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

Students read closely, then back up their conclusions with specific lines or passages from the text. In writing and discussion, every claim connects to words the author actually wrote.

Students identify the main idea or theme of a literary work and trace how it builds across the text. They also summarize the key details and passages that support it.

Students trace how a character, event, or idea changes across a long or complex text and explain what drives those changes. The focus is on cause and effect: why things unfold the way they do.

Students read closely to figure out what specific words and phrases mean in context, including hidden meanings, emotional weight, and figures of speech. Then they examine how those word choices shape the feeling or message of the whole piece.

Students examine how a single sentence or paragraph shapes the meaning of the full piece. They trace how each part connects to the whole and why the author placed it where they did.

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

Students compare what a written text says with how the same idea is shown in a film, chart, or image, then judge which version makes the point more clearly or completely.

Students read a nonfiction or persuasive piece and judge whether the argument holds up: is the reasoning sound, and does the evidence actually support the claim?

Students read two or more texts on the same theme or topic, then compare how each author approaches it. The goal is to understand what each writer emphasizes, leaves out, or handles differently.

Students read challenging novels, essays, and poems on their own, without heavy support. By the end of high school, they handle the kind of complex writing they'll encounter in college or a first job.

Students read a nonfiction passage carefully, then back up every claim with a specific line or detail pulled directly from the text. The goal is to show exactly where in the reading the conclusion comes from.

Students read a complex article or speech and identify the central argument, then trace how the author builds and supports it across the text. They also write a summary that captures the key points without personal opinion.

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 how the pieces connect, not just what they are.

Students read closely to figure out what specific words mean in context, including technical terms, implied feelings, and figurative language. They also consider how an author's word choices shift the mood or meaning of a passage.

Students look at how a paragraph or section fits into the article or essay as a whole, explaining why the author placed it there and what it adds to the overall argument or explanation.

Students read an article or speech and figure out how the author's goal or perspective changes what gets included, what gets left out, and how the writing sounds.

Students read the same topic across sources like news articles, charts, and videos, then judge which sources explain it best and how the formats shape what gets said.

Students read a nonfiction text and judge whether the author's argument actually holds up. They look at whether the reasoning makes sense and whether the evidence used is relevant to the point being made.

Students read two or more nonfiction pieces on the same topic and compare how each author approaches it. They look at what each writer argues, what evidence each one uses, and what those choices reveal about the author's perspective.

Students read long, difficult nonfiction on their own, without support, and understand it well enough to discuss or write about it. This is the level of reading expected in college and most careers.

Students write a formal argument on a serious topic or text, backing each claim with sound reasoning and enough real evidence to make the case hold up.

Students write essays or reports that explain complex ideas clearly, using well-chosen facts and details. The goal is accuracy and precision, not argument.

Students write stories or personal accounts with a clear sequence of events, specific details that bring scenes to life, and techniques like dialogue or pacing that keep readers engaged.

Writing fits the assignment. Students shape their word choice, structure, and tone to match what they're writing, why they're writing it, and who will read it.

Students plan, draft, and revise their writing until it says what they mean. That might mean light editing or scrapping a draft and starting fresh.

Students use word processors, online tools, and the Internet to write, publish, and share their work with real readers. Collaboration happens in the document itself, not just in class.

Students pick a focused question and research it, reading sources closely enough to actually understand the subject. Short projects might take a day or two; longer ones unfold over weeks.

Students find information from books and websites, check whether each source is trustworthy and accurate, and weave the details into their own writing without copying.

Students pull quotes and details from books, articles, or other sources to back up their analysis or argument. The evidence has to connect clearly to the point they are making.

Students practice writing often, in short bursts and over longer projects, for many different reasons and readers. The goal is to make writing feel like a normal part of the school day, not just something that happens before a deadline.

Students come to discussions prepared, listen to what others say, and build on those ideas with clear, well-reasoned responses. The goal is a real back-and-forth, not just waiting for a turn to talk.

Students pull together information from sources like graphs, videos, and speeches, then judge how well each one makes its point. The goal is to use what they see, hear, and read together to build a clearer picture of a topic.

Students listen to a speech or presentation and judge whether the speaker's argument holds up: Is the reasoning sound? Is the evidence real? Are persuasion tactics being used fairly?

Students organize a presentation so listeners can follow the argument from start to finish, choosing a structure and tone that fits the topic and the room.

Students choose charts, images, or video clips to strengthen a presentation's key points, not just to decorate slides. The visual does real work: it shows data or makes an idea clearer than words alone could.

Students shift how they speak depending on the situation, using formal English for a presentation or interview and a more casual tone in a small group discussion.

Students apply standard grammar rules in their writing and speech, choosing words and structures that are clear and correct. This standard covers the full range of grammar choices, from sentence structure down to verb agreement.

Students write with correct capitalization, punctuation, and spelling. At this level, that means handling complex sentences and tricky word choices without errors that distract from the point being made.

Students choose words and sentence structures that fit the moment, whether they're writing a formal argument or a casual reflection. Reading closely, they notice how other writers make the same choices and why those choices work.

When students hit an unfamiliar word, they figure out its meaning by reading the surrounding sentences, breaking the word into roots and prefixes, or looking it up in a dictionary or subject-specific reference.

Students read sentences and explain what figurative language means in context, how words relate to each other, and why an author chose one word over a similar one. The focus is on reading carefully enough to catch the difference a single word makes.

Students learn and use the kind of vocabulary that shows up in college courses, workplace documents, and serious reading. That means knowing both everyday academic words and the specific terms that belong to each subject.