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Oklahoma Standards

Oklahoma 11th Grade ELA Standards

All 52 Oklahoma English language arts standards for 11th grade, each explained in plain English. The official wording is one click away under each one.

52 standards

Listening and Speaking: Listening

2 standards
Students will develop and apply effective communication skills through active listening.
11.1.L.1
Stay engaged as a listener by honoring discussion norms and managing your own words and body language, like in a Socratic seminar.
Official wording
Students will actively listen using agreed-upon discussion rules with control of verbal and nonverbal cues.
11.1.L.2
Listen critically to analyze and judge what a speaker says and shows, asking questions that reveal their purpose and perspective, like at a town hall.
Official wording
Students will actively listen in order to analyze and evaluate speakers’ verbal and nonverbal messages by asking questions to clarify purpose and perspective.

Listening and Speaking: Speaking

3 standards
Students will develop and apply effective communication skills to share ideas through speaking.
11.1.S.1
Work productively in diverse teams by compromising toward the goal, owning part of the work, and recognizing what others contribute, like on a mock trial team.
Official wording
Students will work effectively and respectfully in diverse groups by showing willingness to make necessary compromises to accomplish a goal, sharing responsibility for collaborative work, and recognizing individual contributions.
11.1.S.2
Discuss reading and writing in pairs, groups, and full class within set norms, making your points clear, extending others' ideas, and disagreeing courteously.
Official wording
Students will follow agreed-upon rules as they engage in collaborative discussions about what they are reading and writing, expressing their own ideas clearly, building on the ideas of others, and respectfully disagreeing when necessary in pairs, diverse groups, and whole-class settings.
11.1.S.3
Deliver formal and informal presentations for varied settings, using evidence and strong delivery to support the message, like a research briefing.
Official wording
Students will conduct formal and informal presentations in a variety of contexts supporting their message with evidence and using verbal and nonverbal cues.

Reading and Writing Process: Reading

2 standards
Students will read and comprehend inclusive, diverse, and increasingly complex literary and informational texts.
11.2.R.1
Boil down the central ideas of complex texts and restate key passages in your own words, like sections of a founding document.
Official wording
Students will summarize the main ideas and paraphrase significant parts of increasingly complex texts.
11.2.R.2
Identify the traits of fiction, poetry, drama, and nonfiction and analyze how they help you understand a work, like free verse or an unreliable narrator.
Official wording
Students will identify characteristics of genres and analyze how they enhance comprehension of fiction, poetry, drama, and nonfiction.

Reading and Writing Process: Writing

5 standards
Students will engage in a recursive process that may include prewriting, drafting, revising, editing, and publishing.
11.2.W.1
Generate and arrange ideas before writing and revisit planning throughout, like mapping evidence for a rhetorical analysis.
Official wording
Students will routinely and recursively prewrite (e.g., develop and organize ideas).
11.2.W.2
Draft using a structure that fits the task, like description in a personal essay or cause and effect in a history paper, revisiting drafts as needed.
Official wording
Students will routinely and recursively develop drafts, applying organizational structure(s) (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.).
11.2.W.3
Revise drafts to sharpen organization, transitions, sentence variety, and a steady tone and viewpoint, like strengthening a college application essay.
Official wording
Students will routinely and recursively revise drafts for organization, transitions, sentence variety, and consistent tone and point of view in order to improve coherence and meaning.
11.2.W.4
Rely on resources like style manuals to edit grammar, usage, mechanics, and format, preparing writing for a final audience.
Official wording
Students will routinely and recursively use resources to edit for grammar, usage, mechanics, and format in order to finalize drafts for publication.
11.2.W.5
Publish polished work for real audiences, like a professional journal, a community newsletter, or a writing competition.
Official wording
Students will routinely and recursively publish final drafts for an authentic audience (e.g., publishing digitally, community and professional audiences, newspapers and magazines, entering contests).

Critical Reading and Writing: Reading

7 standards
Students will analyze, interpret, and evaluate increasingly complex literary and informational texts that include a wide range of historical, cultural, ethnic, and global perspectives from a variety of genres.
11.3.R.1
Analyze how historical, cultural, or global context affects an author's style in literary and informational texts, like American writing of the Civil Rights era.
Official wording
Students will analyze the extent to which historical, cultural, and/or global perspectives affect authors’ stylistic choices in grade-level literary and informational texts.
11.3.R.2
Evaluate an author's perspective and explain how it shapes meaning, like the way a writer's faith or politics guides an essay.
Official wording
Students will evaluate authors’ perspectives and explain how those perspectives contribute to the meanings of texts.
11.3.R.3
Evaluate how setting, plot structure such as in media res, conflict, characterization, narrator reliability, and archetypes shape theme, mood, or tone, citing evidence.
Official wording
Students will evaluate how literary elements impact theme, mood, and/or tone, using textual evidence:•setting•plot structure (e.g., foreshadowing, flashback, in media res)•conflict (i.e., internal, external)•characters (e.g., protagonist, antagonist)•characterization (i.e., direct, indirect)•point of view (e.g., narrator reliability)•archetypes
11.3.R.4
Evaluate how metaphor, symbolism, and other figurative language, sound devices, and irony shape theme, mood, or tone, citing lines from the text.
Official wording
Students will evaluate how literary devices impact theme, mood, and/or tone, using textual evidence:•figurative language (i.e., simile, metaphor, personification, hyperbole, imagery, symbolism)•sound devices (i.e., onomatopoeia, alliteration, assonance)•irony (i.e., verbal, situational, dramatic)
11.3.R.5
Compare authors who take opposing sides on one issue and judge why, looking at their assumptions, evidence, reasoning, viewpoints, appeals, bias, and fallacies.
Official wording
Students will evaluate how authors writing on the same issue reached different conclusions because of differences in assumptions, evidence, reasoning, and viewpoints, including examining rhetorical appeals, bias, and use of logical fallacies.
11.3.R.6
Analyze how the organization of an informational text, like a chronological report or a problem and solution editorial, supports the author's aim.
Official wording
Students will analyze how informational text structures support the author’s purpose.
11.3.R.7
Evaluate how two or more texts approach a common theme or topic, supporting claims and inferences with evidence, like two speeches on freedom.
Official wording
Students will evaluate how two or more texts address similar themes or topics, using textual evidence to support their claims and inferences.

Critical Reading and Writing: Writing

4 standards
Students will thoughtfully and intentionally write, addressing a range of modes, purposes, and audiences.
11.3.W.1
Write real or imagined narratives with complex characters, a narrator that adds depth, events ordered to build mood or theme, rich detail, dialogue, and varied syntax.
Official wording
Students will compose narratives reflecting real or imagined experiences that:•include engaging plots involving well-developed, complex characters resolving conflicts•establish narrator(s) that enhance(s) the narrative•are intentionally sequenced in a way to achieve a specific effect (e.g., create suspense, establish mood, reflect theme)•provide clear descriptions, using precise language, sensory details, and dialogue•include varied syntax to enhance readability•emulate literary elements and/or literary devices from mentor texts
11.3.W.2
Write informative essays, reports, or technical documents that explain topics objectively with a defensible thesis, data and facts, clear structure, and a formal style.
Official wording
Students will compose informative essays, reports, or technical writing that:•objectively introduce and develop topics•include a defensible thesis•incorporate evidence (e.g., specific facts, details, charts and graphs, data)•maintain an organized structure•use sentence variety and word choice to create clarity and concision•establish and maintain a formal style•emulate literary devices from mentor texts
11.3.W.3
Write argumentative essays, reviews, or op-eds with precise claims and a thesis, fair treatment of counterclaims, credible evidence in logical order, and a fitting tone.
Official wording
Students will compose argumentative essays, reviews, or op-eds that:•introduce precise, informed claims•include a defensible thesis•acknowledge counterclaims or alternate perspectives•organize claims, counterclaims, and evidence in a logical sequence•provide the most relevant evidence to develop balanced arguments, using credible sources•use sentence variety and word choice to create clarity and concision•use style and tone that suits the audience and purpose
11.3.W.4
Weave storytelling, explanation, and argument together in one piece to meet the audience and purpose, like a college essay that tells a story to make a point.
Official wording
Students will blend narrative, informative, and argumentative writing to suit their audience and purpose.

Vocabulary: Reading

4 standards
Students will expand their grade-level vocabularies through reading, word study, and class discussion.
11.4.R.1
Analyze how words relate through synonyms, antonyms, and analogies, like comparing the precise shades of candid, blunt, and tactless.
Official wording
Students will analyze the relationships among synonyms, antonyms, and analogies.
11.4.R.2
Determine meanings using context, connotation, and denotation, and sort out words with multiple meanings, like the senses of capital in an economics article.
Official wording
Students will use context clues, connotation, and denotation to determine or clarify the meaning of words or distinguish among multiple-meaning words.
11.4.R.3
Define complex words by their affixes, stems, and Greek, Latin, or Anglo-Saxon roots, like circum and spect in circumspect.
Official wording
Students will use word parts (e.g., affixes, Anglo-Saxon, Greek, and Latin roots, stems) to define and determine the meaning of increasingly complex words.
11.4.R.4
Use dictionaries, glossaries, and thesauruses to check a word's meaning, syllable breaks, pronunciation, synonyms, part of speech, and etymology, like the roots of sanguine.
Official wording
Students will use resources (e.g., dictionary, glossary, thesaurus, etc.) to determine or clarify the meanings, syllabication, pronunciation, synonyms, parts of speech, and etymology of words or phrases.

Vocabulary: Writing

2 standards
Students will apply knowledge of vocabulary to speak and write effectively.
11.4.W.1
Write with precise, grade-appropriate vocabulary that makes complex ideas clear, like the exact term from economics or literary analysis.
Official wording
Students will use precise, grade-level vocabulary in writing to clearly communicate complex ideas.
11.4.W.2
Choose words for a deliberate effect based on purpose and audience, like charged language in a speech or plain terms in instructions.
Official wording
Students will select language to create a specific effect in writing according to purpose and audience.

Language: Reading

2 standards
Students will expand and apply knowledge of grammar, usage, mechanics, and style to comprehend, analyze, and/or evaluate a variety of texts.
11.5.R.1
Analyze and judge texts using what you know about syntax, like parallelism, voice, phrases, and clauses, noting how usage has shifted, like in an 18th-century letter.
Official wording
Students will apply their knowledge of syntax (e.g., parallel structure, active and passive voice, and phrases/clauses) to analyze and evaluate a variety of texts, understanding that usage and convention change over time.
11.5.R.2
Identify noun, verb, adjective, and adverb phrases and explain how each affects a particular sentence, like an adverb phrase that sets the scene in a novel.
Official wording
Students will recognize noun, verb, adjectival, and adverbial phrases and explain their effect in particular sentences.

Language: Writing

10 standards
Students will expand and apply knowledge of grammar, usage, mechanics, and style to speak and write effectively, demonstrating standard usage when appropriate.
11.5.W.1
Make writing and talks clearer and more varied with parts of speech, phrases, and clauses, and bend the rules on purpose when it works, like a one-word sentence.
Official wording
Students will add clarity, variety, and/or style to their writing and presentations with parts of speech and various types of phrases and clauses, intentionally breaking the rules for effect when appropriate.
11.5.W.2
Handle standard English grammar, usage, and mechanics with skill in writing, speeches, and media, and break from it deliberately for effect, like dialect in dialogue.
Official wording
Students will demonstrate command of Standard American English (i.e., grammar, mechanics, and usage) in writing, presentations, and/or multimodal literacies to convey specific meanings and ideas, intentionally departing from standard usage to achieve a specific effect.
11.5.W.3
Capitalize correctly, like for proper adjectives such as Shakespearean and for titles of works.
Official wording
Students will write using correct capitalization mechanics.
11.5.W.4
Close each sentence with the correct end mark, like placing a question mark properly when a sentence ends with a quotation.
Official wording
Students will write using correct end mark mechanics.
11.5.W.5
Apply apostrophes correctly, like for possessives of names ending in s and to avoid confusing its and it's.
Official wording
Students will write using correct apostrophe mechanics.
11.5.W.6
Punctuate with commas correctly, like with nonrestrictive clauses, appositives, and coordinate adjectives.
Official wording
Students will write using correct comma mechanics.
11.5.W.7
Set up a key detail with a colon or a dash, like a dash that leads into a surprising twist at the end of a sentence.
Official wording
Students will use a colon or dash to reveal information in a sentence.
11.5.W.8
Shorten quotations with an ellipsis where words are dropped and put brackets around words you insert for clarity, like when quoting a long speech.
Official wording
Students will use an ellipsis to indicate omission from quoted material and brackets to indicate an addition or clarification to quoted material.
11.5.W.9
Italicize correctly, like for titles of plays, newspapers, and ships, and for emphasis used sparingly.
Official wording
Students will write using correct italics mechanics.
11.5.W.10
Use semicolons correctly, like linking two clauses joined by however or therefore.
Official wording
Students will write using correct semicolon mechanics.

Research: Reading

3 standards
Students will gather, comprehend, evaluate, and synthesize researched information to acquire and refine knowledge.
11.6.R.1
Locate and understand information on a topic, led by research questions you craft yourself, like how automation is changing local jobs.
Official wording
Students will find and comprehend information about a topic, using their own viable research questions.
11.6.R.2
Merge findings from a range of primary and secondary sources, like court rulings and scholarly articles, into one account, with ethical, legal citations.
Official wording
Students will synthesize relevant information from a variety of primary and secondary sources, following ethical and legal citation guidelines.
11.6.R.3
Judge whether sources fit the question, can be trusted, and are accurate, like tracing a statistic back to its original study.
Official wording
Students will evaluate the relevance, reliability, and validity of the information gathered.

Research: Writing

4 standards
Students will synthesize information ethically through speaking and writing.
11.6.W.1
Develop a workable research question and refine it as findings come in, like focusing a broad topic on one community's water supply.
Official wording
Students will formulate and refine a viable research question.
11.6.W.2
Write a focused thesis that sums up your claim in a sentence or two and that evidence can support, like the claim anchoring a junior research paper.
Official wording
Students will develop a clear, concise, defensible thesis statement.
11.6.W.3
Weave quotes, paraphrases, and summaries into research writing and cite them consistently in a style like MLA or APA to avoid plagiarism.
Official wording
Students will integrate quotes, paraphrases, and summaries from research, following a consistent citation style (e.g., MLA, APA) to avoid plagiarism.
11.6.W.4
Present research in extended forms like a multi-source paper and brief, informal forms like a quick class share, adjusting for each audience.
Official wording
Students will present research in longer formats (e.g., sustained research projects, process essays) and shorter, informal formats (e.g., single-day research projects, informal discussion) to a variety of audiences.

Multimodal Literacies: Reading

1 standard
Students will comprehend and evaluate multimodal content.
11.7.R
Analyze and evaluate how techniques in multimodal works, like editing, layout, and sound in a documentary, add to meaning.
Official wording
Students will analyze and evaluate the techniques used in a variety of multimodal content and how they contribute to meaning.

Multimodal Literacies: Writing

1 standard
Students will create multimodal content to communicate effectively.
11.7.W
Create engaging multimedia that makes your findings, reasoning, and evidence easier to grasp for different audiences, like an annotated data video.
Official wording
Students will create engaging multimodal content that intentionally enhances understanding of findings, reasoning, and evidence for diverse audiences.

Independent Reading and Writing: Reading

1 standard
Students will read self-selected texts independently, choosing genres to suit and expand their personal preferences and purposes.
11.8.R
Choose texts with a purpose in mind and read independently for sustained periods, like a nonfiction book tied to a career interest.
Official wording
Students will select texts for specific purposes and read independently for extended periods of time.

Independent Reading and Writing: Writing

1 standard
Students will write independently, intentionally selecting modes, purposes, and audiences.
11.8.W
Write independently by hand or on a keyboard for short and long stretches, mixing modes and genres for your audience and aim, like a personal essay or op-ed.
Official wording
Students will write independently using print, cursive, and/or typing for various lengths of time, intentionally selecting and combining modes and genres to suit their audiences and purposes.

The official Oklahoma documents

Oklahoma Academic Standards for English Language Arts, Oklahoma State Department of Education.

The plain-English lines are EMStudio's own explanations, shown beside the official wording. They are not part of the standards.