What does a student learn in StateWest Virginia,GradeGrade 12,SubjectEnglish Language Arts?

Students pull direct quotes and specific details from a literary work to back up their reading of it, including what the text says outright and what it only hints at. They also note where the text leaves questions open on purpose.

Students identify two or more themes in a work of literature and trace how those themes develop and push against each other as the story unfolds. The goal is a clear, evidence-based reading of the whole text.

Students read a story or play and explain why the author made specific choices about plot, character, and setting. The focus is on how those choices shape what the story means and how it feels to read.

Students back up every claim about a nonfiction text with direct quotes or paraphrased details from the page. They also explain what the text leaves unclear and why the author may have left those gaps.

Students find two main ideas in a nonfiction text, trace how each one develops, and explain how the two ideas connect and shape each other. Then they write a brief, neutral summary of the whole piece.

Students read a complex article, speech, or documentary and trace how the key people, ideas, or events shape each other as the piece unfolds. The focus is on connection and change, not just summary.

Students read closely to figure out what specific words mean in context, including figurative language and words with more than one meaning. They also explain how an author's word choices shape the feeling and tone of a passage.

Students break down how an author built a scene, chapter, or section and explain how that choice shapes the meaning of the whole story. The focus is on why the structure works, not just what it is.

Students read between the lines in a story or poem, explaining why a character or narrator says one thing but means another. They defend their reading with specific evidence from the text.

Students figure out what specific words mean in a nonfiction piece, including slang, implied meanings, and specialized terms. They also track how an author introduces and sharpens a key word's meaning as the text unfolds.

Students read a nonfiction article or essay and judge whether the author's structure, the order of ideas, use of evidence, and paragraph arrangement, actually makes the argument land. Does the layout make the point clearer or harder to believe?

Students read a persuasive or informational text and figure out what the author believes, why they wrote it, and how word choice and structure make the argument land. The goal is to explain what makes the writing actually work on a reader.

Students compare two or more adaptations of the same story, poem, or play, then judge how each one stays faithful to or departs from the original. The focus is on evaluating those choices, not just noticing them.

Students read novels, stories, and essays from American history and compare how writers from the same era handled the same big ideas. Think slavery, freedom, identity, or the American Dream explored across multiple works from the same century.

Students pull information from sources like articles, charts, videos, and podcasts, then weigh and combine what they find to answer a question or work through a problem. No single source is enough; the skill is knowing how to use several together.

Students read landmark U.S. documents and public speeches, then break down the argument: what the author believed, what they were trying to achieve, and whether the reasoning holds up.

Students read documents like the Declaration of Independence or the Federalist Papers and explain what the author was arguing, how they built that argument, and why the ideas still matter today.

Students read long, complex works of literature on their own by the end of senior year. Think dense novels, challenging poetry, or layered plays that demand close attention to follow the meaning.

Students read demanding nonfiction on their own, the kind found in college courses and serious magazines, and grasp it without help.

Students build a written argument by stating a clear position, addressing opposing views honestly, and backing every claim with solid evidence from the text. The writing stays formal and logical from the opening position to the conclusion.

Students write a focused explanatory piece on a complex topic, selecting facts, details, and precise vocabulary that fit the audience. The writing moves logically from introduction to conclusion, with each section connecting clearly to the next.

Students write a story, real or imagined, that pulls readers in from the first line and earns its ending. They build characters through dialogue and detail, pace events so each one leads to the next, and close with a conclusion that grows out of what happened.

Writing fits the assignment. Students shape what they say, how they organize it, and how formal it sounds based on who will read it and why.

Students revise and edit their own writing by rethinking structure, word choice, and details until the piece works for its specific purpose and reader. The focus is on fixing what matters most, not changing everything.

Students use digital tools to write, publish, and revise their work as feedback and new information come in. That includes updating a piece after a peer or teacher responds, or adding a stronger argument discovered after the first draft went up.

Students pick a research question, sometimes one they wrote themselves, then dig into multiple sources and pull the findings together into a clear, unified answer. They also know when to widen or narrow the focus as the research unfolds.

Students pull information from several credible sources, weigh what each one does and doesn't cover well, and weave the strongest details into their writing without leaning too hard on any single source. Citations follow MLA or APA format.

Students pull quotes and specific details from novels, articles, or other texts to back up their analysis. The writing shows they read closely and can connect what they found to a clear, well-supported argument.

Students practice writing regularly, both in quick assignments and longer projects built over days or weeks. The work ranges from research and reflection to polished revision, shaped by the purpose and the audience.

Students hold focused discussions with classmates and teachers about complex texts and real-world issues. They build on what others say and make their own points clearly enough to actually move the conversation forward.

Students show up to class discussions having read and researched the topic ahead of time, then point to specific evidence from that reading to keep the conversation focused and grounded.

Students run structured group discussions by agreeing on goals, dividing up roles, and keeping the conversation respectful. The focus is on practicing the habits a real team needs to make decisions together.

Students keep a group discussion moving by asking follow-up questions that push past surface answers, making sure quieter viewpoints get heard, and pressing on shaky conclusions until the reasoning holds up.

During class discussions, students listen to opposing viewpoints, weigh the evidence behind each one, and work out where ideas conflict. They also identify what questions still need answering before the group can reach a solid conclusion.

Students pull information from multiple sources (a speech, a chart, a news clip) to answer a real question or solve a problem, checking whether each source is trustworthy and explaining why the sources sometimes disagree.

Students listen to two or more speakers and judge whether each one's reasoning holds up, whether the evidence is real, and whether the word choices and tone are doing honest work or just sounding persuasive.

Students give a prepared talk that walks listeners through a clear point of view, backs it up with evidence, and directly addresses counterarguments. The structure, detail, and tone match the audience and the purpose of the task.

Students choose digital media like video, audio, or images to make a presentation clearer and more compelling. The media backs up the argument; it doesn't just decorate the slides.

Students adjust how they speak depending on the situation, using formal English for a job interview or presentation and a more casual tone in a discussion. The words, structure, and level of formality shift to fit the room.

Students apply grammar rules when writing essays and speaking in class. This standard covers the full range of sentence structure, word choice, and usage expected at the senior-year level.

Language rules are not fixed laws. Students study how conventions like spelling, punctuation, and word choice shift over time and why experts sometimes disagree on what counts as correct.

When a word or phrase could go either way, students look it up and make a deliberate choice. This covers contested usage like "who" vs. "whom" or "data is" vs. "data are."

Students apply correct capitalization, punctuation, and spelling in their writing without being prompted. By 12th grade, these conventions should be habits, not things students need to look up.

Students learn when to connect words with a hyphen, such as in compound adjectives like "well-known" or numbers like "forty-two." Getting this right keeps writing clear and makes it easier to read.

Students spell words correctly in their writing, and look up any word they're unsure about. At this level, that habit is expected without reminders.

Students study how word choice and sentence structure shift depending on context, then apply that awareness to write with more precision and read with more depth.

Students practice writing sentences in different structures on purpose, matching sentence shape to meaning or mood. They also use that same sense of structure to make sense of difficult sentences when they read.

When students hit an unfamiliar word in a college-level text, they figure out its meaning using context clues, word roots, or a reference source. They pick whichever approach fits the sentence they're reading.

When students hit an unfamiliar word, they use the surrounding sentences to figure out what it means, rather than stopping to look it up.

Students recognize how changing a word's form shifts its meaning or role in a sentence. For example, "analysis" becomes "analyze" or "analytical" depending on how the word is used.

When students encounter an unfamiliar or tricky word, they look it up in a dictionary, thesaurus, or reputable online source to confirm its meaning, how to say it, its part of speech, or where it originally came from.

Students look up or cross-check a word they already guessed at to confirm the meaning is right. A dictionary, context clues, or a second source can settle the question.

Students read closely enough to catch what words suggest, not just what they say. That means recognizing metaphors, seeing how related words differ in tone, and knowing why one word fits where another doesn't.

Students read sentences that use figures of speech like metaphor, irony, or hyperbole and explain what the writer meant and why that choice mattered in the passage.

Words like "thin," "slender," and "gaunt" technically mean the same thing, but carry different feelings. Students learn to spot those subtle differences and choose words that say exactly what they mean.

Students learn and use the precise words that show up in college courses, job training, and serious writing. When an unfamiliar word matters, students figure out what it means on their own rather than waiting to be told.

Students back up every claim about a story or poem with direct quotes or details from the page. They also note where the author leaves something unresolved or open to interpretation.

Students find two or more main ideas running through a literary work, trace how those ideas grow and connect across the whole text, and write a plain summary of what happens.

Students examine why an author made specific choices in a story or play and how those choices shape the reader's experience. That means looking at how characters, conflict, and setting work together to build meaning.

Students back up their reading with direct quotes and specific details from a nonfiction passage, including explaining what the author left unclear or open to interpretation.

Students read a nonfiction text, track two or more main ideas, and explain how those ideas connect and shape each other across the whole piece. Then they write a brief, unbiased summary of what the text says.

Students read a long article, report, or documentary and trace how the key people, ideas, or turning points shape each other from start to finish. The focus is on connections, not just summary.

Students figure out what words mean in context, including hidden meanings and emotional weight, then ask why the author chose that word over another. That choice can shift the whole mood of a sentence or scene.

Students look at how an author's choices about structure, like where a chapter ends or how a scene shifts, shape the meaning and feel of the whole work.

Students figure out what specific words mean in a nonfiction article or report, including slang, implied meanings, and field-specific terms. They also track how an author slowly builds or shifts the meaning of an important word across the whole piece.

Students read a nonfiction article or essay and judge whether the author's structure, the order of ideas and supporting details, actually makes the argument clear and convincing. They explain why the layout helps or hurts the writing.

Students read a persuasive or informational piece and figure out why the author wrote it, then explain what specific word choices, structure, or details make the argument land. The focus is on how the writing works, not just what it says.

Students pull information from articles, videos, charts, and other sources, then weigh what each one adds before drawing a conclusion or answering a question. The work is about judging which sources actually help and which ones don't.

Students read full novels, stories, and poems at a college-entry level on their own, without support. The focus is on handling complex writing independently before graduation.

Students read challenging nonfiction on their own, without help, and understand it fully. At this level, that means dense articles, reports, and essays typical of college coursework or the workplace.

Students write a well-organized argument on a real issue, state their position clearly, and address the strongest objections. They back each point with relevant evidence and explain why the opposing view falls short.

Students write an explanatory piece that walks a reader through a complex topic, using well-chosen facts, precise words, and clear organization so each paragraph builds on the last toward a strong conclusion.

Students write a story, real or imagined, with a clear opening, developed characters, and a conclusion that grows naturally from what happened. They choose precise words, use dialogue and pacing to keep the reader moving, and shape events so the ending feels earned.

Writing fits the situation. Students choose what to say, how to organize it, and how formal to sound based on who will read it and why.

Planning and revising until the writing actually works for its audience. Students identify what matters most in a piece, then cut, rewrite, or start fresh to get there.

Students pick a question worth investigating, then dig through multiple sources to answer it. They adjust the focus as they go and pull what they find into one clear, well-supported response.

Students find and compare sources on a topic, weigh what each source does well and where it falls short, then weave the most useful details into their own writing. Every borrowed idea gets credited, and no single source does most of the work.

Students pull quotes and details from what they read to back up their writing, whether they're analyzing a novel, reflecting on an idea, or building a research argument.

Students write both long-form pieces, like research papers or personal reflections, and short quick-writes for different goals and readers. Regular writing practice across both formats is the expectation.

Students hold focused conversations with classmates and teachers about complex topics, listening well enough to build on what others say and making their own points clearly.

Before a class discussion, students read and research the topic, then use specific evidence from what they found to push the conversation toward real ideas rather than surface-level opinions.

Students run group discussions with real structure: they set goals, divide up responsibilities, and keep the conversation on track so the group can actually reach a decision together.

Students keep a group discussion moving by asking questions that dig into the reasons behind someone's opinion, pushing back on weak conclusions, and making sure quieter viewpoints get heard.

Students listen to multiple sides of an argument, weigh competing views, and pull the strongest points together into a clear response. When ideas conflict, students work out where the disagreement actually lies and figure out what questions still need answering.

Students pull information from sources like articles, videos, charts, and podcasts to answer a real question or solve a problem. They check whether each source is trustworthy and flag when two sources contradict each other.

Students listen to a speaker and judge whether the argument holds up: Is the reasoning sound? Is the evidence real? Does the word choice or tone seem designed to persuade rather than inform?

Students plan and deliver a presentation with a clear point of view, walk listeners through the reasoning behind it, and address counterarguments. They also judge whether the structure and tone fit the audience and the situation.

Students choose photos, video clips, or charts to strengthen a presentation, not just dress it up. Each piece of media connects directly to an argument or a key piece of evidence.

Students adjust how they speak depending on the situation, using casual language with a small group and formal language in a presentation or interview.

Students apply standard grammar rules in writing and speech, and recognize that some rules shift over time or spark debate. When usage questions get complicated, students look them up and make informed choices.

Students learn how sentence structure shapes meaning and tone, then use that knowledge to make deliberate choices in their own writing and to read complex texts more closely.

When students hit an unfamiliar word, they use context clues, word roots, or other strategies to figure out what it means. This skill covers the full range of ways readers work out meaning on their own.

Students figure out what an unfamiliar word means by reading the sentences around it, instead of stopping to look it up.

Students recognize how a word shifts meaning or function when its form changes, such as how "decide" becomes "decision" or "decisive." They apply that knowledge to choose the right form in their own writing.

When a word's meaning, pronunciation, or history isn't clear, students look it up in a dictionary or other reference source, print or digital, to get a precise answer before using it in their writing or speech.

Students look up an unfamiliar word, then double-check that the meaning they found actually fits how the word is used in the sentence.

Students learn new words and subject-specific terms on their own, using context or references to figure out what unfamiliar words mean. The goal is a working vocabulary ready for college coursework or a first job.