(2017-2023 Archive) BPS District English Standards Book
Completion requirements
K-12 Grade Levels
Grade 10
10th Grade English
"I can ... statements"
To become ready for college and career, high school students learn to evaluate intricate arguments and surmount the challenges posed by complex written materials independently and confidently. Through wide and deep reading of literature and
literary nonfiction of steadily increasing sophistication, students expand their literary and cultural knowledge and better understand references and images. They also develop the flexibility, concentration, and fluency to produce high-quality,
first drafts of writing under tight deadlines. And they are able to revisit and make improvements to a piece of writing over multiple drafts if needed. High school students master the essential “rules” of standard written and spoken English
and resolve usage issues by consulting style and usage guides. By writing and participating in a variety of conversations, they assert and defend claims and show what they know about a subject using appropriate examples and evidence.
Note: Standards Identifiers auto-link to popup a detailed description with "I can ..." and Proficiency Scales.
Prioritized Standards Identifiers are highlighted a sky-blue.
Prioritized Standards Identifiers are highlighted a sky-blue.
ELA-10.RL 
Reading Literature Strand
- ELA-10.RL.01 Read closely to comprehend texts of grade-level appropriate complexity to determine what the text says explicitly and implicitly and provide an objective summary of the text and cite strong and thorough textual evidence.
- ELA-10.RL.02 Determine and analyze a theme and/or central idea of texts to determine a theme and/or central idea, analyze in detail the development of the theme or idea over the course of the text, including how it emerges and is shaped and refined by specific details and cite strong and thorough textual evidence.
- ELA-10.RL.03 Analyze how and why characters and/or textual elements develop and interact over the course of a text to analyze how complex characters and/or literary elements develop over the course of a text, interact with other elements, and advance the plot or develop the theme and cite strong and thorough textual evidence.
- ELA-10.RL.04 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
- ELA-10.RL.05 Analyze how an author’s choices about ordering events and manipulating time create such effects as mystery, tension, or surprise.
- ELA-10.RL.06 Analyze how cultural experiences influence particular points of view in diverse works of literature.
- ELA-10.RL.07 Analyze and evaluate the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each.
- ELA-10.RL.08 (Not applicable to literature)
- ELA-10.RL.09 Find connections between texts to analyze and evaluate how effectively an author draws on other texts in a specific work.
- ELA-10.RL.10 By the end of grade 9, read and comprehend grade-level literature with appropriate text complexity, in a variety of print genres and other media, proficiently and independently, with scaffolding, as needed.
ELA-10.RI Reading Information Strand
- ELA-10.RI.01 Read closely to comprehend texts of grade-level appropriate complexity to determine what the text says explicitly and implicitly, provide an objective summary of the text and cite strong and thorough textual evidence.
- ELA-10.RI.02 Determine and analyze a theme and/or central idea of texts to determine a theme and/or central idea, analyze the development of the theme or idea over the course of the text, including how it emerges and is shaped and refined by specific details and cite strong and thorough textual evidence.
- ELA-10.RI.03 Analyze how and why individuals, events, and ideas develop and/or interact over the course of a text to analyze how specific individuals, sequences of events, or ideas develop and/or interact over the course of a text and cite strong and thorough textual evidence.
- ELA-10.RI.04 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone.
- ELA-10.RI.05 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
- ELA-10.RI.06 Determine an author’s point of view or purpose and possible biases in a text, and analyze how the author’s choices advance or detract from the effectiveness of the text.
- ELA-10.RI.07 Analyze various accounts of a subject told in different media, including determining which details are emphasized in each account.
- ELA-10.RI.08 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
- ELA-10.RI.09 Analyze how authors draw on other texts in a specific work, including how they address related themes and/or concepts.
- ELA-10.RI.10 By the end of grade 9, read and comprehend grade-level literature with appropriate text complexity, in a variety of print genres and other media, proficiently and independently, with scaffolding as needed.
ELA-10.W Writing Strand
- ELA-10.W.01 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- ELA-10.W.02 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
- ELA-10.W.03 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
- ELA-10.W.04 Produce clear and coherent writing in which the development, organization, style, and format (e.g., MLA, APA) are appropriate to a range of tasks, purposes, and audiences.
- ELA-10.W.05 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.
- ELA-10.W.06 Use technology, including the Internet, to produce, publish, and update individual or shared writing products. Use technology’s capacity to link to other information and to display information flexibly and effectively.
- ELA-10.W.07 Conduct short as well as more sustained research projects to answer questions (including self-generated questions) or solve problems.
- ELA-10.W.08 Gather relevant information from multiple authoritative print and digital sources.
- ELA-10.W.09 Draw evidence from texts to support analysis, reflection, and research, using comprehension and analysis skills described in 9-10 reading standards.
ELA-10.L Language Strand
ELA-10.SL Speaking and Listening Strand
- ELA-10.SL.01 Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
- ELA-10.SL.02 Using appropriate strategies, integrate multiple sources of information presented in diverse media or formats, evaluating the credibility and accuracy of each source.
- ELA-10.SL.03 Evaluate a speaker’s point of view, reasoning, evidence, and rhetorical strategies, identifying any fallacious reasoning or exaggerated or distorted evidence.
- ELA-10.SL.04 Organize, develop, and present claims, information, findings, and supporting evidence, using communication techniques appropriate to purpose, audience, and task.
- ELA-10.SL.05 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
- ELA-10.SL.06 Adapt verbal and nonverbal communication to a variety of contexts, audiences, and tasks, demonstrating fluency and poise, and a command of formal English when indicated or appropriate.
A Sample of What Your Child Will Be Doing in High School to Become Ready for College and Career
Reading
- Understanding more from and making fuller use of written materials, including using a wider range of evidence to support an analysis
- Making more connections about how complex ideas interact and develop within a book, essay, or article
- Evaluating arguments and specific claims, assessing whether the reasoning is valid and the evidence is sufficient, and as appropriate, detecting inconsistencies and ambiguities
- Analyzing the meaning of foundational U.S. documents (the Declaration of Independence, the Preamble to the Constitution, the Bill of Rights)
Writing
- Making an argument that is logical, well-reasoned, and supported by evidence
- Writing a literary analysis, report, or summary that develops a central idea and a coherent focus and is well supported with relevant examples, facts, and details
- Conducting several research projects that address different aspects of the same topic, using more complex books, articles, and other sources
Speaking and Listening
- Responding thoughtfully to diverse perspectives; synthesizing comments, claims, and evidence made on all sides of an issue; and resolving contradictions when possible
- Sharing research, findings, and evidence clearly and concisely
- Making strategic use of digital media (e.g., animations, video, websites, podcasts) to enhance understanding of findings and to add interest
Language
- Determining or clarifying the meaning of words and phrases, choosing flexibly from multiple strategies, such as using context, Greek and Latin roots (e.g., bene as in benefactor or benevolent), patterns of words (conceive, conception, conceivable), and consulting specialized reference materials. Interpreting figures of speech (e.g., hyperbole, paradox) in context and analyzing their role in the written materials