Academic standards list

Grades 9 - 10 — English Language Arts & Literacy

Introduction

Academic standards define the expectations for knowledge and skills that students are to learn in a subject by a certain age or at the end of a school grade level. This page contains a list of standards for a specific content area, grade level, and/or course. The list of standards may be structured using categories and sub-categories.

Reading: Literature

CCSS.ELA-Literacy.RL
 
Key Ideas and Details
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from 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
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other
Craft and Structure
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g.,
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide
Integration of Knowledge and Ideas
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment
(RL.9-10.8 not applicable to literature)
 
Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the
Range of Reading and Level of Text Complexity
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band

Reading: Informational Text

CCSS.ELA-Literacy.RI
 
Key Ideas and Details
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from 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
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
Craft and Structure
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the
Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text
Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Integration of Knowledge and Ideas
Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and
 
Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address,
 
Range of Reading and Level of Text Complexity
By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed

Writing

CCSS.ELA-Literacy.W
 
Text Types and Purposes
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
     There are 5 components within this standard.
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective
     There are 6 components within this standard.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
     There are 5 components within this standard.
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's
Research to Build and Present Knowledge
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of
Draw evidence from literary or informational texts to support analysis, reflection, and research.
     There are 2 components within this standard.
Range of Writing
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)

Speaking & Listening

CCSS.ELA-Literacy.SL
 
Comprehension and Collaboration
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
     There are 4 components within this standard.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or
Presentation of Knowledge and Ideas
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language

Language

CCSS.ELA-Literacy.L
 
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
     There are 2 components within this standard.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
     There are 3 components within this standard.
Knowledge of Language
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
     There are 1 components within this standard.
Vocabulary Acquisition and Use
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from
     There are 4 components within this standard.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
     There are 2 components within this standard.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the

Reading in History/Social Studies

CCSS.ELA-Literacy.RH
 
Key Ideas and Details
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the
 
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over
 
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
 
Craft and Structure
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of
 
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
 
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize
 
Integration of Knowledge and Ideas
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
 
Assess the extent to which the reasoning and evidence in a text support the author's claims.
 
Compare and contrast treatments of the same topic in several primary and secondary sources.
 
Range of Reading and Level of Text Complexity
By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently.
 

Reading in Science & Technical Subjects

CCSS.ELA-Literacy.RST
 
Key Ideas and Details
Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept;
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to
Craft and Structure
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical
Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction
 
Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the
Integration of Knowledge and Ideas
Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information
 
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
Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support
Range of Reading and Level of Text Complexity
By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.
 

Writing in History/Social Studies, Science, & Technical Subjects

CCSS.ELA-Literacy.WHST
 
Text Types and Purposes
Write arguments focused on discipline-specific content.
     There are 5 components within this standard.
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
     There are 6 components within this standard.
(See note; not applicable as a separate requirement)
 
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is
 
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of
 
Research to Build and Present Knowledge
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of
 
Draw evidence from informational texts to support analysis, reflection, and research.
 
Range of Writing
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a
 
 
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