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

Students back up their claims about a story or poem with direct quotes or details from the text, and they read carefully enough to draw conclusions the author implies but never states outright.

Students identify the main idea a piece of literature keeps returning to, then trace how the author builds it scene by scene. They can also summarize the key details that hold that idea together.

Students track how characters, conflicts, and ideas shift and connect as a story unfolds. They explain why those changes happen, not just that they do.

Students figure out what specific words and phrases mean in a piece of writing, including hidden meanings, emotional weight, and figures of speech. Then they look at how those word choices set the mood or shift the meaning of the whole text.

Students look at how a paragraph, a scene, or a chapter fits into the larger story. They explain how the author's choices about order and arrangement shape the meaning of the whole piece.

Students figure out who is telling the story or making the argument, then explain how that choice changes what gets included, what gets left out, and how the writing sounds.

Students compare how a story or idea comes across in different formats, such as a film, a graph, or a written text, and judge which choices work best and why.

Students read a persuasive text, trace the writer's argument, and judge whether the reasoning holds up and the evidence actually supports the claim.

Students read two or more works on the same theme and compare how each author shapes it differently. The focus is on what each author chooses to include, leave out, or emphasize.

Students read full-length novels, plays, poems, and essays on their own, without help decoding the words or following the ideas. The goal is handling genuinely difficult texts with confidence.

Students read a nonfiction passage carefully, then back up their conclusions with direct quotes or specific details from the text. The goal is to show exactly where in the passage the evidence comes from.

Students read a complex article or speech and explain the main idea in their own words, then trace how the author builds and supports that idea across the whole piece.

Students trace how a person, event, or idea changes across a long article or essay, and explain why those changes happen. The focus is on cause and effect: what drives each shift, and how one development shapes the next.

Students read closely to figure out what specific words mean in context, including when a word carries a technical meaning, an emotional charge, or a figurative twist. Then they explain how those word choices shape the feel and meaning of the whole piece.

Students break down how a complex article or essay is built, looking at how individual sentences and paragraphs support the larger argument or idea. The goal is to see why the author arranged the pieces in that order.

Students read a nonfiction piece and figure out why the author wrote it, then explain how that goal shaped what details got included and how the writing sounds.

Students read the same information in more than one format, such as a written article paired with a chart or video, then judge which format makes the argument clearer or more convincing.

Students read opinion pieces and news articles to judge whether the author's reasoning actually holds up. They check if the evidence is relevant and whether the logic connects to the claim being made.

Students read two or more nonfiction pieces on the same topic, then compare what each author argues, which details each one includes, and how their approaches differ.

Students read challenging nonfiction on their own, without guidance or support. At this level, that means dense articles, essays, and arguments written for adult readers.

Students write a formal argument that takes a clear position on a real topic or text, then back it up with solid reasoning and enough evidence to convince a skeptical reader.

Students write essays or reports that explain complex ideas clearly, using well-organized evidence and precise language. The goal is a reader who finishes the piece understanding something they didn't before.

Students write stories, whether drawn from real life or invented, that hold together from start to finish. Strong details and a clear sequence of events make the experience feel real to the reader.

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

Students plan, draft, revise, and rewrite until the writing actually works. That might mean fixing a few sentences or scrapping a paragraph and starting over.

Students use word processors, online documents, or other digital tools to write, edit, and share work. They also use those tools to give feedback on classmates' writing and work together on shared pieces.

Students pick a focused question and research it, reading multiple sources to build real understanding of the topic. Short projects last a few days; longer ones go deeper over weeks.

Students pull facts and details from several sources, check whether each source can be trusted, and weave the information into their own writing without copying it word for word.

Students pull quotes and details from books, articles, or other sources to back up their analysis or argument. The evidence should actually support the point, not just mention the topic.

Students write often, in many formats and for many reasons, from quick in-class responses to longer research pieces. The goal is to make writing feel like a normal part of daily work, not a special event.

Students read and think before a discussion, then build on what classmates say instead of just waiting for their turn. The goal is a real back-and-forth, not a series of separate speeches.

Students pull together information from sources like videos, charts, and speeches, then judge how well each one makes its point. They explain how the format shapes what the source can and can't show.

Students listen to a speaker and judge whether the argument holds up: Is the reasoning sound? Is the evidence real? Are persuasion tactics being used to paper over weak logic?

Students organize a presentation so each point leads clearly to the next, and listeners can follow the argument without getting lost.

Students choose charts, images, or video clips to back up what they're saying in a presentation. The visuals make the data or argument clearer, not just more decorated.

Students adjust how they speak based on the situation, using formal language for a class presentation or job interview and more casual language in a group discussion.

Students apply standard grammar rules when they write essays and speak in class. This includes choosing the right verb forms, pronouns, and sentence structures for formal academic work.

Students apply capitalization, punctuation, and spelling rules correctly in their writing. At this level, errors should be rare and intentional choices, not mistakes.

Students practice choosing words and sentences that fit the situation, whether writing a formal essay or an informal message. The goal is understanding how small language choices change the way a reader hears the work.

Students figure out what unfamiliar or tricky words mean by studying the surrounding sentences and breaking the word into roots, prefixes, or suffixes. No dictionary required.

Students interpret figurative language like metaphors and irony, and explain how word choice shifts meaning depending on context. They read closely enough to catch what a word implies, not just what it says.

Students learn and correctly use the formal vocabulary that shows up across subjects, from science reports to history essays. This means knowing both the broad academic words that appear everywhere and the specific terms that belong to a particular field.