California Standards
California Grades 11–12 ELA Standards
All 41 California English language arts standards for grades 11–12, each explained in plain English. Where California uses the Common Core wording, it is one click away; California's own additions are explained in our words.
41 standards
Reading Standards for Literature
9 standardsRL.11-12.1
Quote the strongest lines from a novel, play or poem to back a reading of it, including a point it only implies, and say where the text leaves a question open.
Official wording
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RL.11-12.2
Trace two or more themes through a novel or play, show how they feed into each other to make a richer story, and sum it up without taking sides.
Official wording
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
RL.11-12.3
Analyze how an author’s choices about setting, the order of events and how characters and archetypes like the hero or mentor are introduced shape a story or play.
RL.11-12.4
Work out figurative and emotional meanings in Shakespeare and other authors, and explain how word choices, like a pun or a vividly fresh phrase, shape meaning and tone.
RL.11-12.5
Explain how choosing where a story begins or ends, or giving it a comic or tragic ending, shapes its overall structure, its meaning and its beauty.
Official wording
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
RL.11-12.6
Tell what a narrator or character states from what the author really means in satire, sarcasm, irony or understatement, and explain the gap.
Official wording
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
RL.11-12.7
Compare several versions of a play, like a live staging and a film of Hamlet or an American drama, and judge how faithfully each one reads the script.
Official wording
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
RL.11-12.9
Know the foundational American literature of the 1700s, 1800s and early 1900s, and show how two works from the same era handle a shared theme.
Official wording
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
RL.11-12.10
Read novels, plays and poems at the grades 11 to college-ready level, with help at the top of the range in grade 11 and on your own by the end of grade 12.
Official wording
By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.
Reading Standards for Informational Text
10 standardsRI.11-12.1
Quote the strongest lines from a novel, play or poem to back a reading of it, including a point it only implies, and say where the text leaves a question open.
Official wording
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RI.11-12.2
Trace two or more central ideas through a nonfiction text, show how they build on one another into a complex analysis, and summarize it without opinion.
Official wording
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
RI.11-12.3
Explain how the people, ideas and events in a complex nonfiction account interact and develop from its opening to its close.
Official wording
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
RI.11-12.4
Work out figurative, emotional and technical meanings in nonfiction, and trace how an author builds and sharpens a key term across a text, like justice in a speech.
RI.11-12.5
Judge whether the way an essay or argument is organized makes its points clear, convincing and engaging, and say what works and what does not.
Official wording
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
RI.11-12.6
Find the purpose behind a powerful speech or essay and explain how its style and content give it force, persuasion or beauty.
Official wording
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
RI.11-12.7
Pull together several sources on a question, including charts, data, images and text, weigh each one, and use them to answer it or solve a problem.
Official wording
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
RI.11-12.8
Lay out and judge the reasoning in seminal American texts, like how a Supreme Court opinion or dissent applies the Constitution or how The Federalist argues its case.
Official wording
Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
RI.11-12.9
Analyze the themes, purposes and rhetoric of founding American documents from the 1600s to the 1800s, like the Declaration of Independence and Lincoln's Second Inaugural.
Official wording
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
RI.11-12.10
Read literary nonfiction, like essays, speeches and memoirs, at the grades 11 to college-ready level, with support in grade 11 and on your own by the end of grade 12.
Official wording
By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.
Writing Standards
10 standardsW.11-12.1
Argue a substantive topic or text in writing with a precise claim, a counterclaim weighed for its strengths and limits, linked sections, a formal tone and a close.
Official wording
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.aIntroduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.bDevelop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.cUse words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.dEstablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.eProvide a concluding statement or section that follows from and supports the argument presented.
W.11-12.2
Explain a complex topic in writing, sorting ideas to show connections, adding headings or figures where they help, using precise terms, and closing on why it matters.
Official wording
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.bDevelop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.cUse appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.dUse precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.eEstablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.fProvide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
W.11-12.3
Write a story that opens on a problem, sets up a narrator and point of view, weaves dialogue, pacing and more than one plot line, and closes with a reflection.
Official wording
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.aEngage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.bUse narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.cUse a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).dUse precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.eProvide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
W.11-12.4
Match how a piece of writing is developed, organized and styled to its task, its purpose and the people who will read it.
Official wording
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.11-12.5
Rework writing by planning, revising, editing, rewriting or starting anew, aiming at what counts most for the purpose and audience, and edit to grades 11 to 12 rules.
W.11-12.6
Publish writing online and keep updating it as feedback, new arguments or new information come in, on your own or with a group.
Official wording
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
W.11-12.7
Run short and longer research projects on a question you pose or are given, narrowing or widening it as needed and weaving several sources into one account.
Official wording
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.11-12.8
Find authoritative sources with advanced searches, weigh each one’s strengths and limits for the task, use them without plagiarism or overuse, and cite with footnotes.
W.11-12.9
Use evidence from stories and informational texts in writing, like details that show a character in depth or the reasons an author gives for a point.
Official wording
Draw evidence from literary or informational texts to support analysis, reflection, and research.aApply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).bApply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).
W.11-12.10
Write regularly for many tasks, purposes and audiences, from a research paper drafted and revised over weeks to a response finished in a single sitting or a day or two.
Official wording
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening Standards
6 standardsSL.11-12.1
Lead and join discussions on grades 11-12 topics, prepared with research, keeping the exchange civil, airing every position, and deciding what still needs research.
Official wording
Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.aCome to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.bWork with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.cPropel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.dRespond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
SL.11-12.2
Combine information from charts, data, speeches and text to make a decision or solve a problem, judging each source's credibility and noting where the data disagree.
Official wording
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
SL.11-12.3
Judge a speaker's stance, premises, evidence and rhetoric, from how the ideas link up to word choice, emphasis and tone.
Official wording
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
SL.11-12.4
Present a clear perspective and logical argument that answers opposing views, with eye contact and clear speech, including a reflective narrative and a persuasive talk.
SL.11-12.5
Choose digital media for a presentation strategically, like a chart for data or a short audio clip, where each one makes the reasoning clearer or adds interest.
Official wording
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
SL.11-12.6
Adapt speaking to many settings and tasks, and use formal English with full command when it is expected, like presenting research or speaking at a public meeting.
Language Standards
6 standardsL.11-12.1
Print many letters, use everyday nouns, verbs and little words like in and on, make plurals like dogs and wishes, ask with who and where, and speak in full sentences.
Official wording
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.aApply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.bResolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.
L.11-12.2
Capitalize the first word of a sentence and the word I, name the period and question mark, and spell simple words the way they sound, like kat for cat.
Official wording
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.aObserve hyphenation conventions.bSpell correctly.
L.11-12.3
Notice how language works differently in a lab report, a poem and a speech, and write and edit to a style manual such as the MLA Handbook when the task calls for one.
Official wording
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.aVary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
L.11-12.4
Work out an unfamiliar grades 11-12 word from context, word families like conceive, conception and conceivable, or a specialized reference, then verify the guess.
Official wording
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.aUse context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.dVerify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.11-12.5
Explain a nonliteral phrase like take steps, name someone who is friendly to link a word to real life, and rank knew, believed and suspected by how sure they are.
Official wording
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.aInterpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.bAnalyze nuances in the meaning of words with similar denotations.
L.11-12.6
Build and use the academic and subject-specific vocabulary needed for college and career reading and writing, looking up on your own any word that matters to an idea.
Official wording
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
The official California documents
- California Common Core State Standards: English Language Arts and Literacy · adopted August 2010, modified March 2013 · current for 2026-27
Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The plain-English lines are EMStudio's own explanations. Where California uses the Common Core wording it is shown under the Common Core license; California's own additions are explained in our words, and their official wording is in California Department of Education's documents above.