11th GRADE COMMUNICATION ARTS
▲Test indicator for Kansas Assessments.
†Religion
Standard #1 – Reading: The student demonstrates skills in reading a
variety of materials for a variety of purposes.
The student will…
1. produce writing pieces based on what he/she has read.
†(Use Scripture)
2. engage in Sustained Silent Reading in class each week.
†(Use the Bible)
3. read samples of and recognize the characteristics of the following:
▲ short story
▲ novel
▲ drama
▲ poetry
▲ non-fiction
▲ fiction
▲ genres: autobiography, biography, and essay
4. identify the following elements of fiction and how the relationship between
how the author uses them in text with the purpose for writing:
▲plot (including conflict, rising action, climax, falling action, resolution,
subplots, major and minor, and parallel episodes.)
▲character (including protagonist, antagonist, round, flat, static and
dynamic)
▲setting
▲tone
▲point of view
▲theme
▲irony
▲satire
▲mood
▲symbolism
▲allusion
▲dialogue
▲diction
▲archetype
▲analogy
▲6. determine meaning of words or phrases using context clues from
sentences or paragraphs
▲7. understand the purpose of text features (title, graphs/charts and maps,
table of contents, pictures/illustrations, boldface type, italics, glossary,
index, headings, subheadings, summary sentences, captions, sidebars,
underlining, numbered or bulleted lists, footnotes and annotations.)
▲8. use text to make inferences and draw conclusions.
▲ 9. analyze and evaluate how authors use text structure to help achieve the
purpose. (compare/contrast, problem/solution, cause/effect)
▲10. compare and contrast varying aspects (character’s traits and motives,
themes, problem-solution, cause-effect relationships, ideas and concepts,
procedures, viewpoints, authors’ purposes, persuasive techniques,
use of literary devices, thoroughness of supporting evidence) in one or
more appropriate-level texts.
▲11. use paraphrasing and organizational skills to summarize information.
▲12. use topic, main idea, supporting details and theme in text across content
areas and from a variety of sources.
▲13. analyze and evaluate how an author’s style and use of literary devices work
together to achieve his or her purpose.
▲14. identify author’s position in a persuasive text, describe techniques the
author uses to support that position and evaluate the effectiveness of
these techniques and credibility provided.
▲15. explain and analyze cause-effect relationships in narrative, expository,
technical and persuasive texts.
▲16. distinguish between fact and opinion and recognize propaganda, bias and
stereotype.
17. apply knowledge roots/prefixes/suffixes and origin of words to
determine meaning of unfamiliar vocabulary.
▲18. explain the relationship between elements of an author’s style in a text
(word choice, sentence structure) and his or her purpose for writing the
the text.
▲19. understand the types of texts (expository, narration, persuasive and
technical)
20. survey American Literature.
21. read and note key historical situations and understand reciprocal
influences of literature and history.
22. trace the evolution of American Literature and identify the important
isms: naturalism, realism, romanticism, and transcendentalism.
▲23. recognize universal themes that transcend cultures.
▲24. recognize the affects of time periods on literature.
▲25. identify and understand figures of speech and literary terms. (See the list
for 11th grade.)
▲26. analyze literature from a variety of perspectives, such as psychological,
archetypal, sociological, and formalistic.
27. continue formal vocabulary study.
Standard #2 – Writing: The student will write effectively for a variety
of purposes and audiences.
The student will…
1. study grammar in context of writing and identify the following parts of a
sentence: subject, predicate, modifiers, complements, phrases, clauses,
verbals.
2. write paragraphs correctly using the following:
topic sentence
effective transitions
supporting sentences
effective conclusions
sentence variety
▲3. use the writing process: pre-writing, drafting, editing,
revising and publishing.
▲4. evaluate writing based on the 6-Trait Analytical Model.
5. produce writing pieces based on literature.
6. write the following: (See the list for 11th grade.)
expository pieces
persuasive pieces
reflective pieces
technical pieces
7. master internal punctuation (commas, colons, semicolons, quotations,
underlining, apostrophes, hyphens, dashes, parentheses, and brackets)
and end marks while constructing simple sentences, compound
sentences, complex sentences and compound complex sentences.
8. use paragraph skills to develop the multi-paragraph essay including:
introduction/thesis
transitions
supporting details (facts, statistics, examples, testimony, anecdotes)
sentence variety
effective conclusion
9. correct the following writing faults:
passive voice
unparallel structure
shift in voice
incorrect tense
overuse of to be verbs
lack of variety in sentence length
lack of variety in sentence structure
10. identify figures of speech and literary terms (See the list for 9th grade.)
11. apply effective research practices.
12. use and cite resources correctly and ethically.
13. produce writing for an audience outside the classroom
▲14. write and apply logic for the purpose of convincing.
Standard #3 – Speaking: The student will demonstrate effective oral
communication skills.
The student will refine the sense of audience and purpose while gaining control of
message, language and delivery. (See Speech, Debate and Forensics)
Standard #4 – Listening: The student will demonstrate effective
listening skills.
The student will…
1. practice the active listening skills of :
adjusting to the physical environment
being attentive, receptive and focused
questioning, visualizing, connecting, and responding
using association and mnemonic devices to aid memory
2. practice the critical listening skills of:
identifying the speaker’s purpose
identifying the main ideas, supporting details and the sequence
using context clues
responding to nonverbal cues including eye contact, voice
variations, movements and gestures, facial expressions, and
silence.
3. participate in the following listening activities:
within interpersonal, small and large group situations
for appreciation/pleasure
to take notes
for directions
to recognize fact and opinion
to answer questions/interview
Standard #5 – Thinking: The student will demonstrate skills for
accessing, processing, analyzing, synthesizing and evaluating data
effectively.
The student will…
1. recall relevant information.
2. interpret communicated material
3. use information in different situations.
4. break down information into parts, make inferences and organize.
5. combine elements, recognize interdependence, then design and
compose new ideas.
6. make moral judgments based on information according to relevant
criteria.