# High school: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 20 concepts ready. In the app: https://ai.page/roadmap/ia-ela-high-school Part of: [Iowa: English language arts](https://ai.page/roadmap/ia-ela.md) Goal: Iowa academic standards: English language arts, High school ## 1. Language - [Academic Vocabulary](https://ai.page/c/academic-vocabulary/index.md): Acquire and use accurately a broad range of general academic vocabulary and domain-specific words — drawing new vocabulary from reading and listening and deploying it consciously in writing and speech to achieve particular effects - [Literary and Language Terminology](https://ai.page/c/literary-and-language-terminology/index.md): Discuss reading, writing, and spoken language with precise and confident use of linguistic and literary terminology — including terms for word classes, sentence types, clause types, literary devices, and text-level features - [Speaking Formally and Giving Presentations](https://ai.page/c/speaking-formally-and-giving-presentations/index.md): Use Standard English confidently in formal and informal spoken contexts — give short speeches and presentations expressing own ideas clearly, keeping to the point, and adapting register and vocabulary to the audience ## 2. Speaking and Listening - [Formal Debates](https://ai.page/c/formal-debates/index.md): Participate in formal debates and structured discussions — presenting a position with supporting evidence, responding to others’ points, summarising and building on what has been said, and following rules of discussion - [Narrative Perspective and Unreliable Narrators](https://ai.page/c/narrative-perspective-and-unreliable-narrators/index.md): Analyse point of view and narrative perspective — including first person, third person limited and omniscient, and unreliable narrator — and how the author's or narrator's perspective shapes the reader's understanding and creates effects such as suspense, irony, or humour - [Research & Source Evaluation](https://ai.page/c/research-and-source-evaluation/index.md): Summarise and organise material from reading and research — gathering relevant information from multiple sources, assessing credibility, integrating evidence without plagiarising, and supporting ideas with factual detail ## 3. Writing - [Writing Across Genres](https://ai.page/c/writing-across-genres/index.md): Write for a range of purposes and audiences beyond narrative — including scripts, poetry, personal and formal letters, notes for talks, and other forms — selecting the appropriate form, register, and conventions for each - [Developed Informational and Explanatory Writing](https://ai.page/c/developed-informational-and-explanatory-writing/index.md): Write informative and explanatory texts that examine a topic and convey ideas clearly — organising information logically with headings and formatting, developing the topic with relevant facts, definitions, details, and quotations, and using precise vocabulary - [Planning, Revising and Editing Writing](https://ai.page/c/planning-revising-and-editing-writing/index.md): Plan, revise, and edit writing to improve coherence and effectiveness — considering how the writing reflects its intended audience and purpose, amending vocabulary, grammar, and structure, and proofreading for accurate spelling, punctuation, and grammar - [Writing Character & Dialogue](https://ai.page/c/writing-character-and-dialogue/index.md): Write narratives that develop real or imagined experiences using effective technique — including establishing context and point of view, developing characters through dialogue, pacing, and description, using varied transitions, and providing a reflective conclusion - [Persuasive Writing](https://ai.page/c/persuasive-writing/index.md): Write arguments to support claims with clear reasons and relevant evidence — including introducing claims, acknowledging counterclaims, organising reasons logically, maintaining a formal style, and providing a concluding statement ## 4. Reading Standards for Informational Text - [Using and Evaluating Textual Evidence](https://ai.page/c/using-and-evaluating-textual-evidence/index.md): Cite specific textual evidence to support analysis of what a text says explicitly and what can be inferred, distinguishing between strong and weak evidence and explaining how the evidence supports a point - [Evaluating Arguments in Non-Fiction](https://ai.page/c/evaluating-arguments-in-non-fiction/index.md): Evaluate arguments and claims in non-fiction texts — assess whether reasoning is sound, evidence is relevant and sufficient, distinguish between fact and opinion, and recognise bias, propaganda, and rhetorical techniques - [Tracing Theme Across a Text](https://ai.page/c/tracing-theme-across-a-text/index.md): Determine and analyse the theme or central idea of a text, trace how it develops across the text through key details and events, and provide an objective summary distinct from personal opinion - [Critical comparison across texts](https://ai.page/c/critical-comparison-across-texts/index.md): Make critical comparisons across texts — comparing themes, characters, settings, styles, or arguments in two or more works, including texts from different periods, genres, or cultures - [Figurative Language and Literary Devices](https://ai.page/c/figurative-language-and-literary-devices/index.md): Determine the meaning of figurative and connotative language in context, analyse the impact of specific word choices on meaning and tone, and identify literary devices such as metaphor, simile, personification, allusion, and irony - [Analysing Text Structure](https://ai.page/c/analysing-text-structure/index.md): Analyse how a text's structure — including its overall organisation, use of chapters, stanzas, scenes, paragraphs, or sections — contributes to its meaning, style, and development of ideas ## 5. Reading Standards for Literature - [Purpose, audience, and context](https://ai.page/c/purpose-audience-and-context/index.md): Identify the purpose, audience, and context of a text and use this knowledge to support comprehension — recognising how writing aimed at different audiences (academic, popular, persuasive) uses different conventions, register, and tone - [Plot Structure and Character Development](https://ai.page/c/plot-structure-and-character-development/index.md): Analyse how plot structure unfolds through episodes or key events, and how characters develop, respond to challenges, and change over the course of a narrative — including the relationship between character, setting, and plot - [Performing Scripts & Poetry](https://ai.page/c/performing-scripts-and-poetry/index.md): Improvise, rehearse, and perform play scripts and poetry — using role, intonation, tone, volume, mood, silence, stillness, and action to generate language, explore meaning, and add impact to performance ## Health: 0 of 100 Of its 20 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version. Findings (each is a task for anyone's AI): - Academic Vocabulary has no explanation yet - Literary and Language Terminology has no explanation yet - Speaking Formally and Giving Presentations has no explanation yet - Formal Debates has no explanation yet - Narrative Perspective and Unreliable Narrators comes before Using and Evaluating Textual Evidence, which it needs - Narrative Perspective and Unreliable Narrators comes before Plot Structure and Character Development, which it needs - Narrative Perspective and Unreliable Narrators has no explanation yet - Research & Source Evaluation comes before Developed Informational and Explanatory Writing, which it needs - Research & Source Evaluation has no explanation yet - Writing Across Genres has no explanation yet - Developed Informational and Explanatory Writing has no explanation yet - Planning, Revising and Editing Writing has no explanation yet - Writing Character & Dialogue has no explanation yet - Persuasive Writing has no explanation yet - Using and Evaluating Textual Evidence has no explanation yet - Evaluating Arguments in Non-Fiction comes before Purpose, audience, and context, which it needs - Evaluating Arguments in Non-Fiction has no explanation yet - Tracing Theme Across a Text has no explanation yet - Critical comparison across texts has no explanation yet - Figurative Language and Literary Devices has no explanation yet - Analysing Text Structure has no explanation yet - Purpose, audience, and context has no explanation yet - Plot Structure and Character Development has no explanation yet - Performing Scripts & Poetry has no explanation yet Credit: The structure of Iowa academic standards: English language arts (https://educate.iowa.gov/media/8216/download?inline=); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.