Virginia Standards of Learning (adopted in 2024): Grade 11
Skills available for Virginia eleventh-grade language arts standards
Strand
Print skill plan
Developing Skilled Readers and Building Reading Stamina
11.DSR The student will build knowledge and comprehension skills from reading a range of challenging, content-rich texts. This includes fluently reading and gathering evidence from grade-level complex texts, reading widely on topics to gain purposeful knowledge and vocabulary, and using reading strategies when comprehension breaks down.
11.DSR.A Read a variety of grade-level complex texts with accuracy, automaticity, appropriate rate, and meaningful expression in successive readings to support comprehension. Monitor while reading to confirm or self-correct word recognition and understanding, as necessary.
11.DSR.A Read a variety of grade-level complex texts with accuracy, automaticity, appropriate rate, and meaningful expression in successive readings to support comprehension. Monitor while reading to confirm or self-correct word recognition and understanding, as necessary.
11.DSR.B Proficiently read and comprehend a variety of literary and informational texts that exhibit complexity at the lower range of the grades 11-12 band to generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions.
Short stories
Literary passages
Informational passages
Arguments
Nonfiction passages
11.DSR.B Proficiently read and comprehend a variety of literary and informational texts that exhibit complexity at the lower range of the grades 11-12 band to generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions.
Short stories
Literary passages
Informational passages
Arguments
Nonfiction passages
11.DSR.C When responding to text through discussions and/or writing, draw several pieces of evidence from grade-level complex texts to support claims, conclusions, and inferences, including quoting or paraphrasing from texts accurately and tracing where relevant evidence is located.
11.DSR.C When responding to text through discussions and/or writing, draw several pieces of evidence from grade-level complex texts to support claims, conclusions, and inferences, including quoting or paraphrasing from texts accurately and tracing where relevant evidence is located.
11.DSR.D Regularly engage in reading a series of conceptually related texts organized around topics of study to build knowledge and vocabulary (These texts should be at a range of complexity levels so students can read the texts independently, with peers, or with modest support.). Use this background knowledge as context for new learning.
11.DSR.D Regularly engage in reading a series of conceptually related texts organized around topics of study to build knowledge and vocabulary (These texts should be at a range of complexity levels so students can read the texts independently, with peers, or with modest support.). Use this background knowledge as context for new learning.
11.DSR.E Use reading strategies as needed to aid and monitor comprehension when encountering challenging sections of text. These sense-making strategies attend to text structure, common organizational structures, summarizing, asking questions of the text, and others.
Point of view
Audience and purpose
Main idea
Tone
Literary devices
11.DSR.E Use reading strategies as needed to aid and monitor comprehension when encountering challenging sections of text. These sense-making strategies attend to text structure, common organizational structures, summarizing, asking questions of the text, and others.
Point of view
Audience and purpose
Main idea
Tone
Literary devices
Reading and Vocabulary
11.RV.1 Vocabulary Development and Word Analysis
11.RV.1.A Develop and accurately use general academic and content-specific vocabulary through reading, discussing, and writing about grade-level texts and topics.
Foreign words and expressions
Vocabulary in context
Word choice and usage
11.RV.1.A Develop and accurately use general academic and content-specific vocabulary through reading, discussing, and writing about grade-level texts and topics.
Foreign words and expressions
Vocabulary in context
Word choice and usage
11.RV.1.B Use context and sentence structure to clarify the meanings of words and phrases.
Vocabulary in context
Word choice and usage
Figurative language
11.RV.1.B Use context and sentence structure to clarify the meanings of words and phrases.
Vocabulary in context
Word choice and usage
Figurative language
11.RV.1.C Use structural analysis of roots, affixes, and etymology to understand the meanings of unfamiliar and complex words.
Prefixes and suffixes
Greek and Latin roots
Etymologies
11.RV.1.C Use structural analysis of roots, affixes, and etymology to understand the meanings of unfamiliar and complex words.
Prefixes and suffixes
Greek and Latin roots
Etymologies
11.RV.1.D Analyze the nuances in the meaning of words with similar denotations (e.g., clever, cunning, brainy).
11.RV.1.D Analyze the nuances in the meaning of words with similar denotations (e.g., clever, cunning, brainy).
11.RV.1.E Explain and analyze idiomatic language in context.
11.RV.1.E Explain and analyze idiomatic language in context.
11.RV.1.F Explain the meaning of figurative language and literary and classical allusions and analyze their role in texts.
Allusions
Figurative language
11.RV.1.F Explain the meaning of figurative language and literary and classical allusions and analyze their role in texts.
Allusions
Figurative language
11.RV.1.G Use newly learned words and phrases in multiple contexts, including in students' discussions and speaking and writing activities.
11.RV.1.G Use newly learned words and phrases in multiple contexts, including in students' discussions and speaking and writing activities.
Reading Literary Text
11.RL.1 Key Ideas and Plot Details
11.RL.1.A Analyze the development of universal themes (e.g., loss of innocence, coming of age, relationship with nature) prevalent in American literature (e.g., short stories, poems, plays, novels, essays, and literary nonfiction) of different eras.
Short stories
Literary passages
11.RL.1.A Analyze the development of universal themes (e.g., loss of innocence, coming of age, relationship with nature) prevalent in American literature (e.g., short stories, poems, plays, novels, essays, and literary nonfiction) of different eras.
Short stories
Literary passages
11.RL.1.B Describe how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the setting and plot.
11.RL.1.B Describe how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the setting and plot.
11.RL.1.C Analyze how characters are revealed through particular lines of dialogue or events.
11.RL.1.C Analyze how characters are revealed through particular lines of dialogue or events.
11.RL.1.D Analyze and evaluate how dramatic conventions (e.g., soliloquy, aside, narration, direct address to the audience) contribute to the theme and effect of plays from various cultures.
11.RL.1.D Analyze and evaluate how dramatic conventions (e.g., soliloquy, aside, narration, direct address to the audience) contribute to the theme and effect of plays from various cultures.
11.RL.2 Craft and Style
11.RL.2.A Interpret and analyze how the sound and imagery of poetry support the subject, mood, form, and theme and appeal to the reader's senses.
11.RL.2.A Interpret and analyze how the sound and imagery of poetry support the subject, mood, form, and theme and appeal to the reader's senses.
11.RL.2.B Evaluate how authors use specific word choices, syntax, tone, and voice to convey the author's intent and viewpoint.
Word choice and usage
Figurative language
Tone
11.RL.2.B Evaluate how authors use specific word choices, syntax, tone, and voice to convey the author's intent and viewpoint.
Word choice and usage
Figurative language
Tone
11.RL.2.C Critique how authors use key literary devices (e.g., imagery, personification, symbolism) to contribute to the meaning of a text, including its character development, theme, conflict, and archetypes.
11.RL.2.C Critique how authors use key literary devices (e.g., imagery, personification, symbolism) to contribute to the meaning of a text, including its character development, theme, conflict, and archetypes.
11.RL.2.D Analyze the use of satire, sarcasm, irony, and understatement to differentiate between what is directly stated and what is implied.
11.RL.2.D Analyze the use of satire, sarcasm, irony, and understatement to differentiate between what is directly stated and what is implied.
11.RL.3 Integration of Concepts
11.RL.3.A Explain the influence of the historical and cultural context on form, style, and point of view of texts that represent diverse voices and perspectives.
11.RL.3.A Explain the influence of the historical and cultural context on form, style, and point of view of texts that represent diverse voices and perspectives.
11.RL.3.B Relate themes, patterns of events, or character types from myths, traditional stories, or religious works to contemporary stories, poems, or drama.
11.RL.3.B Relate themes, patterns of events, or character types from myths, traditional stories, or religious works to contemporary stories, poems, or drama.
11.RL.3.C Analyze how authors' attitudes, viewpoints, and beliefs reflect larger historical, social, or cultural contexts.
11.RL.3.C Analyze how authors' attitudes, viewpoints, and beliefs reflect larger historical, social, or cultural contexts.
Reading Informational Text
11.RI.1 Key Ideas and Confirming Details
11.RI.1.A Interpret and complete an application for employment or college admission, and summarize the intent, main ideas, and purpose of the workplace or technical documents.
11.RI.1.A Interpret and complete an application for employment or college admission, and summarize the intent, main ideas, and purpose of the workplace or technical documents.
11.RI.1.B Analyze the hypotheses, data, analysis, and/or conclusions in informational, historical, scientific, or technical texts, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
Informational texts
Arguments
Business documents
11.RI.1.B Analyze the hypotheses, data, analysis, and/or conclusions in informational, historical, scientific, or technical texts, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
Informational texts
Arguments
Business documents
11.RI.1.C Evaluate the relevance and quality of an author's premises, claims, counterclaims, and evidence by corroborating or challenging them with other information.
Arguments
Supporting evidence
Counterclaims
11.RI.1.C Evaluate the relevance and quality of an author's premises, claims, counterclaims, and evidence by corroborating or challenging them with other information.
Arguments
Supporting evidence
Counterclaims
11.RI.2 Craft and Style
11.RI.2.A Examine how textual elements and organizational patterns contribute to meaning and the author's purpose.
Informational texts
Arguments
11.RI.2.A Examine how textual elements and organizational patterns contribute to meaning and the author's purpose.
Informational texts
Arguments
11.RI.2.B Analyze and interpret the key terms (e.g., content-specific words and phrases, technical terminology) and ideas of historical, scientific, technical, and employment texts to clarify concepts.
11.RI.2.B Analyze and interpret the key terms (e.g., content-specific words and phrases, technical terminology) and ideas of historical, scientific, technical, and employment texts to clarify concepts.
11.RI.2.C Recognize and analyze the author's purpose and impact of ambiguity, contradiction, paradox, oxymoron, irony, sarcasm, overstatement, and understatement in informational texts.
11.RI.2.C Recognize and analyze the author's purpose and impact of ambiguity, contradiction, paradox, oxymoron, irony, sarcasm, overstatement, and understatement in informational texts.
11.RI.3 Integration of Concepts
11.RI.3.A Analyze information within and between paired passages for similar and conflicting ideas and how authors reach similar or different conclusions.
11.RI.3.A Analyze information within and between paired passages for similar and conflicting ideas and how authors reach similar or different conclusions.
11.RI.3.B Compare and contrast informational and technical texts for intent, content, and clarity.
11.RI.3.B Compare and contrast informational and technical texts for intent, content, and clarity.
Writing
11.W.1 Modes and Purposes for Writing
11.W.1.A Write extended pieces that:
11.W.1.A Write extended pieces that:
11.W.1.A.i: Introduce a topic clearly by providing context, presenting well-defined theses, and previewing what follows.
11.W.1.A.i: Introduce a topic clearly by providing context, presenting well-defined theses, and previewing what follows.
11.W.1.A.ii: Adopt an organizational structure that clarifies relationships among ideas and concepts.
11.W.1.A.ii: Adopt an organizational structure that clarifies relationships among ideas and concepts.
11.W.1.A.iii: Develop the topic through sustained use of the most significant and relevant facts, concrete details, quotations, or other information from multiple authoritative sources appropriate to the audience's knowledge.
Development and support
Plagiarism
Formatting
11.W.1.A.iii: Develop the topic through sustained use of the most significant and relevant facts, concrete details, quotations, or other information from multiple authoritative sources appropriate to the audience's knowledge.
Development and support
Plagiarism
Formatting
11.W.1.A.iv: Provide a concluding section that follows from the information or explanation presented.
11.W.1.A.iv: Provide a concluding section that follows from the information or explanation presented.
11.W.1.B Write analyses that:
11.W.1.B Write analyses that:
11.W.1.B.i: Develop a thesis that demonstrates knowledgeable judgments.
11.W.1.B.i: Develop a thesis that demonstrates knowledgeable judgments.
11.W.1.B.ii: Interpret and investigate evidence from various sources and texts to draw reasonable conclusions that support the writer's position or assertion.
11.W.1.B.ii: Interpret and investigate evidence from various sources and texts to draw reasonable conclusions that support the writer's position or assertion.
11.W.1.B.iii: Examine and evaluate processes and/or problems to propose solutions.
11.W.1.B.iii: Examine and evaluate processes and/or problems to propose solutions.
11.W.1.B.iv: Organize claims, counterclaims, and evidence in a sustained and logical sequence that explains how the credible evidence supports well-defined points of view.
Organization
Supporting evidence
Counterclaims
11.W.1.B.iv: Organize claims, counterclaims, and evidence in a sustained and logical sequence that explains how the credible evidence supports well-defined points of view.
Organization
Supporting evidence
Counterclaims
11.W.1.C Write to describe personal qualifications for potential occupational or educational opportunities, producing clear and coherent writing in which the development, organization, and style match the intended audience and purpose of the workplace and/or post-secondary education and language in informal and formal contexts.
Audience and purpose
Organization
Development and support
Word choice and usage
Tone
11.W.1.C Write to describe personal qualifications for potential occupational or educational opportunities, producing clear and coherent writing in which the development, organization, and style match the intended audience and purpose of the workplace and/or post-secondary education and language in informal and formal contexts.
Audience and purpose
Organization
Development and support
Word choice and usage
Tone
11.W.1.D Choose appropriate modes and blend multiple forms of writing by routinely engaging in the production of shorter and longer pieces that adapt writing content, technique, and voice for a range of audiences, purposes, and tasks (e.g. summaries, reflections, descriptions, critiques, letters, poetry, narratives, etc.).
11.W.1.D Choose appropriate modes and blend multiple forms of writing by routinely engaging in the production of shorter and longer pieces that adapt writing content, technique, and voice for a range of audiences, purposes, and tasks (e.g. summaries, reflections, descriptions, critiques, letters, poetry, narratives, etc.).
11.W.2 Organization and Composition
11.W.2.A Plan and organize writing to address a specific audience and purpose using the writing process (planning, drafting, revising, editing). This includes:
11.W.2.A Plan and organize writing to address a specific audience and purpose using the writing process (planning, drafting, revising, editing). This includes:
11.W.2.A.i: Composing a thesis statement that clearly communicates the writer's position or assertion.
11.W.2.A.i: Composing a thesis statement that clearly communicates the writer's position or assertion.
11.W.2.A.ii: Organizing claims, counterclaims, and evidence in a sustained and logical sequence to exhibit unity.
11.W.2.A.ii: Organizing claims, counterclaims, and evidence in a sustained and logical sequence to exhibit unity.
11.W.2.A.iii: Effectively contextualizing evidence from sources with proper introduction and thorough explanation.
Supporting evidence
Counterclaims
11.W.2.A.iii: Effectively contextualizing evidence from sources with proper introduction and thorough explanation.
Supporting evidence
Counterclaims
11.W.2.A.iv: Applying varied transitions and sentence structures to connect ideas within and across paragraphs.
11.W.2.A.iv: Applying varied transitions and sentence structures to connect ideas within and across paragraphs.
11.W.2.A.v: Elaborating ideas clearly through purposeful and precise word choice.
11.W.2.A.v: Elaborating ideas clearly through purposeful and precise word choice.
11.W.3 Usage and Mechanics
11.W.3.A Revise writing for clarity of content, accuracy, and depth of information.
11.W.3.A Revise writing for clarity of content, accuracy, and depth of information.
11.W.3.B Use peer- and self-evaluation to edit writing for clarity and quality of information, addressing strengths and making suggestions regarding how writing might be improved.
11.W.3.B Use peer- and self-evaluation to edit writing for clarity and quality of information, addressing strengths and making suggestions regarding how writing might be improved.
11.W.3.C Edit writing for appropriate conventions, style, and language.
Organization
Revision
Editing
11.W.3.C Edit writing for appropriate conventions, style, and language.
Organization
Revision
Editing
11.W.3.D Write and revise to a standard acceptable both in the workplace and in post-secondary education.
Style and tone
Write clearly and concisely
Word choice and usage
11.W.3.D Write and revise to a standard acceptable both in the workplace and in post-secondary education.
Style and tone
Write clearly and concisely
Word choice and usage
Language Usage
11.LU.1 Grammar
11.LU.1.A Use verbal phrases to achieve sentence conciseness and variety in speaking and writing.
11.LU.1.A Use verbal phrases to achieve sentence conciseness and variety in speaking and writing.
11.LU.1.B Use complex sentence structure to infuse sentence variety in writing.
11.LU.1.B Use complex sentence structure to infuse sentence variety in writing.
11.LU.1.C Differentiate and apply active and passive voice to convey a desired effect in speaking and writing.
11.LU.1.C Differentiate and apply active and passive voice to convey a desired effect in speaking and writing.
11.LU.2 Mechanics
11.LU.2.A Use commas, semi-colons, and colons correctly in complex sentences in writing.
Commas
Semicolons, colons, and commas
11.LU.2.A Use commas, semi-colons, and colons correctly in complex sentences in writing.
Commas
Semicolons, colons, and commas
11.LU.2.B Write and edit work so that it conforms to the guidelines in style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
11.LU.2.B Write and edit work so that it conforms to the guidelines in style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
11.LU.2.C Spell correctly, consulting reference materials to check as needed.
Commonly misspelled words
Frequently confused words
Homophones
11.LU.2.C Spell correctly, consulting reference materials to check as needed.
Commonly misspelled words
Frequently confused words
Homophones
Research
11.R.1 Evaluation and Synthesis of Information
11.R.1.A Formulate and revise questions about a research topic broadening or narrowing the inquiry as necessary.
11.R.1.A Formulate and revise questions about a research topic broadening or narrowing the inquiry as necessary.
11.R.1.B Gather and organize information from various sources.
11.R.1.B Gather and organize information from various sources.
11.R.1.C Objectively evaluate primary and secondary sources for their credibility, reliability, accuracy, usefulness, and limitations. That includes identifying their main and supporting ideas, points of view, conflicting information, and any misconceptions or biases.
Analyze sources
Supporting evidence
11.R.1.C Objectively evaluate primary and secondary sources for their credibility, reliability, accuracy, usefulness, and limitations. That includes identifying their main and supporting ideas, points of view, conflicting information, and any misconceptions or biases.
Analyze sources
Supporting evidence
11.R.1.D Synthesize multiple streams of evidence to support claims and acknowledge counterclaims.
11.R.1.D Synthesize multiple streams of evidence to support claims and acknowledge counterclaims.
11.R.1.E Create research products aligned with the demands of the reading and writing standards.
11.R.1.E Create research products aligned with the demands of the reading and writing standards.
11.R.1.F Cite primary and secondary sources for quoted and paraphrased ideas using a standard method of documentation such as the Modern Language Association (MLA) or American Psychological Association (APA).
11.R.1.F Cite primary and secondary sources for quoted and paraphrased ideas using a standard method of documentation such as the Modern Language Association (MLA) or American Psychological Association (APA).
11.R.1.G Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.
11.R.1.G Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.
11.R.1.H Demonstrate ethical and responsible use of all sources, including the Internet, Artificial Intelligence (AI), and new technologies, as they develop.
11.R.1.H Demonstrate ethical and responsible use of all sources, including the Internet, Artificial Intelligence (AI), and new technologies, as they develop.