English Language Arts Standards
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Showing 91 - 100 of 117 Standards
Standard Identifier: RI.9-10.1
Grade Range:
9–10
Subject Area:
English Language Arts (6–12)
Domain:
Reading: Informational Text
Cluster:
Key Ideas and Details
Standard:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Standard Identifier: RI.9-10.2
Grade Range:
9–10
Subject Area:
English Language Arts (6–12)
Domain:
Reading: Informational Text
Cluster:
Key Ideas and Details
Standard:
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Standard Identifier: RI.9-10.3
Grade Range:
9–10
Subject Area:
English Language Arts (6–12)
Domain:
Reading: Informational Text
Cluster:
Key Ideas and Details
Standard:
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Standard Identifier: RL.9-10.1
Grade Range:
9–10
Subject Area:
English Language Arts (6–12)
Domain:
Reading: Literature
Cluster:
Key Ideas and Details
Standard:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Standard Identifier: RL.9-10.2
Grade Range:
9–10
Subject Area:
English Language Arts (6–12)
Domain:
Reading: Literature
Cluster:
Key Ideas and Details
Standard:
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Standard Identifier: RL.9-10.3
Grade Range:
9–10
Subject Area:
English Language Arts (6–12)
Domain:
Reading: Literature
Cluster:
Key Ideas and Details
Standard:
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Standard Identifier: RST.9–10.1
Grade Range:
9–10
Subject Area:
Literacy in History/Social Studies, Science, and Technical Subjects (6–12)
Domain:
Reading: Literacy in Science and Technical
Cluster:
Key Ideas and Details
Standard:
Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
Standard Identifier: RST.9–10.2
Grade Range:
9–10
Subject Area:
Literacy in History/Social Studies, Science, and Technical Subjects (6–12)
Domain:
Reading: Literacy in Science and Technical
Cluster:
Key Ideas and Details
Standard:
Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
Standard Identifier: RST.9–10.3
Grade Range:
9–10
Subject Area:
Literacy in History/Social Studies, Science, and Technical Subjects (6–12)
Domain:
Reading: Literacy in Science and Technical
Cluster:
Key Ideas and Details
Standard:
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Standard Identifier: SL.9-10.1
Grade Range:
9–10
Subject Area:
English Language Arts (6–12)
Domain:
Speaking and Listening
Cluster:
Comprehension and Collaboration
Standard:
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Showing 91 - 100 of 117 Standards
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