Wednesday, December 1, 2021, 1:23 PM
Site: Learnbps
Course: BPSS (ELA) English Language Arts Standards (S-ELA)
Glossary: 10th Grade English

ELA-10.RI.01

10th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Key Ideas and Details

ELA-10.RI.01 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Measurement of Progress

 Key Ideas and Details: STUDENTS CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they

  • RI9-10.1 Read closely to comprehend texts of grade-level appropriate complexity:    

            a. Determine what the texts says explicitly and implicitly           

            b. Provide an objective summary of the text.

  • RI9-10.2 Determine and analyze a theme and/or central idea over the course of the text, including how it emerges and is shaped and refined by specific details.

  • RI9-10.3 Analyze how and why individuals, events, and ideas develop and/or interact over the course of a text.
Sample Activity
Advanced 

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student 

      elicits strong and thorough textual evidence (often cross referencing with other sources) while insightfully analyzing the development of theme(s) development and/or  

      central idea(s) as well as the impact of the author’s choices on structure and development.

-
Proficient

The student

  • relies on strong and thorough textual evidence while

    • determining what the text says explicitly and implicitly.

    • analyzing the development of theme(s) and/or central idea(s).

    • analyzing the structure of the text and how the author develops individuals, events, and ideas.

  • provides an objective summary.  

-
Progressing 

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.

The student

  • summarizes key ideas of a text, but struggles to consistently and relevantly draw from the text to support analysis.

  • recognizes or recalls specific terminology that relates to literature, such as:

    • textual evidence, setting, plot, characterization, theme vs. central idea and topic, analysis, summary

-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary

ELA-10.RI.02

10th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Key Ideas and Details

ELA-10.RI.02 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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Measurement of Progress

 Key Ideas and Details: STUDENTS CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they

  • RI9-10.1 Read closely to comprehend texts of grade-level appropriate complexity:    

            a. Determine what the texts says explicitly and implicitly           

            b. Provide an objective summary of the text.

  • RI9-10.2 Determine and analyze a theme and/or central idea over the course of the text, including how it emerges and is shaped and refined by specific details.

  • RI9-10.3 Analyze how and why individuals, events, and ideas develop and/or interact over the course of a text.
Sample Activity
Advanced 

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student 

      elicits strong and thorough textual evidence (often cross referencing with other sources) while insightfully analyzing the development of theme(s) development and/or  

      central idea(s) as well as the impact of the author’s choices on structure and development.

-
Proficient

The student

  • relies on strong and thorough textual evidence while

    • determining what the text says explicitly and implicitly.

    • analyzing the development of theme(s) and/or central idea(s).

    • analyzing the structure of the text and how the author develops individuals, events, and ideas.

  • provides an objective summary.  

-
Progressing 

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.

The student

  • summarizes key ideas of a text, but struggles to consistently and relevantly draw from the text to support analysis.

  • recognizes or recalls specific terminology that relates to literature, such as:

    • textual evidence, setting, plot, characterization, theme vs. central idea and topic, analysis, summary

-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary

ELA-10.RI.03

10th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Key Ideas and Details

ELA-10.RI.03 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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Measurement of Progress

 Key Ideas and Details: STUDENTS CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they

  • RI9-10.1 Read closely to comprehend texts of grade-level appropriate complexity:    

            a. Determine what the texts says explicitly and implicitly           

            b. Provide an objective summary of the text.

  • RI9-10.2 Determine and analyze a theme and/or central idea over the course of the text, including how it emerges and is shaped and refined by specific details.

  • RI9-10.3 Analyze how and why individuals, events, and ideas develop and/or interact over the course of a text.
Sample Activity
Advanced 

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student 

      elicits strong and thorough textual evidence (often cross referencing with other sources) while insightfully analyzing the development of theme(s) development and/or  

      central idea(s) as well as the impact of the author’s choices on structure and development.

-
Proficient

The student

  • relies on strong and thorough textual evidence while

    • determining what the text says explicitly and implicitly.

    • analyzing the development of theme(s) and/or central idea(s).

    • analyzing the structure of the text and how the author develops individuals, events, and ideas.

  • provides an objective summary.  

-
Progressing 

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.

The student

  • summarizes key ideas of a text, but struggles to consistently and relevantly draw from the text to support analysis.

  • recognizes or recalls specific terminology that relates to literature, such as:

    • textual evidence, setting, plot, characterization, theme vs. central idea and topic, analysis, summary

-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary

ELA-10.RI.04

10th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Craft and Structure

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 cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Student Learning Targets:

Knowledge Targets

  • I can determine the meaning of words and phrases used in the text.
  • I can define figurative language, connotation, denotation, and technical language.

Reasoning Targets

  • I can analyze the impact of specific word choices on meaning and tone

Skills (Performance) Targets

  • I can 

Product Targets

  • I can

Proficiency Scale

Measurement of Progress

Craft and Structure

  • RI9-10.4 Determine the meaning of words and phrases as they are used in a texts, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone (e.g., analyzing how the language of a court opinion differs from that of a newspaper; identifying bias…).

  • RI9-10.5 Analyze the structure of a specific paragraph in  a text, including the role of particular sentences in developing and refining a key concept.

  • RI9-10.6 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.
Sample Activity
Advanced 

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student can

  • insightfully analyze meaning and impact of words (figurative, connotative, and technical) and phrases and the effects of an author’s choices in structuring a text

  • recognize subtext and how it contributes to meaning, tone, and purpose

  • compare craft and structure between texts to examine strategy behind author’s purpose and point of view.

-
Proficient

The student can

  • determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings.

  • relates the author’s word choice and language to the overall effect on meaning and tone.

  • 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 and possible biases in a text.

  • analyze how an author uses rhetoric to advance point of view or purpose.

-
Progressing 

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.

The student can

  • identify when an author uses purposeful language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning and tone.

  • identify the author’s point of view and purpose.


-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary

ELA-10.RI.05

10th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Craft and Structure

ELA-10.RI.05 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

Student Learning Targets:

Knowledge Targets

  • I can identify the structural elements of a text.

Reasoning Targets

  • I can analyze in detail how an author’s ideas or claims are developed by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can

Proficiency Scale

Measurement of Progress

Craft and Structure

  • RI9-10.4 Determine the meaning of words and phrases as they are used in a texts, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone (e.g., analyzing how the language of a court opinion differs from that of a newspaper; identifying bias…).

  • RI9-10.5 Analyze the structure of a specific paragraph in  a text, including the role of particular sentences in developing and refining a key concept.

  • RI9-10.6 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.
Sample Activity
Advanced 

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student can

  • insightfully analyze meaning and impact of words (figurative, connotative, and technical) and phrases and the effects of an author’s choices in structuring a text

  • recognize subtext and how it contributes to meaning, tone, and purpose

  • compare craft and structure between texts to examine strategy behind author’s purpose and point of view.

-
Proficient

The student can

  • determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings.

  • relates the author’s word choice and language to the overall effect on meaning and tone.

  • 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 and possible biases in a text.

  • analyze how an author uses rhetoric to advance point of view or purpose.

-
Progressing 

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.

The student can

  • identify when an author uses purposeful language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning and tone.

  • identify the author’s point of view and purpose.


-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary

ELA-10.RI.06

10th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Craft and Structure

ELA-10.RI.06 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.

Student Learning Targets:

Knowledge Targets

  • I can determine an author’s point of view or purpose in a text.

Reasoning Targets

  • I can analyze how an author uses rhetoric to advance the point or purpose.

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Measurement of Progress

Craft and Structure

  • RI9-10.4 Determine the meaning of words and phrases as they are used in a texts, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone (e.g., analyzing how the language of a court opinion differs from that of a newspaper; identifying bias…).

  • RI9-10.5 Analyze the structure of a specific paragraph in  a text, including the role of particular sentences in developing and refining a key concept.

  • RI9-10.6 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.
Sample Activity
Advanced 

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student can

  • insightfully analyze meaning and impact of words (figurative, connotative, and technical) and phrases and the effects of an author’s choices in structuring a text

  • recognize subtext and how it contributes to meaning, tone, and purpose

  • compare craft and structure between texts to examine strategy behind author’s purpose and point of view.

-
Proficient

The student can

  • determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings.

  • relates the author’s word choice and language to the overall effect on meaning and tone.

  • 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 and possible biases in a text.

  • analyze how an author uses rhetoric to advance point of view or purpose.

-
Progressing 

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.

The student can

  • identify when an author uses purposeful language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning and tone.

  • identify the author’s point of view and purpose.


-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary

ELA-10.RI.07

10th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Integration of Knowledge and Ideas

ELA-10.RI.07 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Measurement of Progress

Integration of Knowledge and Ideas

  • RI.9-10.7 -- Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.    

  • RI.9-10.8 -- 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.

  • RI.9-10.9  -- Analyze seminal U.S. documents of historical and literary significance  (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.how authors draw on other texts in a specific work (e.g., allusion, direct reference), including how they address related themes and/or concepts.
Sample Activity
Advanced 

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected. 

-
Proficient

The student can

  • analyze various accounts of the same subject and determine which details are emphasized in each medium.     

  • evaluate the advantages and disadvantages of presenting a subject in different mediums.

  • identify the side of an argument, its claims and relevant evidence.

  • determine the credibility of the author and his/her purpose.

  • recognize when an author introduces irrelevant evidence, false statements, and/or fallacious reasoning.

  • analyze the power and purpose of allusions and direct references.

-
Progressing 

There are no major errors or omissions regarding the simpler details and processes as the student:

  • identifies various accounts of the same subject that are presented in different mediums (e.g., audio, video, multimedia).

  • identifies the side of an argument and supporting evidence.

  • Identifies what constitutes credibility.

  • distinguishes between fact and opinion.

  • recognizes or recalls specific terminology that relates to literature.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 


-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary

ELA-10.RI.08

10th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Integration of Knowledge and Ideas

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.

Student Learning Targets:

Knowledge Targets

  • I can 

Reasoning Targets

  • I can 

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Measurement of Progress

Integration of Knowledge and Ideas

  • RI.9-10.7 -- Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.    

  • RI.9-10.8 -- 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.

  • RI.9-10.9  -- Analyze seminal U.S. documents of historical and literary significance  (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.how authors draw on other texts in a specific work (e.g., allusion, direct reference), including how they address related themes and/or concepts.
Sample Activity
Advanced 

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected. 

-
Proficient

The student can

  • analyze various accounts of the same subject and determine which details are emphasized in each medium.     

  • evaluate the advantages and disadvantages of presenting a subject in different mediums.

  • identify the side of an argument, its claims and relevant evidence.

  • determine the credibility of the author and his/her purpose.

  • recognize when an author introduces irrelevant evidence, false statements, and/or fallacious reasoning.

  • analyze the power and purpose of allusions and direct references.

-
Progressing 

There are no major errors or omissions regarding the simpler details and processes as the student:

  • identifies various accounts of the same subject that are presented in different mediums (e.g., audio, video, multimedia).

  • identifies the side of an argument and supporting evidence.

  • Identifies what constitutes credibility.

  • distinguishes between fact and opinion.

  • recognizes or recalls specific terminology that relates to literature.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 


-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary

ELA-10.RI.09

10th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Integration of Knowledge and Ideas

ELA-10.RI.09 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

Student Learning Targets:

Knowledge Targets

  • I can 

Reasoning Targets

  • I can analyze foundational U.S. documents for their themes, purposes, and rhetorical features.

Skills (Performance) Targets

  • I can 

Product Targets

  • I can 

Proficiency Scale

Measurement of Progress

Integration of Knowledge and Ideas

  • RI.9-10.7 -- Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.    

  • RI.9-10.8 -- 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.

  • RI.9-10.9  -- Analyze seminal U.S. documents of historical and literary significance  (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.how authors draw on other texts in a specific work (e.g., allusion, direct reference), including how they address related themes and/or concepts.
Sample Activity
Advanced 

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected. 

-
Proficient

The student can

  • analyze various accounts of the same subject and determine which details are emphasized in each medium.     

  • evaluate the advantages and disadvantages of presenting a subject in different mediums.

  • identify the side of an argument, its claims and relevant evidence.

  • determine the credibility of the author and his/her purpose.

  • recognize when an author introduces irrelevant evidence, false statements, and/or fallacious reasoning.

  • analyze the power and purpose of allusions and direct references.

-
Progressing 

There are no major errors or omissions regarding the simpler details and processes as the student:

  • identifies various accounts of the same subject that are presented in different mediums (e.g., audio, video, multimedia).

  • identifies the side of an argument and supporting evidence.

  • Identifies what constitutes credibility.

  • distinguishes between fact and opinion.

  • recognizes or recalls specific terminology that relates to literature.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 


-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary