Explain how figurative language contributes to tone and meaning in text(s).

Clarifications:
Clarification 1: Figurative language use that students will analyze are metaphor, simile,
alliteration, onomatopoeia, personification, hyperbole, and idiom. Other examples can
be used in instruction.

Clarification 2: See Secondary Figurative Language.

ELA.6.R.3.2 Paraphrase content from grade-level texts.

Clarifications:
Clarification 1: Most grade-level texts are appropriate for this benchmark.
ELA.6.R.3.3 Compare and contrast how authors from different time periods address the same or
related topics.

Clarifications:
Clarification 1: Texts for this benchmark should be selected from the following literary
periods:

• Colonial and Early National Period (1600–1830) American Literature

• Romantic Period (1790–1870)
• Realism and Naturalism Period (1870–1930)
• Modernist Period (1910–1945)
• Contemporary Period (1945–present)

ELA.6.R.3.4 Identify rhetorical appeals in a text.

Clarifications:
Clarification 1: Students will identify the appeals of logos, ethos, and pathos.

Clarification 2: See Rhetorical Appeals.

Strand: COMMUNICATION
Standard 1: Communicating Through Writing

BENCHMARK CODE BENCHMARK

 ELA.6.C.1.2 Write personal or fictional narratives using narrative techniques, precise words and
phrases, and figurative language.

Clarifications:
Clarification 1: See Writing Types and Narrative Techniques.

Clarification 2: Figurative language at this grade level should include any on which
students have received instruction in this or previous grades. See Figurative Language
Standard.
ELA.6.C.1.3 Write and support a claim using logical reasoning, relevant evidence from sources,
elaboration, and a logical organizational structure with varied transitions.

Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.
ELA.6.C.1.4 Write expository texts to explain and/or analyze information from multiple sources,
using a logical organizational structure, relevant elaboration, and varied transitions.

Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.
ELA.6.C.1.5 Improve writing by planning, revising, and editing, considering feedback from adults and
peers.

Standard 2: Communicating Orally

BENCHMARK CODE BENCHMARK

ELA.6.C.2.1 Present information orally, in a logical sequence, using nonverbal cues, appropriate
volume, clear pronunciation, and appropriate pacing.

Clarifications:
Clarification 1: Nonverbal cues appropriate to this grade level are posture, tone,
expressive delivery, focus on the audience, and facial expression. Clear pronunciation
should be interpreted to mean an understanding and application of phonics rules and
sight words as well as care taken in delivery. A student’s speech impediment should not
be considered as impeding clear pronunciation. Appropriate pacing is adhering to the
pauses dictated by punctuation and speaking at a rate that best facilitates
comprehension by the audience. Too fast a pace will lose listeners and too slow can
become monotonous. The element will also help students address the nervousness
that may make them speak too fast during presentations.

Clarification 2: For further guidance, see the Secondary Oral Communication Rubric.

Standard 3: Following Conventions

BENCHMARK CODE BENCHMARK

ELA.6.C.3.1 Follow the rules of standard English grammar, punctuation, capitalization, and spelling
appropriate to grade level.

Clarifications:
Clarification 1: Skills to be mastered at this grade level are as follows:

• Use verbals including gerunds, infinitives, and participial phrases.

• Use comparative and superlative forms of adjectives.
• Use pronouns correctly with regard to case, number, and person, correcting
for vague pronoun reference.

Skills to be implemented but not yet mastered are as follows:

 • Appropriately use colons.
• Appropriately use dangling modifiers.
• Appropriately use ellipses.
• Appropriately use hyphens.
• Vary sentence structure.

Clarification 2: See Convention Progression by Grade Level for more information.

Standard 4: Researching

BENCHMARK CODE BENCHMARK

ELA.6.C.4.1 Conduct research to answer a question, drawing on multiple reliable and valid sources,
and refocusing the inquiry when appropriate.

Clarifications:
Clarification 1: While the benchmark does require that students consult multiple
sources, there is no requirement that they use every source they consult. Part of the
skill in researching is discernment—being able to tell which information is relevant and
which sources are trustworthy enough to include.

Standard 5: Creating and Collaborating

BENCHMARK CODE BENCHMARK

ELA.6.C.5.1 Integrate diverse digital media to enhance audience engagement in oral or written
tasks.

Clarifications:
Clarification 1: Multimedia elements may include, but are not limited to, drawings,
pictures, artifacts, and audio or digital representation. At this grade level, students are
using more than one element. The elements may be of the same type (for example, two
pictures or a picture and an audio recording). The elements should relate directly to the
task and complement the information being shared, meaning that the multimedia
elements should add information to the presentation, not restate or reinforce it. The
elements should be smoothly integrated into the presentation.
ELA.6.C.5.2 Use digital tools to produce writing.

Strand: VOCABULARY
Standard 1: Finding Meaning

BENCHMARK CODE BENCHMARK

ELA.6.V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing.

Clarifications:
Clarification 1: To integrate vocabulary, students will apply the vocabulary they have
learned to authentic speaking and writing tasks independently. This use should be
intentional, beyond responding to a prompt to use a word in a sentence.

Clarification 2: Academic vocabulary appropriate to grade level refers to words that are
likely to appear across subject areas for the current grade level and beyond, vital to
comprehension, critical for academic discussions and writing, and usually require
explicit instruction.
ELA.6.V.1.2 Apply knowledge of Greek and Latin roots and affixes to determine meanings of words
and phrases in grade-level content.
 Clarifications:
Clarification 1: See Common Greek and Latin Roots 6-8 and Affixes.
ELA.6.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference
materials, and/or background knowledge to determine the connotative and denotative
meaning of words and phrases, appropriate to grade level.

Clarifications:
Clarification 1: Review of words learned in this way is critical to building background
knowledge and related vocabulary.
Clarification 2: See Context Clues and Word Relationships.

Clarification 3: See ELA.6.R.3.1 and Secondary Figurative Language.

GRADE: 7

Strand: READING
Standard 1: Reading Prose and Poetry

BENCHMARK CODE BENCHMARK

ELA.7.R.1.1 Analyze the impact of setting on character development and plot in a literary text.
ELA.7.R.1.2 Compare two or more themes and their development throughout a literary text.

Clarifications:
Clarification 1: For the purposes of this benchmark, theme is not a one- or two-word
topic, but a complete thought that communicates the author’s message.
Clarification 2: Students should continue to work with the concept of universal themes,
although mastery isn’t expected until 9th grade. A universal theme is an idea that
applies to anyone, anywhere, regardless of cultural differences. Examples include but
are not limited to an individual’s or a community’s confrontation with nature; an
individual’s struggle toward understanding, awareness, and/or spiritual enlightenment;
the tension between the ideal and the real; the conflict between human beings and
advancements in technology/science; the impact of the past on the present; the
inevitability of fate; the struggle for equality; and the loss of innocence.
ELA.7.R.1.3 Explain the influence of narrator(s), including unreliable narrator(s), and/or shifts in
point of view in a literary text.

Clarifications:
Clarification 1: An unreliable narrator is one who lacks credibility. Because all
information is being conveyed through this untrustworthy source, readers have to use
inferencing to establish what is likely to be true. Narrators can be unreliable for many
reasons including purposeful dishonesty, a lack information or background knowledge
about what that information means, mental illness, or self-deception.

Clarification 2: “Shifts in point of view” refers to a change in the narrator’s point of view
done for effect. Changes can be in degree and/or person: for example, a shift from
third-person limited to third-person omniscient or from first-person limited to third-
person limited.
ELA.7.R.1.4 Analyze the impact of various poetic forms on meaning and style.

Clarifications:
Clarification 1: Poetic forms used for this benchmark are sonnet and villanelle. See
Appendix B for examples.

Clarification 2: Instruction in this benchmark should focus on how the structure of each
poetic form affects its meaning.
Standard 2: Reading Informational Text

BENCHMARK CODE BENCHMARK

ELA.7.R.2.1 Explain how individual text sections and/or features convey a purpose in texts.
ELA.7.R.2.2 Compare two or more central ideas and their development throughout a text.
ELA.7.R.2.3 Explain how an author establishes and achieves purpose(s) through diction and syntax.

Clarifications:
Clarification 1: This benchmark focuses on the way in which diction (the author’s word
choice) and syntax (the way in which an author arranges those words) work together to
achieve a purpose.
ELA.7.R.2.4 Track the development of an argument, analyzing the types of reasoning used and their
effectiveness.

Clarifications:
Clarification 1: For more information on types of reasoning, see Types of Logical
Reasoning.

Clarification 2: Instruction in types of reasoning will include fallacies in reasoning.

Fallacies that are related to content, informal fallacies, will be the focus. See Fallacies
in Reasoning (Informal).

Standard 3: Reading Across Genres

BENCHMARK CODE BENCHMARK

ELA.7.R.3.1 Analyze how figurative language contributes to tone and meaning and explain
examples of allusions in text(s).

Clarifications:
Clarification 1: Figurative language use that students will analyze are metaphor, simile,
alliteration, onomatopoeia, personification, hyperbole, allusion, and idiom. Other
examples can be used in instruction.

Clarification 2: See Secondary Figurative Language.

ELA.7.R.3.2 Paraphrase content from grade-level texts.

Clarifications:
Clarification 1: Most grade-level texts are appropriate for this benchmark.
ELA.7.R.3.3 Compare and contrast how authors with differing perspectives address the same or
related topics or themes.

Clarifications:
Clarification 1: The term perspective means “a particular attitude toward or way of
regarding something.”
ELA.7.R.3.4 Explain the meaning and/or significance of rhetorical devices in a text.

Clarifications:
Clarification 1: Rhetorical devices for the purposes of this benchmark are the figurative
language devices from 7.R.3.1 with the addition of irony and rhetorical questioning.

Clarification 2: See Secondary Figurative Language.

Clarification 3: See Rhetorical Devices.

Strand: COMMUNICATION
Standard 1: Communicating Through Writing

BENCHMARK CODE BENCHMARK

ELA.7.C.1.2 Write personal or fictional narratives using narrative techniques, a recognizable point of
view, precise words and phrases, and figurative language.

Clarifications:
Clarification 1: See Writing Types and Narrative Techniques.

Clarification 2: See Secondary Figurative Language.

ELA.7.C.1.3 Write and support a claim using logical reasoning, relevant evidence from sources,
elaboration, a logical organizational structure with varied transitions, and
acknowledging at least one counterclaim.

Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.
ELA.7.C.1.4 Write expository texts to explain and analyze information from multiple sources, using
relevant supporting details and a logical organizational pattern.

Clarifications:
Clarification 1: See Writing Types.
ELA.7.C.1.5 Improve writing by planning, revising, and editing, considering feedback from adults and
peers.

Standard 2: Communicating Orally

BENCHMARK CODE BENCHMARK

ELA.7.C.2.1 Present information orally, in a logical sequence, emphasizing key points that support
the central idea.

Clarifications:
Clarification 1: For further guidance, see the Secondary Oral Communication Rubric.

Standard 3: Following Conventions

BENCHMARK CODE BENCHMARK

ELA.7.C.3.1 Follow the rules of standard English grammar, punctuation, capitalization, and spelling
appropriate to grade level.

Clarifications:
Clarification 1: Skills to be mastered at this grade level are as follows:

• Appropriately use colons.

• Appropriately use dangling modifiers.
• Appropriately use ellipses.
• Appropriately use hyphens.
• Vary sentence structure.

Skills to be implemented but not yet mastered are as follows:

• Appropriately use passive and active voice.

• Use semicolons to form sentences.
• Use verbs with attention to voice and mood.
 • Add variety to writing or presentations by using parallel structure and various
types of phrases and clauses.

Clarification 2: See Convention Progression by Grade Level for more information.

Standard 4: Researching

BENCHMARK CODE BENCHMARK

ELA.7.C.4.1 Conduct research to answer a question, drawing on multiple reliable and valid sources,
and generating additional questions for further research.

Clarifications:
Clarification 1: There is no requirement that students research the additional questions
generated.

Clarification 2: While the benchmark does require that students consult multiple
sources, there is no requirement that they use every source they consult. Part of the
skill in researching is discernment—being able to tell which information is relevant and
which sources are trustworthy enough to include.

Standard 5: Creating and Collaborating

BENCHMARK CODE BENCHMARK

ELA.7.C.5.1 Integrate diverse digital media to build cohesion in oral or written tasks.

Clarifications:
Clarification 1: Multimedia elements may include, but are not limited to, drawings,
pictures, artifacts, and audio or digital representation. At this grade level, students are
using more than one element. The elements may be of the same type (for example, two
pictures or a picture and an audio recording). The elements should relate directly to the
presentation and help to unify the concepts. The elements should be smoothly
integrated into the presentation.
ELA.7.C.5.2 Use digital tools to produce and share writing.

Strand: VOCABULARY
Standard 1: Finding Meaning

BENCHMARK CODE BENCHMARK

ELA.7.V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing.

Clarifications:
Clarification 1: To integrate vocabulary, students will apply the vocabulary they have
learned to authentic speaking and writing tasks independently. This use should be
intentional, beyond responding to a prompt to use a word in a sentence.

Clarification 2: Academic vocabulary appropriate to grade level refers to words that are
likely to appear across subject areas for the current grade level and beyond, vital to
comprehension, critical for academic discussions and writing, and usually require
explicit instruction.
ELA.7.V.1.2 Apply knowledge of Greek and Latin roots and affixes to determine meanings of words
and phrases in grade-level content.

Clarifications:
Clarification 1: See Common Greek and Latin Roots 6-8 and Affixes.
 ELA.7.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference
materials, and/or background knowledge to determine the connotative and denotative
meaning of words and phrases, appropriate to grade level.

Clarifications:
Clarification 1: Review of words learned in this way is critical to building background
knowledge and related vocabulary.

Clarification 2: See Context Clues and Word Relationships.

Clarification 3: See ELA.7.R.3.1 and Secondary Figurative Language.

GRADE: 8

Strand: READING
Standard 1: Reading Prose and Poetry

BENCHMARK CODE BENCHMARK

ELA.8.R.1.1 Analyze the interaction between character development, setting, and plot in a literary
text.
ELA.8.R.1.2 Analyze two or more themes and their development throughout a literary text.

Clarifications:
Clarification 1: For the purposes of this benchmark, theme is not a one- or two-word
topic, but a complete thought that communicates the author’s message.
Clarification 2: Students should continue to work with the concept of universal themes,
although mastery isn’t expected until 9th grade. A universal theme is an idea that
applies to anyone, anywhere, regardless of cultural differences. Examples include but
are not limited to an individual’s or a community’s confrontation with nature; an
individual’s struggle toward understanding, awareness, and/or spiritual enlightenment;
the tension between the ideal and the real; the conflict between human beings and
advancements in technology/science; the impact of the past on the present; the
inevitability of fate; the struggle for equality; and the loss of innocence.
ELA.8.R.1.3 Analyze how an author develops and individualizes the perspectives of different
characters.

Clarifications:
Clarification 1: The term perspective means “a particular attitude toward or way of
regarding something.” The term point of view is used when referring to the person of
the narrator. This is to prevent confusion and conflation.
ELA.8.R.1.4 Analyze structure, sound, imagery, and figurative language in poetry.

Clarifications:
Clarification 1: Structural elements for this benchmark are form, line length, white
space, indention, line breaks, and stanza breaks.

Clarification 2: Sound can be created through the use of end rhyme, internal rhyme,
slant rhyme, alliteration, assonance, consonance, onomatopoeia, repetition, and meter.

Clarification 3: Imagery, as used here, refers to language and description that appeals
to the five senses.

Clarification 4: Figurative language types for this benchmark are metaphor, simile,
alliteration, onomatopoeia, personification, hyperbole, allusion, and idiom. Other
examples can be used in instruction.
Standard 2: Reading Informational Text

BENCHMARK CODE BENCHMARK

ELA.8.R.2.1 Analyze how individual text sections and/or features convey a purpose and/or meaning
in texts.
ELA.8.R.2.2 Analyze two or more central ideas and their development throughout a text.
ELA.8.R.2.3 Explain how an author establishes and achieves purpose(s) through rhetorical appeals
and/or figurative language.

Clarifications:
Clarification 1: Figurative language use that students will analyze are metaphor, simile,
alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement),
allusion, and idiom. Other examples can be used in instruction.

Clarification 2: Students will explain the appropriateness of appeals in achieving a

purpose. In this grade level, students are using and responsible for the appeals of
logos, ethos, and pathos.

Clarification 3: See Secondary Figurative Language.

Clarification 4: See Rhetorical Appeals and Rhetorical Devices.

ELA.8.R.2.4 Track the development of an argument, analyzing the types of reasoning used and their
effectiveness, identifying ways in which the argument could be improved.

Clarifications:
Clarification 1: For more information on types of reasoning, see Types of Logical
Reasoning.

Clarification 2: Instruction in types of reasoning will include an introduction to fallacies in

reasoning. Fallacies that are related to content, informal fallacies, will be the focus. See
Fallacies in Reasoning (Informal).

Standard 3: Reading Across Genres

BENCHMARK CODE BENCHMARK

ELA.8.R.3.1 Analyze how figurative language contributes to meaning and explain examples of
symbolism in text(s).

Clarifications:
Clarification 1: Figurative language use that students will analyze are metaphor, simile,
alliteration, onomatopoeia, personification, hyperbole, allusion, and idiom. Other
examples can be used in instruction.

Clarification 2: See Secondary Figurative Language.

ELA.8.R.3.2 Paraphrase content from grade-level texts.

Clarifications:
Clarification 1: Most grade-level texts are appropriate for this benchmark.
ELA.8.R.3.3 Compare and contrast the use or discussion of archetypes in texts.

Clarifications:
Clarification 1: See Archetypes.
ELA.8.R.3.4 Explain how an author uses rhetorical devices to support or advance an appeal.

Clarifications:
Clarification 1: Rhetorical devices for the purposes of this benchmark are the figurative
 language devices from 8.R.3.1 with the addition of irony, rhetorical question, antithesis,
and zeugma.
Clarification 2: See Secondary Figurative Language.
Clarification 3: See Rhetorical Appeals and Rhetorical Devices.
Clarification 4: Students will explain the connection between an author’s use of
rhetorical devices and the appeal—logos, ethos, or pathos—that is being made.
Instruction should focus on ensuring students can explain how specific rhetorical
devices contribute to the development of the rhetorical appeal(s) the author uses.

Strand: COMMUNICATION
Standard 1: Communicating Through Writing

BENCHMARK CODE BENCHMARK

ELA.8.C.1.2 Write personal or fictional narratives using narrative techniques, varied transitions, and
a clearly established point of view.

Clarifications:
Clarification 1: See Writing Types and Narrative Techniques.
ELA.8.C.1.3 Write to argue a position, supporting at least one claim and rebutting at least one
counterclaim with logical reasoning, credible evidence from sources, elaboration, and
using a logical organizational structure.

Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.
ELA.8.C.1.4 Write expository texts to explain and analyze information from multiple sources, using
relevant supporting details, logical organization, and varied purposeful transitions.

Clarifications:
Clarification 1: See Writing Types.
ELA.8.C.1.5 Improve writing by planning, editing, considering feedback from adults and peers, and
revising for clarity and cohesiveness.

Standard 2: Communicating Orally

BENCHMARK CODE BENCHMARK

ELA.8.C.2.1 Present information orally, in a logical sequence, supporting the central idea with
credible evidence.

Clarifications:
Clarification 1: At this grade level, the emphasis is on the content, but students are still
expected to follow earlier expectations: volume, pronunciation, and pacing.

Clarification 2: For further guidance, see the Secondary Oral Communication Rubric.

Standard 3: Following Conventions

BENCHMARK CODE BENCHMARK

ELA.8.C.3.1 Follow the rules of standard English grammar, punctuation, capitalization, and spelling
appropriate to grade level.

Clarifications:
Clarification 1: Skills to be mastered at this grade level are as follows:

• Appropriately use passive and active voice.

• Use semicolons to form sentences.
 • Use verbs with attention to voice and mood.

Skills to be implemented but not yet mastered are as follows:

• Add variety to writing or presentations by using parallel structure and various

types of phrases and clauses.

Clarification 2: See Convention Progression by Grade Level for more information.

Standard 4: Researching

BENCHMARK CODE BENCHMARK

ELA.8.C.4.1 Conduct research to answer a question, drawing on multiple reliable and valid sources,
and generating additional questions for further research.

Clarifications:
Clarification 1: There is no requirement that students research the additional questions
generated.

Clarification 2: While the benchmark does require that students consult multiple
sources, there is no requirement that they use every source they consult. Part of the
skill in researching is discernment—being able to tell which information is relevant and
which sources are trustworthy enough to include.

Standard 5: Creating and Collaborating

BENCHMARK CODE BENCHMARK

ELA.8.C.5.1 Integrate diverse digital media to emphasize the relevance of a topic or idea in oral or
written tasks.
ELA.8.C.5.2 Use a variety of digital tools to collaborate with others to produce writing.

Strand: VOCABULARY
Standard 1: Finding Meaning

BENCHMARK CODE BENCHMARK

ELA.8.V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing.

Clarifications:
Clarification 1: To integrate vocabulary, students will apply the vocabulary they have
learned to authentic speaking and writing tasks independently. This use should be
intentional, beyond responding to a prompt to use a word in a sentence.

Clarification 2: Academic vocabulary appropriate to grade level refers to words that are
likely to appear across subject areas for the current grade level and beyond, vital to
comprehension, critical for academic discussions and writing, and usually require
explicit instruction.
ELA.8.V.1.2 Apply knowledge of Greek and Latin roots and affixes to determine meanings of words
and phrases in grade-level content.

Clarifications:
Clarification 1: See Common Greek and Latin Roots 6-8 and Affixes.
ELA.8.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference
materials, and/or background knowledge to determine the connotative and denotative
meaning of words and phrases, appropriate to grade level.
 Clarifications:

Clarification 1: Review of words learned in this way is critical to building background

knowledge and related vocabulary.
Clarification 2: See Context Clues and Word Relationships.
Clarification 3: See ELA.8.R.3.1 and Secondary Figurative Language.

GRADE: 9

Strand: READING
Standard 1: Reading Prose and Poetry

BENCHMARK CODE BENCHMARK

ELA.9.R.1.1 Explain how key elements enhance or add layers of meaning and/or style in a literary
text.

Clarifications:
Clarification 1: Key elements of a literary text are setting, plot, characterization, conflict,
point of view, theme, and tone.

Clarification 2: For layers of meaning, any methodology or model may be used as long
as students understand that text may have multiple layers and that authors use
techniques to achieve those layers. A very workable model for looking at layers of
meaning is that of I.A. Richards: Layer 1) the literal level, what the words actually mean
Layer 2) mood, those feelings that are evoked in the reader Layer 3) tone, the author’s
attitude Layer 4) author’s purpose (interpretation of author’s purpose as it is often
inferred)

Clarification 3: Style is the way in which the writer uses techniques for effect. It is
distinct from meaning but can be used to make the author’s message more effective.
The components of style are diction, syntax, grammar, and use of figurative language.
Style helps to create the author’s voice.
ELA.9.R.1.2 Analyze universal themes and their development throughout a literary text.

Clarifications:
Clarification 1: A universal theme is an idea that applies to anyone, anywhere,
regardless of cultural differences. Examples include but are not limited to an individual’s
or a community’s confrontation with nature; an individual’s struggle toward
understanding, awareness, and/or spiritual enlightenment; the tension between the
ideal and the real; the conflict between human beings and advancements in
technology/science; the impact of the past on the present; the inevitability of fate; the
struggle for equality; and the loss of innocence.
ELA.9.R.1.3 Analyze the influence of narrator perspective on a text, explaining how the author
creates irony or satire.

Clarifications:
Clarification 1: See Rhetorical Devices for more information on irony.
ELA.9.R.1.4 Analyze the characters, structures, and themes of epic poetry.

Clarifications:
Clarification 1: For more information, see Literary Periods.

Standard 2: Reading Informational Text

 BENCHMARK CODE BENCHMARK
ELA.9.R.2.1 Analyze how multiple text structures and/or features convey a purpose and/or meaning
in texts.

Clarifications:
Clarification 1: Students will evaluate the use of the following structures: description,
problem/solution, chronological, compare and contrast, cause and effect, and
sequence.

Clarification 2: Students will evaluate the use of the following features: table of
contents, headings, captions, photographs, graphs, charts, illustrations, glossary,
footnotes, annotations, and appendix.
ELA.9.R.2.2 Evaluate the support an author uses to develop the central idea(s) throughout a text.

Clarifications:
Clarification 1: In this grade level, students are using and responsible for the appeals of
logos, ethos, and pathos.

Clarification 2: See Rhetorical Appeals and Rhetorical Devices.

ELA.9.R.2.3 Analyze how an author establishes and achieves purpose(s) through rhetorical appeals
and/or figurative language.

Clarifications:
Clarification 1: Figurative language use that students will analyze are metaphor, simile,
alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement),
allusion, and idiom. Other examples can be used in instruction.

Clarification 2: Students will explain the appropriateness of appeals in achieving a

purpose. In this grade level, students are using and responsible for the appeals of
logos, ethos, and pathos.

Clarification 3: See Secondary Figurative Language.

Clarification 4: See Rhetorical Appeals and Rhetorical Devices.

ELA.9.R.2.4 Compare the development of two opposing arguments on the same topic, evaluating
the effectiveness and validity of the claims.

Clarifications:
Clarification 1: Validity refers to the soundness of the arguments.

Standard 3: Reading Across Genres

BENCHMARK CODE BENCHMARK

ELA.9.R.3.1 Explain how figurative language creates mood in text(s).

Clarifications:
Clarification 1: Figurative language use that students will analyze are metaphor, simile,
alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement),
allusion, and idiom. Other examples can be used in instruction.

Clarification 2: See Secondary Figurative Language.

ELA.9.R.3.2 Paraphrase content from grade-level texts.

Clarifications:
Clarification 1: Most grade-level texts are appropriate for this benchmark.
ELA.9.R.3.3 Compare and contrast the ways in which authors have adapted mythical, classical, or
religious literary texts.
 Clarifications:
Clarification 1: The classical source texts for this benchmark should be from ancient
Greece or Rome’s Classical period (1200 BCE–455 CE). Mythical texts for this
benchmark can be from any civilization’s early history. Religious texts for this
benchmark include works such as the Bible.
ELA.9.R.3.4 Explain an author’s use of rhetoric in a text.

Clarifications:
Clarification 1: Rhetorical devices for the purposes of this benchmark are the figurative
language devices from 9.R.3.1 with the addition of irony, rhetorical question, antithesis,
zeugma, metonymy, and synecdoche.

Clarification 2: See Secondary Figurative Language and Rhetorical Devices.

Strand: COMMUNICATION
Standard 1: Communicating Through Writing

BENCHMARK CODE BENCHMARK

ELA.9.C.1.2 Write narratives using narrative techniques, varied transitions, and a clearly established
point of view.

Clarifications:
Clarification 1: See Writing Types and Narrative Techniques.
ELA.9.C.1.3 Write to argue a position, supporting claims using logical reasoning and credible
evidence from multiple sources, rebutting counterclaims with relevant evidence, using a
logical organizational structure, elaboration, purposeful transitions, and a tone
appropriate to the task.

Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.
ELA.9.C.1.4 Write expository texts to explain and analyze information from multiple sources, using a
logical organization, varied purposeful transitions, and a tone appropriate to the task.

Clarifications:
Clarification 1: See Writing Types.
ELA.9.C.1.5 Improve writing by considering feedback from adults, peers, and/or online editing tools,
revising for clarity and cohesiveness.

Standard 2: Communicating Orally

BENCHMARK CODE BENCHMARK

ELA.9.C.2.1 Present information orally, with a logical organization and coherent focus, with credible
evidence, creating a clear perspective.

Clarifications:
Clarification 1: At this grade level, the emphasis is on the content, but students are still
expected to follow earlier expectations: volume, pronunciation, and pacing. A clear
perspective is the through-line that unites the elements of the presentation.

Clarification 2: For further guidance, see the Secondary Oral Communication Rubric.

Standard 3: Following Conventions

BENCHMARK CODE BENCHMARK

ELA.9.C.3.1 Follow the rules of standard English grammar, punctuation, capitalization, and spelling
appropriate to grade level.
 Clarifications:
Clarification 1: Skills to be implemented but not yet mastered are as follows:

• Add variety to writing or presentations by using parallel structure and various

types of phrases and clauses.
• Use knowledge of usage rules to create flow in writing and presenting.

Clarification 2: See Convention Progression by Grade Level.

Standard 4: Researching

BENCHMARK CODE BENCHMARK

ELA.9.C.4.1 Conduct research to answer a question, drawing on multiple reliable and valid sources,
and refining the scope of the question to align with findings.

Clarifications:
Clarification 1: There is no requirement that students research the additional questions
generated.

Standard 5: Creating and Collaborating

BENCHMARK CODE BENCHMARK

ELA.9.C.5.1 Create digital presentations with coherent ideas and a clear perspective.

Clarifications:
Clarification 1: The presentation may be delivered live or delivered as a stand-alone
digital experience.
ELA.9.C.5.2 Use online collaborative platforms to create and export publication-ready quality writing
tailored to a specific audience.

Strand: VOCABULARY
Standard 1: Finding Meaning

BENCHMARK CODE BENCHMARK

ELA.9.V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing.

Clarifications:
Clarification 1: To integrate vocabulary, students will apply the vocabulary they have
learned to authentic speaking and writing tasks independently. This use should be
intentional, beyond responding to a prompt to use a word in a sentence.

Clarification 2: Academic vocabulary appropriate to grade level refers to words that are
likely to appear across subject areas for the current grade level and beyond, vital to
comprehension, critical for academic discussions and writing, and usually require
explicit instruction.
ELA.9.V.1.2 Apply knowledge of etymology and derivations to determine meanings of words and
phrases in grade-level content.

Clarifications:
Clarification 1: Etymology refers to the study of word origins and the ways that words
have changed over time.

Clarification 2: Derivation refers to making new words from an existing word by adding
affixes.
 ELA.9.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference
materials, and/or background knowledge to determine the connotative and denotative
meaning of words and phrases, appropriate to grade level.

Clarifications:
Clarification 1: Review of words learned in this way is critical to building background
knowledge and related vocabulary.
Clarification 2: See Context Clues and Word Relationships.
Clarification 3: See ELA.9.R.3.1 and Secondary Figurative Language.

GRADE: 10

Strand: READING
Standard 1: Reading Prose and Poetry

BENCHMARK CODE BENCHMARK

ELA.10.R.1.1 Analyze how key elements enhance or add layers of meaning and/or style in a literary
text.

Clarifications:
Clarification 1: Key elements of a literary text are setting, plot, characterization, conflict,
point of view, theme, and tone.

Clarification 2: For layers of meaning, any methodology or model may be used as long
as students understand that text may have multiple layers and that authors use
techniques to achieve those layers. A very workable model for looking at layers of
meaning is that of I.A. Richards:
Layer 1) the literal level, what the words actually mean
Layer 2) mood, those feelings that are evoked in the reader
Layer 3) tone, the author’s attitude
Layer 4) author’s purpose (interpretation of author’s purpose as it is often inferred).

Clarification 3: Style is the way in which the writer uses techniques for effect. It is
distinct from meaning but can be used to make the author’s message more effective.
The components of style are diction, syntax, grammar, and use of figurative language.
Style helps to create the author’s voice.
ELA.10.R.1.2 Analyze and compare universal themes and their development throughout a literary
text.

Clarifications:
Clarification 1: A universal theme is an idea that applies to anyone, anywhere,
regardless of cultural differences. Examples include but are not limited to an individual’s
or a community’s confrontation with nature; an individual’s struggle toward
understanding, awareness, and/or spiritual enlightenment; the tension between the
ideal and the real; the conflict between human beings and advancements in
technology/science; the impact of the past on the present; the inevitability of fate; the
struggle for equality; and the loss of innocence.
ELA.10.R.1.3 Analyze coming of age experiences reflected in a text and how the author represents
conflicting perspectives.

Clarifications:
Clarification 1: For more information, see Literary Periods.
ELA.10.R.1.4 Analyze how authors create multiple layers of meaning and/or ambiguity in a poem.

Clarifications:
Clarification 1: For more information, see Literary Periods.
Standard 2: Reading Informational Text

BENCHMARK CODE BENCHMARK

ELA.10.R.2.1 Analyze the impact of multiple text structures and the use of features in text(s).

Clarifications:
Clarification 1: Students will evaluate the use of the following structures: description,
problem/solution, chronological, compare and contrast, cause and effect, and
sequence.

Clarification 2: Students will evaluate the use of the following features: table of
contents, headings, captions, photographs, graphs, charts, illustrations, glossary,
footnotes, annotations, and appendix.
ELA.10.R.2.2 Analyze the central idea(s) of historical American speeches and essays.
ELA.10.R.2.3 Analyze an author’s choices in establishing and achieving purpose(s) in historical
American speeches and essays.

Clarifications:
Clarification 1: In this grade level, students are using and responsible for the appeals of
logos, ethos, and pathos.

Clarification 2: See Rhetorical Appeals and Rhetorical Devices.

ELA.10.R.2.4 Compare the development of two opposing arguments on the same topic, evaluating
the effectiveness and validity of the claims, and analyzing the ways in which the authors
use the same information to achieve different ends.

Clarifications:
Clarification 1: Validity refers to the soundness of the arguments.

Standard 3: Reading Across Genres

BENCHMARK CODE BENCHMARK

ELA.10.R.3.1 Analyze how figurative language creates mood in text(s).

Clarifications:
Clarification 1: Figurative language use that students will analyze are metaphor, simile,
alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement),
allusion, and idiom. Other examples can be used in instruction.

Clarification 2: See Secondary Figurative Language.

ELA.10.R.3.2 Paraphrase content from grade-level texts.

Clarifications:
Clarification 1: Most grade-level texts are appropriate for this benchmark.
ELA.10.R.3.3 Analyze how mythical, classical, or religious texts have been adapted.

Clarifications:
Clarification 1: The classical source texts for this benchmark should be from ancient
Greece or Rome’s Classical period (1200 BCE–455 CE). Mythical texts for this
benchmark can be from any civilization’s early history. Religious texts for this
benchmark include works such as the Bible.
ELA.10.R.3.4 Analyze an author’s use of rhetoric in a text.

Clarifications:
Clarification 1: Students will analyze the appropriateness of appeals and the
effectiveness of devices. In this grade level, students are using and responsible for the
appeals of logos, ethos, and pathos.
 Clarification 2: Rhetorical devices for the purposes of this benchmark are the figurative
language devices from 10.R.3.1 with the addition of irony, rhetorical question,
antithesis, zeugma, metonymy, synecdoche, and asyndeton.

Clarification 3: See Secondary Figurative Language.

Clarification 4: See Rhetorical Appeals and Rhetorical Devices.

Strand: COMMUNICATION
Standard 1: Communicating Through Writing

BENCHMARK CODE BENCHMARK

ELA.10.C.1.2 Write narratives using an appropriate pace to create tension, mood, and/or tone.

Clarifications:
Clarification 1: See Writing Types and Narrative Techniques.
ELA.10.C.1.3 Write to argue a position, supporting claims using logical reasoning and credible
evidence from multiple sources, rebutting counterclaims with relevant evidence, using a
logical organizational structure, elaboration, purposeful transitions, and maintaining a
formal and objective tone.

Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.

Clarification 2: The tone should be both formal and objective, relying more on argument
and rhetorical appeals rather than on propaganda techniques. Use narrative techniques
to strengthen writing where appropriate.
ELA.10.C.1.4 Write expository texts to explain and analyze information from multiple sources, using a
logical organization, purposeful transitions, and a tone and voice appropriate to the
task.

Clarifications:
Clarification 1: See Writing Types.
ELA.10.C.1.5 Improve writing by considering feedback from adults, peers, and/or online editing tools,
revising to address the needs of a specific audience.

Standard 2: Communicating Orally

BENCHMARK CODE BENCHMARK

ELA.10.C.2.1 Present information orally, with a logical organization and coherent focus, with credible
evidence, creating a clear perspective.

Clarifications:
Clarification 1: At this grade level, the emphasis is on the content, but students are still
expected to follow earlier expectations: volume, pronunciation, and pacing. A clear
perspective is the through-line that unites the elements of the presentation.

Clarification 2: For further guidance, see the Secondary Oral Communication Rubric.

Standard 3: Following Conventions

BENCHMARK CODE BENCHMARK

ELA.10.C.3.1 Follow the rules of standard English grammar, punctuation, capitalization, and spelling
appropriate to grade level.
 Clarifications:
Clarification 1: Skills to be mastered at this grade level are as follows:

• Add variety to writing or presentations by using parallel structure and various

types of phrases and clauses.

Skills to be implemented but not yet mastered are as follows:

• Use knowledge of usage rules to create flow in writing and presenting.

Clarification 2: See Convention Progression by Grade Level for more information.

Standard 4: Researching

BENCHMARK CODE BENCHMARK

ELA.10.C.4.1 Conduct research to answer a question, refining the scope of the question to align with
findings, and synthesizing information from multiple reliable and valid sources.

Clarifications:
Clarification 1: While the benchmark does require that students consult multiple
sources, there is no requirement that they use every source they consult. Part of the
skill in researching is discernment—being able to tell which information is relevant and
which sources are trustworthy enough to include.

Standard 5: Creating and Collaborating

BENCHMARK CODE BENCHMARK

ELA.10.C.5.1 Create digital presentations to improve understanding of findings, reasoning, and
evidence.

Clarifications:
Clarification 1: The presentation may be delivered live or delivered as a stand-alone
digital experience.
ELA.10.C.5.2 Use online collaborative platforms to create and export publication-ready quality writing
tailored to a specific audience, integrating multimedia elements.

Strand: VOCABULARY
Standard 1: Finding Meaning

BENCHMARK CODE BENCHMARK

ELA.10.V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing.

Clarifications:
Clarification 1: To integrate vocabulary, students will apply the vocabulary they have
learned to authentic speaking and writing tasks independently. This use should be
intentional, beyond responding to a prompt to use a word in a sentence.

Clarification 2: Academic vocabulary appropriate to grade level refers to words that are
likely to appear across subject areas for the current grade level and beyond, vital to
comprehension, critical for academic discussions and writing, and usually require
explicit instruction.
ELA.10.V.1.2 Apply knowledge of etymology and derivations to determine meanings of words and
phrases in grade-level content.
 Clarifications:
Clarification 1: Etymology refers to the study of word origins and the ways that words
have changed over time.

Clarification 2: Derivation refers to making new words from an existing word by adding
affixes.
ELA.10.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference
materials, and/or background knowledge to determine the connotative and denotative
meaning of words and phrases, appropriate to grade level.

Clarifications:
Clarification 1: Review of words learned in this way is critical to building background
knowledge and related vocabulary.
Clarification 2: See Context Clues and Word Relationships.

Clarification 3: See ELA.10.R.3.1 and Secondary Figurative Language.

GRADE: 11

Strand: READING
Standard 1: Reading Prose and Poetry

BENCHMARK CODE BENCHMARK

ELA.11.R.1.1 Evaluate how key elements enhance or add layers of meaning and/or style in a literary
text.

Clarifications:
Clarification 1: Key elements of a literary text are setting, plot, characterization, conflict,
point of view, theme, and tone.
Clarification 2: For layers of meaning, any methodology or model may be used as long
as students understand that text may have multiple layers and that authors use
techniques to achieve those layers. A very workable model for looking at layers of
meaning is that of I. A. Richards:

Layer 1) the literal level, what the words actually mean

Layer 2) mood, those feelings that are evoked in the reader
Layer 3) tone, the author’s attitude
Layer 4) author’s purpose (interpretation of author’s purpose as it is often inferred)
Clarification 3: Style is the way in which the writer uses techniques for effect. It is
distinct from meaning but can be used to make the author’s message more effective.
The components of style are diction, syntax, grammar, and use of figurative language.
Style helps to create the author’s voice.
ELA.11.R.1.2 Track and analyze universal themes in literary texts from different times and places.

Clarifications:
Clarification 1: A universal theme is an idea that applies to anyone, anywhere,
regardless of cultural differences. Examples include but are not limited to an individual’s
or a community’s confrontation with nature; an individual’s struggle toward
understanding, awareness, and/or spiritual enlightenment; the tension between the
ideal and the real; the conflict between human beings and advancements in
technology/science; the impact of the past on the present; the inevitability of fate; the
struggle for equality; and the loss of innocence.
ELA.11.R.1.3 Analyze the author’s choices in using juxtaposition to define character perspective.

Clarifications:
 Clarification 1: Juxtaposition is the technique of putting two or more elements side by
side to invite comparison or contrast.

Clarification 2: The term perspective means “a particular attitude toward or way of

regarding something.”
ELA.11.R.1.4 Analyze ways in which poetry reflects themes and issues of its time period.

Clarifications:
Clarification 1: Poetry for this benchmark should be selected from one of the following
literary periods.

• Classical Period (1200 BCE–455 CE)

• Medieval Period (455 CE–1485 CE)
• Renaissance Period (130–1600)
• Restoration and 18th Century (1660–1790) British Literature
• Colonial and Early National Period (1600–1830) American Literature
• Romantic Period (1790–1870)
• Realism and Naturalism Period (1870–1930)
• Modernist Period (1910–1945)
• Contemporary Period (1945–present)

Clarification 2: For more information, see Literary Periods.

Standard 2: Reading Informational Text

BENCHMARK CODE BENCHMARK

ELA.11.R.2.1 Evaluate the structure(s) and features in texts.

Clarifications:
Clarification 1: Students will evaluate the use of the following structures: description,
problem/solution, chronological, compare and contrast, cause and effect, and
sequence.

Clarification 2: Students will evaluate the use of the following features: table of
contents, headings, captions, photographs, graphs, charts, illustrations, glossary,
footnotes, annotations, and appendix.
ELA.11.R.2.2 Analyze the central idea(s) of speeches and essays from the Classical Period.

Clarifications:
Clarification 1: See Rhetorical Appeals and Rhetorical Devices.
ELA.11.R.2.3 Analyze an author’s choices in establishing and achieving purpose(s) in speeches and
essays from the Classical Period.
ELA.11.R.2.4 Compare the development of multiple arguments on the same topic, evaluating the
effectiveness and validity of the claims, the authors’ reasoning, and the ways in which
the authors use the same information to achieve different ends.

Clarifications:
Clarification 1: Validity refers to the soundness of the arguments.

Clarification 2: For more information on types of reasoning, see Types of Logical

Reasoning.

Standard 3: Reading Across Genres

BENCHMARK CODE BENCHMARK

ELA.11.R.3.1 Analyze the author’s use of figurative language and explain examples of allegory.

Clarifications:
Clarification 1: Examples of allegory should be taken from the following periods:

• Classical Period (1200 BCE–455 CE)

• Medieval Period (455 CE–1485 CE)
• Renaissance Period (1300–1600)
• Restoration and 18th Century (1660–1790) British Literature
• Colonial and Early National Period (1600–1830) American Literature
• Romantic Period (1790–1870)
• Realism and Naturalism Period (1870–1930)
• Modernist Period (1910–1945)

Clarification 2: Figurative language use that students will analyze are metaphor, simile,
alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement),
allusion, and idiom. Other examples can be used in instruction.
Clarification 3: See Secondary Figurative Language.
ELA.11.R.3.2 Paraphrase content from grade-level texts.

Clarifications:
Clarification 1: Most grade-level texts are appropriate for this benchmark.
ELA.11.R.3.3 Compare and contrast how contemporaneous authors address related topics,
comparing the authors’ use of reasoning, and analyzing the texts within the context of
the time period.

Clarifications:
Clarification 1: Contemporaneous authors here refers to authors who are
contemporaries of each other writing within any of the following literary periods:

• Classical Period (1200 BCE–455 CE)

• Medieval Period (455 CE–1485 CE)
• Renaissance Period (1300–1600)
• Restoration and 18th Century (1660–1790) British Literature
• Colonial and Early National Period (1600–1830) American Literature
• Romantic Period (1790–1870)
• Realism and Naturalism Period (1870–1930)
• Modernist Period (1910–1945)

Clarification 2: For more information on types of reasoning, see Types of Logical

Reasoning.
ELA.11.R.3.4 Evaluate an author’s use of rhetoric in text.

Clarifications:
Clarification 1: Students will evaluate the appropriateness of appeals and the
effectiveness of devices. In this grade level, students are using and responsible for all
four appeals; kairos is added at this grade level

Clarification 2: Rhetorical devices for the purposes of this benchmark are the figurative
language devices from 11.R.3.1 with the addition of irony, rhetorical question,
antithesis, zeugma, metonymy, synecdoche, asyndeton, and chiasmus.

Clarification 3: See Secondary Figurative Language.

Clarification 4: See Rhetorical Appeals and Rhetorical Devices.

Strand: COMMUNICATION
Standard 1: Communicating Through Writing

BENCHMARK CODE BENCHMARK

ELA.11.C.1.2 Write complex narratives using appropriate techniques to establish multiple
perspectives.

Clarifications:
Clarification 1: See Writing Types and Narrative Techniques.
ELA.11.C.1.3 Write literary analyses to support claims, using logical reasoning, credible evidence
from sources, and elaboration, demonstrating an understanding of literary elements.

Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.
Clarification 2: Appropriate tone is expected to continue from 9th and 10th. Use
narrative techniques to strengthen argument writing where appropriate.
Clarification 3: These written works will take longer and are meant to reflect thorough
research and analysis.
ELA.11.C.1.4 Write an analysis of complex texts using logical organization and a tone and voice
appropriate to the task and audience, demonstrating an understanding of the subject.

Clarifications:
Clarification 1: See Writing Types.
ELA.11.C.1.5 Improve writing by considering feedback from adults, peers, and/or online editing tools,
revising to improve clarity, structure, and style.

Standard 2: Communicating Orally

BENCHMARK CODE BENCHMARK

ELA.11.C.2.1 Present information orally, with a logical organization, coherent focus, and credible
evidence, while employing effective rhetorical devices where appropriate.

Clarifications:
Clarification 1: At this grade level, the emphasis is on the content, but students are still
expected to follow earlier expectations: appropriate volume, pronunciation, and pacing.
This benchmark introduces rhetorical devices to the benchmark, building on what
students have learned in R.3.2 and giving them a chance to apply it.

Clarification 2: For further guidance, see the Secondary Oral Communication Rubric.

Standard 3: Following Conventions

BENCHMARK CODE BENCHMARK

ELA.11.C.3.1 Follow the rules of standard English grammar, punctuation, capitalization, and spelling
appropriate to grade level.

Clarifications:
Clarification 1: Skills to be mastered at this grade level are as follows:

• Use knowledge of usage rules to create flow in writing and presenting.

Clarification 2: See Convention Progression by Grade Level for more information.

Standard 4: Researching
 BENCHMARK CODE BENCHMARK
ELA.11.C.4.1 Conduct literary research to answer a question, refining the scope of the question to
align with interpretations of texts, and synthesizing information from primary and
secondary sources.

Clarifications:
Clarification 1: While the benchmark does require that students consult multiple
sources, there is no requirement that they use every source they consult. Part of the
skill in researching is discernment—being able to tell which information is relevant and
which sources are trustworthy enough to include.

Standard 5: Creating and Collaborating

BENCHMARK CODE BENCHMARK

ELA.11.C.5.1 Create digital presentations to improve the experience of the audience.

Clarifications:
Clarification 1: At this grade level, students are using multiple elements. The
presentation may be delivered live or delivered as a stand-alone digital experience. The
elements should be of different types. The elements should relate directly to the
presentation and be incorporated in a way that engages the audience.
ELA.11.C.5.2 Create and export quality writing tailored to a specific audience, integrating multimedia
elements, publishing to an online or LAN site.

Strand: VOCABULARY
Standard 1: Finding Meaning

BENCHMARK CODE BENCHMARK

ELA.11.V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing.

Clarifications:
Clarification 1: To integrate vocabulary, students will apply the vocabulary they have
learned to authentic speaking and writing tasks independently. This use should be
intentional, beyond responding to a prompt to use a word in a sentence.

Clarification 2: Academic vocabulary appropriate to grade level refers to words that are
likely to appear across subject areas for the current grade level and beyond, vital to
comprehension, critical for academic discussions and writing, and usually require
explicit instruction.
ELA.11.V.1.2 Apply knowledge of etymology and derivations to determine meanings of words and
phrases in grade-level content.

Clarifications:
Clarification 1: Etymology refers to the study of word origins and the ways that words
have changed over time.

Clarification 2: Derivation refers to making new words from an existing word by adding
affixes.
ELA.11.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference
materials, and/or background knowledge to determine the connotative and denotative
meaning of words and phrases, appropriate to grade level.

Clarifications:
Clarification 1: Review of words learned in this way is critical to building background
knowledge and related vocabulary.
 Clarification 2: See Context Clues and Word Relationships.

Clarification 3: See ELA.11.R.3.1 and Secondary Figurative Language.

GRADE: 12

Strand: READING
Standard 1: Reading Prose and Poetry

BENCHMARK CODE BENCHMARK

ELA.12.R.1.1 Evaluate how key elements enhance or add layers of meaning and/or style in a literary
text and explain the functional significance of those elements in interpreting the text.

Clarifications:
Clarification 1: Key elements of a literary text are setting, plot, characterization, conflict,
point of view, theme, and tone.

Clarification 2: For layers of meaning, any methodology or model may be used as long
as students understand that text may have multiple layers and that authors use
techniques to achieve those layers. A very workable model for looking at layers of
meaning is that of I.A. Richards:
Layer 1) the literal level, what the words actually mean
Layer 2) mood, those feelings that are evoked in the reader
Layer 3) tone, the author’s attitude
Layer 4) author’s purpose (interpretation of author’s purpose as it is often inferred)

Clarification 3: Style is the way in which the writer uses techniques for effect. It is
distinct from meaning, but can be used to make the author’s message more effective.
The components of style are diction, syntax, grammar, and use of figurative language.
Style helps to create the author’s voice.

Clarification 4: Functional significance refers to the role each element plays in creating
meaning or effect for the reader.
ELA.12.R.1.2 Analyze two or more themes and evaluate their development throughout a literary text.

Clarifications:
Clarification 1: For the purposes of this benchmark, theme is not a one- or two-word
topic, but a complete thought that communicates the author’s message.
ELA.12.R.1.3 Evaluate the development of character perspective, including conflicting perspectives.

Clarifications:
Clarification 1: The term perspective means “a particular attitude toward or way of
regarding something.” The term point of view is used when referring to the person of
the narrator. This is to prevent confusion and conflation.
ELA.12.R.1.4 Evaluate works of major poets in their historical context.

Clarifications:
Sample poets for this benchmark include:

• Emily Dickinson
• Langston Hughes
• Robert Frost
• Phyllis Wheatley
• Edna St. Vincent Millay
 • Countee Cullen
• Robert Burns
• Percy Bysshe Shelley

Clarification 1: A poet’s historical context is the period in which the writing occurred, not
when it was discovered or became resurgent.

Clarification 2: Evaluation of a poet in context may include similarity to or differences

from the work of contemporaries and the literary period, critical reception at the time,
and scope of work.

Clarification 3: For more information, see Literary Periods.

Standard 2: Reading Informational Text

BENCHMARK CODE BENCHMARK

ELA.12.R.2.1 Evaluate the structure(s) and features in texts, identifying how the author could make
the text(s) more effective.

Clarifications:
Clarification 1: Students will evaluate the use of the following structures: description,
problem/solution, chronological, compare and contrast, cause and effect, and
sequence.

Clarification 2: Students will evaluate the use of the following features: table of
contents, headings, captions, photographs, graphs, charts, illustrations, glossary,
footnotes, annotations, and appendix.
ELA.12.R.2.2 Evaluate how an author develops the central idea(s), identifying how the author could
make the support more effective.
ELA.12.R.2.3 Evaluate an author’s choices in establishing and achieving purpose(s).
ELA.12.R.2.4 Compare the development of multiple arguments in related texts, evaluating the validity
of the claims, the authors’ reasoning, use of the same information, and/or the authors’
rhetoric.

Clarifications:
Clarification 1: For more information on types of reasoning, see Types of Logical
Reasoning.

Clarification 2: See Rhetorical Appeals and Rhetorical Devices.

Clarification 3: Validity refers to the soundness of the arguments.

Standard 3: Reading Across Genres

BENCHMARK CODE BENCHMARK

ELA.12.R.3.1 Evaluate an author’s use of figurative language.

Clarifications:
Clarification 1: Figurative language use that students will evaluate are metaphor, simile,
alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement),
allusion, and idiom. Other examples can be used in instruction.

Clarification 2: See Secondary Figurative Language.

ELA.12.R.3.2 Paraphrase content from grade-level texts.
 Clarifications:
Clarification 1: Most grade-level texts are appropriate for this benchmark.
ELA.12.R.3.3 Analyze the influence of classic literature on contemporary world texts.

Clarifications:
Clarification 1: Classic literature for this benchmark should be drawn from and
representative of the following periods:

• Classical Period (1200 BCE–455 CE)

• Medieval Period (455 CE–1485 CE)
• Renaissance Period (1300–1600)
• Restoration and 18th Century (1660–1790) British Literature
• Colonial and Early National Period (1600–1830) American Literature
• Romantic Period (1790–1870)
• Realism and Naturalism Period (1870–1930)
• Modernist Period (1910–1945)

Clarification 2: Contemporary world texts are those written after World War II that,
through quality of form and expression, convey ideas of permanent or universal
interest.
ELA.12.R.3.4 Evaluate rhetorical choices across multiple texts.

Clarifications:
Clarification 1: Students will evaluate the appropriateness of appeals and the
effectiveness of devices. In this grade level, students are using and responsible for all
four appeals; kairos was added in 11th grade. This differs from the 11th grade
benchmark in that it is comparing the effectiveness of multiple texts.

Clarification 2: Rhetorical devices for the purposes of this benchmark are the figurative
language devices from 11.R.3.1 with the addition of irony, rhetorical question,
antithesis, zeugma, metonymy, synecdoche, asyndeton, and chiasmus.

Clarification 3: See Secondary Figurative Language.

Clarification 4: See Rhetorical Appeals and Rhetorical Devices.

Strand: COMMUNICATION
Standard 1: Communicating Through Writing

BENCHMARK CODE BENCHMARK

ELA.12.C.1.2 Write complex narratives using appropriate techniques to establish multiple
perspectives and convey universal themes.

Clarifications:
Clarification 1: See Writing Types and Narrative Techniques.
ELA.12.C.1.3 Write arguments to support claims based on an in-depth analysis of topics or texts
using valid reasoning and credible evidence from sources, elaboration, and
demonstrating a thorough understanding of the subject.

Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.

Clarification 2: These written works will take longer and are meant to reflect thorough
research and analysis.
 ELA.12.C.1.4 Write an in-depth analysis of complex texts using logical organization and appropriate
tone and voice, demonstrating a thorough understanding of the subject.

Clarifications:
Clarification 1: See Writing Types.
ELA.12.C.1.5 Improve writing by considering feedback from adults, peers, and/or online editing tools,
revising to enhance purpose, clarity, structure, and style.

Standard 2: Communicating Orally

BENCHMARK CODE BENCHMARK

ELA.12.C.2.1 Present information orally, with a logical organization, coherent focus, and credible
evidence while employing effective rhetorical devices where appropriate.

Clarifications:
Clarification 1: At this grade level, the emphasis is on the content, but students are still
expected to follow earlier expectations: appropriate volume, pronunciation, and pacing.
Students will be using rhetorical devices as introduced in the 11th grade benchmark.
Added to this grade level is a responsiveness to the needs of the audience and
adapting to audience response. Students will read the nonverbal cues of the audience
to do this. Students first learned nonverbal cues in elementary for this benchmark.

Clarification 2: For further guidance, see the Secondary Oral Communication Rubric.

Standard 3: Following Conventions

BENCHMARK CODE BENCHMARK

ELA.12.C.3.1 Follow the rules of standard English grammar, punctuation, capitalization, and spelling
appropriate to grade level.

Clarifications:
Clarification 1: See Convention Progression by Grade Level for more information.

Standard 4: Researching

BENCHMARK CODE BENCHMARK

ELA.12.C.4.1 Conduct research on a topical issue to answer a question and synthesize information
from a variety of sources.

Clarifications:
Clarification 1: While the benchmark does require that students consult multiple
sources, there is no requirement that they use every source they consult. Part of the
skill in researching is discernment—being able to tell which information is relevant and
which sources are trustworthy enough to include.

Standard 5: Creating and Collaborating

BENCHMARK CODE BENCHMARK

ELA.12.C.5.1 Design and evaluate digital presentations for effectiveness.

Clarifications:
Clarification 1: The presentation may be delivered live or delivered as a stand-alone
digital experience.
ELA.12.C.5.2 Create, publish, and share multimedia texts through a variety of digital formats.
Strand: VOCABULARY
Standard 1: Finding Meaning

BENCHMARK CODE BENCHMARK

ELA.12.V.1.1 Integrate academic vocabulary appropriate to grade level in speaking and writing.

Clarifications:
Clarification 1: To integrate vocabulary, students will apply the vocabulary they have
learned to authentic speaking and writing tasks independently. This use should be
intentional, beyond responding to a prompt to use a word in a sentence.

Clarification 2: Academic vocabulary appropriate to grade level refers to words that are
likely to appear across subject areas for the current grade level and beyond, vital to
comprehension, critical for academic discussions and writing, and usually require
explicit instruction.
ELA.12.V.1.2 Apply knowledge of etymology, derivations, and commonly used foreign phrases to
determine meanings of words and phrases in grade-level content.

Clarifications:
Clarification 1: Etymology refers to the study of word origins and the ways that words
have changed over time.

Clarification 2: Derivation refers to making new words from an existing word by adding
affixes.

Clarification 3: See Foreign Words and Phrases for a list of commonly used foreign
phrases.
ELA.12.V.1.3 Apply knowledge of context clues, figurative language, word relationships, reference
materials, and/or background knowledge to determine the connotative and denotative
meaning of words and phrases, appropriate to grade level.

Clarifications:
Clarification 1: Review of words learned in this way is critical to building background
knowledge and related vocabulary.

Clarification 2: See Context Clues and Word Relationships.

Clarification 3: See ELA.12.R.3.1 and Secondary Figurative Language.

GRADE: K12

Strand: EXPECTATIONS
Expectation 1: Cite evidence to explain and justify reasoning.

BENCHMARK CODE BENCHMARK

ELA.K12.EE.1.1 Cite evidence to explain and justify reasoning.

Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and
support from adults. The evidence can consist of details from the text without naming
the text. During 1st grade, students learn how to incorporate the evidence in their
writing.
 2-3 Students include relevant textual evidence in their written and oral communication.
Students should name the text when they refer to it. In 3rd grade, students should use a
combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers
and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for
information. When writing, students will use the form of citation dictated by the
instructor or the style guide referenced by the instructor.

6-8 Students continue with previous skills and use a style guide to create a proper
citation.

9-12 Students continue with previous skills and should be aware of existing style guides
and the ways in which they differ.

Expectation 2: Read and comprehend grade-level complex texts proficiently.

BENCHMARK CODE BENCHMARK

ELA.K12.EE.2.1 Read and comprehend grade-level complex texts proficiently.

Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.

Expectation 3: Make inferences to support comprehension.

BENCHMARK CODE BENCHMARK

ELA.K12.EE.3.1 Make inferences to support comprehension.

Clarifications:
Students will make inferences before the words infer or inference are introduced.
Kindergarten students will answer questions like “Why is the girl smiling?” or make
predictions about what will happen based on the title page. Students will use the terms
and apply them in 2nd grade and beyond.

Expectation 4: Use appropriate collaborative techniques and active listening skills when
engaging in discussions in a variety of situations.

BENCHMARK CODE BENCHMARK

ELA.K12.EE.4.1 Use appropriate collaborative techniques and active listening skills when engaging in
discussions in a variety of situations.

Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For
example: “I think ________ because _______.” The collaborative conversations are
becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and

justifying their reasoning, refining and applying skills. Students build on ideas, propel
the conversation, and support claims and counterclaims with evidence.

Expectation 5: Use the accepted rules governing a specific format to create quality work.
 BENCHMARK CODE BENCHMARK
ELA.K12.EE.5.1 Use the accepted rules governing a specific format to create quality work.

Clarifications:
Students will incorporate skills learned into work products to produce quality work. For
students to incorporate these skills appropriately, they must receive instruction. A 3rd
grade student creating a poster board display must have instruction in how to effectively
present information to do quality work.

Expectation 6: Use appropriate voice and tone when speaking or writing.

BENCHMARK CODE BENCHMARK

ELA.K12.EE.6.1 Use appropriate voice and tone when speaking or writing.

Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and
informal language. For example, the way we talk to our friends differs from the way we
speak to adults. In 2nd grade and beyond, students practice appropriate social and
academic language to discuss texts.

GRADE: 612

Strand: FOUNDATIONAL SKILLS

Standard 2: Applying Foundational Reading Skills for Secondary

BENCHMARK CODE BENCHMARK

ELA.612.F.2.1 Demonstrate an understanding of spoken words, syllables, and sounds.

a. Orally produce single-syllable and multisyllabic words by accurately blending

sounds.
b. Accurately segment single-syllable and multisyllabic words.

Clarifications:
Clarification 1: Phonological awareness only refers to what can be done orally at both
the sound and syllabic level. This includes isolating sounds, blending sounds, and orally
segmenting words based on syllables. It does not involve print or letter knowledge.

a. Orally combine c-a-t to make cat/ orally combine trou-ser to make trouser.
b. Orally break cat into c-a-t/ orally break trouser into trou-ser.

ELA.612.F.2.2 Know and apply phonics and word analysis skills in decoding words.

a. Use an array of strategies to decode single-syllable and multisyllabic words.

b. Accurately read multisyllabic words using a combined knowledge of all letter-
sound correspondences, and syllabication patterns.

Clarifications:
Clarification 1: Phonics refers to the relationship between graphemes (letters or letter
combinations) and phonemes (speech sounds). Since morphemes represent the
 smallest unit of language with meaning, morphology refers to the skill of recognizing
morphemes as a unit when decoding and determining meaning.
ELA.612.F.2.3 Know and apply phonics and word analysis skills in encoding words.

a. Use an array of strategies to accurately encode single-syllable and

multisyllabic words.

Clarifications:
Clarification 1: Encoding refers to using the written word in order to communicate. It
combines the skills of phonological awareness, phonics, and morphology to move from
the oral to the written word.

a. The process of encoding sounds through letters (s, r), consonant blends (sh,
sk), digraphs (ay, ew), or trigraphs (sch, thr) using conventional spelling
patterns to form words.
b. The process of adding single units of sound with meaning to existing word
parts to encode a given word.

ELA.612.F.2.4 Read grade-level texts with accuracy, automaticity, and appropriate prosody or
expression.

Clarifications:
Clarification 1: See Fluency Norms for grade-level norms. Norms are expressed as
words correct per minute (WCPM), a measure that combines accuracy with rate. The
chart stops at 6th grade because it represents sufficient automaticity for proficient
reading. For secondary students receiving reading interventions, teachers should use
the 6th grade norms as a goal.

Clarification 2: Appropriate prosody refers to pausing patterns during oral reading that
reflect the punctuation and meaning of a text. See Sample Oral Reading Fluency
Rubrics for prosody.

Clarification 3: Grade-level texts, for the purposes of fluency, are those within the grade
band on quantitative text complexity measures and appropriate in content and
qualitative measures.

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