Intended Learning Outcomes (ILOs)
The overarching intent of language arts instruction in grades 7-12 is for students to value,
appreciate, and demonstrate literacy through expressive and receptive language skills, and to
understand and investigate the self, others, the culture, and the environment. The Intended
Learning Outcomes (ILOs) describe the goals for language arts skills and attitudes. They are an
integral part of the Core, and should be included as part of instruction. Process skills in language
arts domains are critical to the development of high levels of literacy and lead to understanding
and internalizing ILOs.
- Demonstrate a Positive Attitude Toward Language Arts Skills and Processes
- Develop confidence in the ability to access text.
- Enjoy the processes and outcomes of reading and writing.
- Develop confidence in the ability to express ideas, emotions, and experiences.
- Demonstrate Appreciation for the Role of Language Arts
- Recognize that the study of themes and values in texts is preparation for responsible
participation in society.
- Use language arts skills and strategies to think critically, communicate with others, and
understand our culture and common heritage.
- Develop thinking and language acquisition together through interactive learning.
- Recognize that in studying language arts students will learn the strategies necessary for
acquiring academic knowledge, achieving common academic standards, and learning
- Demonstrate Understanding of the Nature of Language
- Understand that language enhances and identifies human beings as meaning makers.
- Understand that language is the vehicle for constructing knowledge, acquiring skills, and
developing habits of mind.
- Understand that language captures and records human aspirations and imagination.
- Understand that language is continuously evolving as a reflection of human evolution.
- Understand that language acquisition is not a matter of refining skills, but of increasing
confidence, insight, and discernment.
- Understand that language conveys the depth of human experience, evoking both emotion
- Understand and Use Receptive and Expressi ve Oral Language Skills to Communicate
- Give and seek information in conversations, in group discussions, and in oral
- Use questioning techniques to gain information.
- Participate in and report on small group learning activities.
- Develop and deliver individual presentations.
- Plan, present, and critique the oral delivery of information and persuasive argument.
- Plan, present, and critique dramatic readings of literary selections.
- Use the Skills, Strategies , and Processes of Reading
- Develop an enjoyment for reading as a lifelong way to learn.
- Access background knowledge to prepare to read and enjoy texts.
- Use meta-cognition strategies during reading to monitor comprehension.
- Improve comprehension by using strategies when meaning breaks down.
- Retain information from and respond to text after reading.
- Use the Skills, Strategies , and Processes of Writing
- Develop a distinctive writing voice.
- Understand that writing is a process of skills, strategies, and practices for creating,
revising, and editing a variety of texts.
- Develop reflective abilities and meta-awareness about writing.
- Use writing to discover and explore ideas.
- Develop collaborative writing skills to prepare for workplace writing.
- Understand that writing is a tool for thinking: solving problems, exploring issues,
constructing questions, addressing inquiry.
- Understand that reading and writing are interrelated: writers approach new reading
experiences with enhanced appreciation for the text.
- Appreciate the value of personal writing and writing-to-learn in daily applications of
Eleventh graders are seeking greater and greater independence. Where they are demanding more
autonomy and respect as adults, they are still maturing and reaching for adulthood. Language
arts teachers attempt to meet the needs of these students by using a curriculum that connects
academic learning to real-life situations, helps them prepare for their post-high school lives, and
respects their growing maturity. At the eleventh grade level, the Utah Core focuses on reading
and writing experiences that are developmentally appropriate. Vocabulary instruction looks at
the cultural and contextual meanings of words. Reading instruction continues to offer young
adults opportunities for improvement through growing sophistication in interaction with a variety
of texts. Writing moves to analysis and interpretation of multiple ideas and perspectives to
extend thinking and demands synthesizing of ideas to form conclusions and recommend actions.
Analytical evaluation and assessment of writing are further nuanced, and editing skills are more
sophisticated and specifically and clearly delineated. Inquiry skills are focused on synthesizing
information in preparation for presenting research results.
Core Standards of the Course
(Reading): Students will use vocabulary development and an understanding of text elements and structures to comprehend literary and informational grade level text.
(Word Analysis, Vocabulary Development): Determine word meaning through word parts, definitions, and context clues.
Analyze the meaning of words using knowledge of roots (see chart, Appendix A).
Evaluate how words from various cultural origins impact text (e.g., Latin- and Greekbased words, street slang, dialects, ethnic terms).
Determine word meaning through contextual inference. (e.g., combine prior knowledge and text clues to define "trucks" used in an article on skateboarding and an article on transportation).
Distinguish between commonly confused words (i.e., allusion /illusion; complement/compliment; imply/infer).
(Comprehension of Informational Text): Comprehend and evaluate informational text (i.e., commentary, interviews, primary documents, speeches, essays).
Analyze the purpose of external text features and structures in a variety of printed texts (e.g., books, newspapers, magazines).
Evaluate the effectiveness of multiple internal text structures in a single text.
Synthesize information from a variety of sources.
Analyze multiple texts on the same topic for conflicting information.
(Comprehension of Literary Text): Comprehend literature by analyzing the use of literary elements across genres and cultures.
Compare plot structures in works of literature (e.g., plot within a plot, multiple points of view, stream of consciousness).
Explore universal character traits across cultures in literature.
Compare recurring and universal themes in literary works.
Analyze how culture - the shared beliefs, values, and behaviors of a particular society at a particular time and place - is an element of setting.
Analyze the use of irony, tone, and/or mood.
Identify the speaker in a poetic text.
(Writing): Students will write informational and literary text to reflect on and recreate experiences, report observations, and persuade others.
(Writing to Learn): Analyze and synthesize ideas and information to refine thinking through writing.
Form conclusions and recommend action.
Integrate facts, events, or ideas to create new ideas.
Consolidate and synthesize connections between texts, between texts and self, and between texts and different world connections.
(Extended Writing): Write to analyze literary text and explain informational text. (Emphasize expository writing. Students should use the entire writing process to produce at least one extended piece per term, not necessarily limited to the type of writing emphasized at individual grade levels.)
Select an organizational pattern that suits the topic.
Provide detailed evidence and examples to substantiate arguments.
Support arguments with logic and text references.
(Revision and Editing): Revise and edit to strengthen ideas, organization, voice, word choice, sentence fluency and conventions.
Evaluate and revise for:
- Sufficiently developed key ideas and specific details that directly support and advance the thesis statement.
- Control of organizational elements in multiple paragraph texts (e.g., thesis, details, leads, conclusions, and transitions).
- Correct use of active and passive voice.
- Consistent, appropriate voice.
- Words intentionally and skillfully used.
- Rhythm created through sentence construction (i.e., parallel sentence structure).
- Commas with introductory phrases and clauses.
- Correct use of relative pronouns.
- Capitalization of the first word in a sentence enclosed in parentheses e.g., “"She grinned again. (That grin!)".”
- Agreement of pronouns and antecedents.
(Inquiry/Research/Oral Presentation): Students will understand the process of seeking and giving information in conversations, group discussions, written reports, and oral presentations.
(Processes of Inquiry): Use the process of inquiry to draw conclusions.
Formulate questions that direct inquiry.
Analyze information to determine relevance to essential question.
Evaluate the accuracy and relevance of information that reflects multiple points of view.
Evaluate, use, and cite primary and secondary sources.
(Written Communication of Inquiry): Write to evaluate information and to make recommendations.
Select an appropriate format to evaluate and report research results.
Gather, evaluate, and organize evidence to support a position.
Support evaluations and recommendations using paraphrase, summary, and/or quotations.
Use informal and formal citations, where appropriate, to support inquiry.
(Oral Communication of Inquiry): Make informative and persuasive presentations using visual aids/technology.
Determine the purpose for informative and persuasive presentations.
Identify questions to be addressed in refutations.
Present evidence clearly and convincingly. Enhance presentation with visual media.
have been produced by and for the teachers of the State of Utah. Copies
of these materials may be freely reproduced for teacher and classroom use.
When distributing these materials, credit should be given to Utah State
Office of Education. These materials may not be published, in whole or part,
or in any other format, without the written permission of the Utah State
Office of Education, 250 East 500 South, PO Box 144200, Salt Lake City,
For more information about this core curriculum, contact the USOE Specialist,
or visit the
Language Arts - Secondary Home Page.
For general questions about Utah's Core Curriculum, contact the USOE Curriculum Director,
Sydnee Dickson .
UEN Contact Info: 801-581-2999 | 800-866-5852 |