What does a student learn in StateDelaware,GradeGrade 11,SubjectEnglish Language Arts?

Students find the exact lines in a story or poem that back up what they're saying, then quote or reference those lines when they write or speak about the text.

Students identify the main idea or theme of a literary work and trace how it builds across the text. They can also summarize the key details that support it.

Students trace how a character, event, or idea changes across a whole text and explain why those changes happen. The focus is on connections: how one moment shapes the next.

Students read closely to figure out what words actually mean in context, including when an author uses a word to suggest something beyond its dictionary definition. Then students explain how those word choices shape the mood or message of the whole piece.

Students look at how a paragraph, scene, or chapter connects to the rest of a story or argument. They explain why the author placed a detail where they did and what that choice does to the whole piece.

Students read a piece of writing and figure out how the author's perspective or goal changes what gets included, what gets left out, and how the writing sounds.

Students compare what a written text says with how the same idea is shown in a video, chart, or image, then judge which version makes the stronger case.

Students read a text and judge whether the author's argument actually holds up: is the reasoning sound, and does the evidence genuinely support the claim? This goes beyond summarizing. Students decide what's convincing and what isn't.

Two or more texts share a theme or topic. Students read both and explain how each author handles it differently, what choices they made, and what those differences reveal.

Students read full-length novels, plays, essays, and poems on their own, without heavy support. The texts at this level are long, dense, and written for adult readers.

Students read a complex article or essay, then back up every claim they make with a direct quote or specific detail from the text. Vague summaries don't count; the evidence has to come from the page.

Students read a complex article or essay, identify the main point the author is building throughout, and explain how key details support it. Then they summarize the whole piece without inserting their own opinion.

Students read a nonfiction text and explain how the people, events, or ideas in it shape each other as the text moves forward. The focus is on the "how" and "why," not just what happened.

Students figure out what specific words mean in context, including technical terms, implied feelings, and figurative language, then explain how those word choices shape the overall tone or message of a piece of writing.

Students look at how a paragraph or section connects to the rest of an article or essay, and explain why the author placed it there. The focus is on how the parts build the whole argument or idea.

Students read an article or essay and explain how the author's angle or goal changes what gets included, what gets left out, and how the writing sounds.

Students read the same information across different formats, like a written article, a chart, and a video clip, then weigh what each one adds or leaves out. The goal is to judge whether the format changes how convincing the information feels.

Students read an argument and decide whether the reasoning holds up and whether the evidence actually supports the claim. They look for weak logic, missing proof, or points where the writer overstates what the facts show.

Students read two or more nonfiction pieces on the same topic and compare how each author builds an argument or presents information. The goal is to understand what the texts share, where they differ, and what reading them together reveals.

Students read full-length articles, essays, and reports on their own, without help decoding the language or following the argument. The texts are genuinely complex, covering history, science, law, and current events.

Students write a formal argument that takes a clear position on a serious topic or text, then back it up with solid reasoning and evidence drawn from sources. The goal is to convince a reader, not just share an opinion.

Students write essays or reports that explain a complex topic with clarity and accuracy, using evidence and organization to make the ideas easy to follow.

Students write a story, real or imagined, with a clear sequence of events, specific details, and techniques that keep a reader engaged.

Writing fits the task. Students shape their language, structure, and details to match what they're writing, why they're writing it, and who will read it.

Students revise and improve their own writing by rereading it with fresh eyes, fixing weak spots, and reworking sections that aren't working. The goal is a stronger draft, not just a cleaner one.

Students use word processors, websites, and online tools to write, publish, and share their work with real audiences. That includes collaborating with classmates on shared documents or posting writing where others can read and respond.

Students pick a focused question and research it, either in a quick investigation or a longer project. They show what they learned by connecting sources to the question, not just collecting facts.

Students pull information from several sources, check whether each one is trustworthy and accurate, and weave that research into their writing in their own words.

Students pull quotes and specific details from books, articles, or other sources to back up their ideas in essays and research. The evidence has to connect clearly to the point they're making.

Students practice writing often, both in quick assignments and longer projects, for different reasons and different readers. The goal is building the habit of writing across many situations, not just test prep.

Students come to discussions ready to engage, not just to take turns talking. They build on what others say and make their own case clearly enough that it lands.

Students pull together information from sources like charts, speeches, and videos, then judge whether that information is reliable and how it fits with what they already know.

Students listen to a speech or presentation and judge whether the speaker's argument holds up: Is the reasoning sound? Is the evidence real? Are persuasion tactics being used honestly or to mislead?

Students build a clear argument and present it so listeners can follow each step. The structure, details, and word choice fit the topic and the audience.

Students choose charts, images, or video clips to make a presentation clearer, not just more colorful. The visual does real work: it shows a pattern or explains something words alone can't.

Students adjust how they speak depending on the situation, using formal English in presentations, discussions, or interviews and a more casual tone when the setting calls for it.

Students apply standard grammar rules in their writing and speaking. That means using correct verb forms, pronouns, and sentence structures without having to be reminded.

Students write with correct capitalization, punctuation, and spelling. At this level, they're expected to handle those mechanics on their own, without reminders.

Students learn to read a sentence and recognize why the writer made specific word choices, then apply that same awareness to their own writing so the tone fits the moment.

When students hit an unfamiliar word, they figure out what it means by reading the surrounding sentences, breaking the word into roots and prefixes, or looking it up in a dictionary or glossary.

Students read sentences and explain what figurative language means in context, why two words relate to each other, and how similar words carry different shades of meaning.

Students learn and use the precise words that show up in college courses, professional writing, and serious reading. Knowing this vocabulary lets them hold their own in academic conversations and on the page.