10th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Conventions of Standard English

ELA-10.L.01 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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

•  Uses phrases and clauses to enhance specific meaning and add variety

The student can

• demonstrate command of the conventions of standard English grammar and usage as well as capitalization, punctuation, and spelling when writing and speaking.

  • continue to implement correct use of previously introduced conventions: punctuation usage, subject-verb agreement, pronoun-antecedent agreement, frequently confused words, verb tense, placement of modifiers, etc.

  • correctly use semicolons, conjunctive adverbs, colons, various types of phrases (noun, verb, adjective, adverb, participial, prepositional, absolute) and clauses (independent, dependent: noun, relative, adverb).

• use parallel structure, various types of phrases and clauses to convey a specific effect and add variety, and appropriate verb choices (voice and tense).

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

• demonstrates basic application of the conventions of standard English grammar and usage as well as capitalization, punctuation, and spelling when writing and speaking.

• Identifies parallel structure, various types of phrases and clauses, and appropriate verb choice (voice and tense).

• recognizes or recalls specific terminology that relates to knowledge of language, such as:  

  • subject-verb agreement, pronoun-antecedent agreement, verb tense.

  • semicolons, conjunctive adverbs, colons, various types of phrases (noun, verb, adjective, adverb, participial, prepositional, absolute) and clauses (independent, dependent: noun, relative, adverb).

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

10th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Conventions of Standard English

ELA-10.L.02 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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

•  Uses phrases and clauses to enhance specific meaning and add variety

The student can

• demonstrate command of the conventions of standard English grammar and usage as well as capitalization, punctuation, and spelling when writing and speaking.

  • continue to implement correct use of previously introduced conventions: punctuation usage, subject-verb agreement, pronoun-antecedent agreement, frequently confused words, verb tense, placement of modifiers, etc.

  • correctly use semicolons, conjunctive adverbs, colons, various types of phrases (noun, verb, adjective, adverb, participial, prepositional, absolute) and clauses (independent, dependent: noun, relative, adverb).

• use parallel structure, various types of phrases and clauses to convey a specific effect and add variety, and appropriate verb choices (voice and tense).

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

• demonstrates basic application of the conventions of standard English grammar and usage as well as capitalization, punctuation, and spelling when writing and speaking.

• Identifies parallel structure, various types of phrases and clauses, and appropriate verb choice (voice and tense).

• recognizes or recalls specific terminology that relates to knowledge of language, such as:  

  • subject-verb agreement, pronoun-antecedent agreement, verb tense.

  • semicolons, conjunctive adverbs, colons, various types of phrases (noun, verb, adjective, adverb, participial, prepositional, absolute) and clauses (independent, dependent: noun, relative, adverb).

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

10th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Knowledge of Language

ELA-10.L.03 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 

a. Maintain consistency in style and tone. 

b. Vary syntax for effect. 

c. Apply an understanding of syntax to the study of complex texts when reading. 

d. Use verbs in the active and passive voice to achieve particular effects (e.g., emphasizing the actor or the action).

 Knowledge of Language  

L9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening (a-d).

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

• explain how language functions in different contexts.

• analyze the context of various texts and determine how language choice (syntax) affects meaning, style, and comprehension.

• maintain consistency in style and tone.

• vary syntax for effect.

• use active and passive voice for a specific purpose.        

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 examples of how language functions in different contexts.

• determine how language choice varies between or within texts.

• recognize or recall key vocabulary that contributes to understanding language use:  function, context, style, syntax, active voice, passive voice, tone.

10th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Vocabulary Acquisition and Use

ELA-10.L.04 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. 

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). 

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, it’s part of speech, or its etymology.

 Vocabulary Acquisition and Use

• L.9-10.4 -- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies (context clues, reference materials, patterns of words, verification of inferred meaning).

• L.9-10.5-- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.  

• L.9-10.6-- Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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

  • use context clues to determine the meaning of a word or a phrase.

  • identify and correctly use patterns of word changes (conjugation) that indicate different meaning or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

  • consult reference materials for guidance in how to use, speak, or better understand a given word.

  • interpret figures of speech and analyze their overall role in the text.

  • analyze how certain words and phrases that have similar denotations can carry different nuances.

  • acquire and use college- and career-readiness level academic and domain-specific words and phrases. 

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

• uses context clues to determine the meaning of a word or a phrase.

• identifies how words change when used in different ways.

• consults reference materials for guidance in how to better understand a given word.

• recognizes or recalls specific terminology that relates to knowledge of vocabulary, such as context clues and conjugation.  

• defines and identifies various forms of figurative language.

• recognizes the difference between denotative and connotative meanings.

• consults reference materials to accurately use college- and career-readiness level academic and domain-specific words and phrases.

• recognizes or recalls specific terminology that relates to knowledge of vocabulary, such as: context clues, figurative language, conjugation, denotative, connotative   

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

10th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Vocabulary Acquisition and Use

ELA-10.L.05 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in grades 9–10 reading and content. 

 Vocabulary Acquisition and Use

• L.9-10.4 -- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies (context clues, reference materials, patterns of words, verification of inferred meaning).

• L.9-10.5-- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.  

• L.9-10.6-- Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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

  • use context clues to determine the meaning of a word or a phrase.

  • identify and correctly use patterns of word changes (conjugation) that indicate different meaning or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

  • consult reference materials for guidance in how to use, speak, or better understand a given word.

  • interpret figures of speech and analyze their overall role in the text.

  • analyze how certain words and phrases that have similar denotations can carry different nuances.

  • acquire and use college- and career-readiness level academic and domain-specific words and phrases. 

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

• uses context clues to determine the meaning of a word or a phrase.

• identifies how words change when used in different ways.

• consults reference materials for guidance in how to better understand a given word.

• recognizes or recalls specific terminology that relates to knowledge of vocabulary, such as context clues and conjugation.  

• defines and identifies various forms of figurative language.

• recognizes the difference between denotative and connotative meanings.

• consults reference materials to accurately use college- and career-readiness level academic and domain-specific words and phrases.

• recognizes or recalls specific terminology that relates to knowledge of vocabulary, such as: context clues, figurative language, conjugation, denotative, connotative   

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

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).

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.

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.

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.

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.

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).

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

• 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.

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. 

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.

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.

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

• 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.

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.