English Language Arts Standards
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Craft and Structure
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Integration of Knowledge and Ideas
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Phonics and Word Recognition
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Print Concepts
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Production and Distribution of Writing
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Range of Reading and Level of Text Complexity
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Range of Writing
Results
Showing 211 - 220 of 263 Standards
Standard Identifier: RST.9–10.10
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:
Range of Reading and Level of Text Complexity
Standard:
By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.
By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.
Standard Identifier: RST.9–10.4
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:
Craft and Structure
Standard:
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
Standard Identifier: RST.9–10.5
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:
Craft and Structure
Standard:
Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
Standard Identifier: RST.9–10.6
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:
Craft and Structure
Standard:
Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
Standard Identifier: RST.9–10.7
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:
Integration of Knowledge and Ideas
Standard:
Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
Standard Identifier: RST.9–10.8
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:
Integration of Knowledge and Ideas
Standard:
Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
Standard Identifier: RST.9–10.9
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:
Integration of Knowledge and Ideas
Standard:
Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
Standard Identifier: W.9-10.10
Grade Range:
9–10
Subject Area:
English Language Arts (6–12)
Domain:
Writing
Cluster:
Range of Writing
Standard:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purpose, and audiences.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purpose, and audiences.
Standard Identifier: W.9-10.4
Grade Range:
9–10
Subject Area:
English Language Arts (6–12)
Domain:
Writing
Cluster:
Production and Distribution of Writing
Standard:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Standard Identifier: W.9-10.5
Grade Range:
9–10
Subject Area:
English Language Arts (6–12)
Domain:
Writing
Cluster:
Production and Distribution of Writing
Standard:
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)
Showing 211 - 220 of 263 Standards
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