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ELA-10.L.01

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.

Student Learning Targets:

Knowledge Targets

  • I can identify correct standard English sentence structure as well as errors (involving parallel structure and placement of phrases and clauses) in sentence structure. 

Reasoning Targets

  • I can analyze and classify conventions of grammar.
  • I can choose writing strategies to create sentences with various types of phrases and clauses.

Skills (Performance) Targets

  • I can use correct conventions of grammar to create effective sentences.

Product Targets

  • I can produce a piece of writing that uses correct conventions of grammar and usage.
  • I can demonstrate the use of the various types of phrases and clauses in my writing.

Proficiency Scale

Measurement of Progress Conventions of Language: L9-10. 1 & 2  Within the context of authentic English writing and speaking,demonstrate command of the conventions of standard English grammar and usage as well as capitalization, punctuation, and spelling. Sample Activity
Advanced Proficient

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
-
Proficient

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).

-
Progressing

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.

-
Novice With help, the student demonstrates 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.L.02

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.

Student Learning Targets:

Knowledge Targets

  • I can identify correct usage of different types of punctuation (colon and semi-colon).
  • I can identify spelling errors in writing.

Reasoning Targets

  • I can evaluate and edit writing for capitalization, punctuation, and spelling.

Skills (Performance) Targets

  • I can use proper capitalization, punctuation, and spelling when writing for a variety of purposes.

Product Targets

  • I can produce writing that demonstrates correct use of conventions: punctuation (e.g., end punctuation, possessive apostrophes, colons to introduce a list, and semicolons to connect independent clauses), capitalization, and spelling.

Proficiency Scale

Measurement of Progress Conventions of Language: L9-10. 1 & 2  Within the context of authentic English writing and speaking,demonstrate command of the conventions of standard English grammar and usage as well as capitalization, punctuation, and spelling. Sample Activity
Advanced Proficient

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
-
Proficient

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).

-
Progressing

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.

-
Novice With help, the student demonstrates 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.L.03

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).


Student Learning Targets:

Knowledge Targets

  • I can identify the style and purpose in different types of writing.

Reasoning Targets

  • I can evaluate language and its context when writing, speaking, reading, or listening.

Skills (Performance) Targets

  • I can demonstrate a consistency in style for effective speaking and writing with a clear purpose.
  • I can write and edit work so it conforms to a specific style.

Product Targets

  • I can produce a written or spoken project that uses the proper language for a specific style and purpose.

Proficiency Scale

Measurement of Progress

 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).

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

  • 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.        

-
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 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.
-
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.L.04

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.

Student Learning Targets:

Knowledge Targets

  • I can understand the context of the sentence, paragraph, or passage.
  • I can identify and correctly use patterns of word changes that indicate different meanings or parts of speech.

Reasoning Targets

  • I can determine the meaning of unknown words based upon the surrounding context clues.

Skills (Performance) Targets

  • I can choose the correct meaning of words in context.
  • I can clarify and verify word meaning using reference materials.
  • I can recognize prefix/suffixes and use them to make meaning.
  • I can explain common roots and use them to make meaning.

Proficiency Scale

Measurement of Progress

 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.

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

    • 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. 

-
Progressing 

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.

-
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.L.05

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. 

a. Interpret figures of speech (e.g., euphemism, oxymoron, hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.


Student Learning Targets:

Knowledge Targets

  • I know that nuance means a subtle or slight degree of difference in meaning.
  • I can identify connotation and denotation.
  • I can identify/recognize euphemism, oxymoron, and other types of figurative language.

Reasoning Targets

  • I can analyze (explain how a specific technique or literary device contributes to the meaning of the larger work) the author's use of literary techniques and devices and provide extensive textual support for the analysis.
  • I can interpret figurative language, imagery, and symbolism.
  • I can determine the meaning of words and phrases, including figurative and connotative meanings.
  • I can explain why the author may have chosen that specific word or phrase over another word with similar meaning. 

Skills (Performance) Targets

  • I can demonstrate an understanding of figurative language and word nuances by taking part in class discussion or writing a response to an appropriate prompt.

Product Targets

  • I can create a product using effective word choices and figurative language to suit the tone and purpose.

Proficiency Scale

Measurement of Progress

 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.

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

    • 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. 

-
Progressing 

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.

-
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.L.06

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

ELA-10.L.06 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.

Student Learning Targets:

Knowledge Targets

  • I can recognize and define ELA specific academic vocabulary.
  • I can locate the appropriate reference material for comprehending words or phrases.
  • I can independently record unfamiliar vocabulary that I encounter when reading, speaking and listening.

Reasoning Targets

  • I can determine what academic words or phrases I need to know and use in order to fully comprehend literature and informational texts.
  • I can independently record unfamiliar vocabulary I encounter when reading, speaking and listening.

Skills (Performance) Targets

  • I can independently locate and use the necessary resources for grade-level vocabulary in reading, writing, and speaking.
  • I can demonstrate proficient use of appropriate academic language when reading, writing, speaking, and listening.

Proficiency Scale

Measurement of Progress

 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.

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

    • 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. 

-
Progressing 

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.

-
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.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


ELA-10.RL.01

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

ELA-10.RL.01 Read closely to comprehend texts of grade-level appropriate complexity.          

a. Determine what the text says explicitly and implicitly          

b. Provide an objective summary of the text

Student Learning Targets:

Knowledge Targets

  • I can identify inferred and literal meanings.
  • I can explain the difference between explicit and implicit.
  • I understand how much evidence is needed to support my conclusions or claims.
  • I can distinguish between text that provides strong support and text that is not related, uncertain, or is insufficient or unreliable as evidence.

Reasoning Targets

  • I can insightfully analyze texts, showing that I can make meaning from details that are directly stated as well as from those that are implied.
  • I can draw conclusions from a text and support my thoughts with specific and cited textual references.

Skills (Performance) Targets

  • I can use textual evidence that is convincing and complete to support my ideas.
  • I can cite from the text in a formal citation as well as in a verbal reference.
  • I can closely read a text, looking for patterns, use of figurative language, character development, etc. in order to express and support my conclusions.
  • I can take part in small or large group discussions where I can cite specific textual evidence in order to discuss the meaning of a work of literature.

Product Targets

  • I can write a explanation and/or provide a verbal explanation of conclusions I have drawn after a close read of a text.

Proficiency Scale

Measurement of Progress

KEY IDEAS & DETAILS (LITERATURE)

Students can CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they

  • RL9-10.1 Read closely to comprehend texts of grade-level appropriate complexity  a. Determine what the text says explicitly and implicitly   b. Provide an objective summary of the text

  • RL9-10.2 Determine and analyze a theme and/or central idea of texts -- analyze the development of theme or central idea over the course of the text, including how it emerges and is shaped and refined by specific details.

  • RL9-10.3 Analyze how and why characters and/or textual elements (e.g., symbolism, mood, setting, etc.) develop and interact over the course of a text, interact with other elements, and advance the plot or develop the theme.

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 setting, plot, and characterization.
-
Proficient

The student

  • relies on strong and thorough textual evidence while

    • making inferences

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

    • analyzing the impact of the author’s choices on setting, plot, and characterization.

  • accurately determines what the text says explicitly, even in more complex texts where ambiguities surface

  • moves beyond summary to analysis.
-
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.RL.02

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

ELA-10.RL.02 Determine and analyze a theme and/or central idea of texts -- analyze the development of theme or central idea over the course of the text, including how it emerges and is shaped and refined by specific details.

Student Learning Targets:

Knowledge Targets

  • I can define theme as a universal truth that run throughout a piece of literature.
  • I can define objective and subjective.
  • I can determine what details are necessary to include in an objective summary.
  • I can determine a theme.

Reasoning Targets

  • I can analyze themes as they relate to a specific story and its characters.
  • I can support my analysis by showing how my determined theme progresses throughout the literary work.

Skills (Performance) Targets

  • I can differentiate between theme and plot.
  • I can summarize a written passage without editorializing.
  • I can collect and cite details and evidence to support a theme or central idea of a text.

Product Targets

  • I can write or verbalize an objective summary.
  • I can produce a written work or spoken statements reveal literary analysis of theme.

Proficiency Scale

Measurement of Progress

KEY IDEAS & DETAILS (LITERATURE)

Students can CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they

  • RL9-10.1 Read closely to comprehend texts of grade-level appropriate complexity  a. Determine what the text says explicitly and implicitly   b. Provide an objective summary of the text

  • RL9-10.2 Determine and analyze a theme and/or central idea of texts -- analyze the development of theme or central idea over the course of the text, including how it emerges and is shaped and refined by specific details.

  • RL9-10.3 Analyze how and why characters and/or textual elements (e.g., symbolism, mood, setting, etc.) develop and interact over the course of a text, interact with other elements, and advance the plot or develop the theme.

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 setting, plot, and characterization.
-
Proficient

The student

  • relies on strong and thorough textual evidence while

    • making inferences

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

    • analyzing the impact of the author’s choices on setting, plot, and characterization.

  • accurately determines what the text says explicitly, even in more complex texts where ambiguities surface

  • moves beyond summary to analysis.
-
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.RL.03

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

ELA-10.RL.03 Analyze how and why characters and/or textual elements (e.g., symbolism, mood, setting, etc.) develop and interact over the course of a text, interact with other elements, and advance the plot or develop the theme.

Student Learning Targets:

Knowledge Targets

  • I can identify different types of characters (static, dynamic, round, flate) and the role they play in the plot.

Reasoning Targets

  • I can explain the role of complex characters in a text
  • I can analyze how complex characters develop over the course of a text.
  • I can analyze how characters develop through their interactions with others.
  • I can analyze how complex characters advance the plot of a text and/or contribute to the development of the theme.

Skills (Performance) Targets

  • I can

Product Targets

  • I can produce writing or speaking evidence that reveals my understanding of how characters propel the plot forward and contribute to them and/or how characters develop throughout the course of a text.

Proficiency Scale

Measurement of Progress

KEY IDEAS & DETAILS (LITERATURE)

Students can CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they

  • RL9-10.1 Read closely to comprehend texts of grade-level appropriate complexity  a. Determine what the text says explicitly and implicitly   b. Provide an objective summary of the text

  • RL9-10.2 Determine and analyze a theme and/or central idea of texts -- analyze the development of theme or central idea over the course of the text, including how it emerges and is shaped and refined by specific details.

  • RL9-10.3 Analyze how and why characters and/or textual elements (e.g., symbolism, mood, setting, etc.) develop and interact over the course of a text, interact with other elements, and advance the plot or develop the theme.

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 setting, plot, and characterization.
-
Proficient

The student

  • relies on strong and thorough textual evidence while

    • making inferences

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

    • analyzing the impact of the author’s choices on setting, plot, and characterization.

  • accurately determines what the text says explicitly, even in more complex texts where ambiguities surface

  • moves beyond summary to analysis.
-
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.RL.04

10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Craft and Structure

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 (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Student Learning Targets:

Knowledge Targets

  • I can recognize figurative language.
  • I can recognize mood and tone in different genres of literature.
  • I understand figurative language, word relationships, and nuances in word meaning.
  • I know the difference between connotative and denotative meanings of words, and I understand how connotative meanings shape tone.

Reasoning Targets

  • I can insightfully analyze the author's use of literary techniques and devices and provide extensive textual support for the analysis.
  • I can determine the meaning of words and phrases used in the text.
  • I can analyze the impact of specific word choices on meaning and tone.

Skills (Performance) Targets

  • I can take part in a conversation, in large or small group settings, where I am expected to discuss how word choice and selection of detail influence setting and tone.

Product Targets

  • I can write a paper that asks me to analyze how word choice influences the meaning of a work of fiction.

Proficiency Scale

Measurement of Progress

CRAFT & STRUCTURE (LITERATURE)

  • RL.9-10.4 -- 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 (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).    

  • RL.9-10.5-- Analyze how an author's choices about ordering events and manipulating time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.    

  • RL.9-10.6 -- Analyze how cultural experiences influence particular points of view in diverse works of literature.

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 and phrases and the effects of an author’s choices in structuring a text.
  • thoroughly analyze author’s point of view, cultural experience, and subtext
  • connect study of literature, its craft and structure, and apply it to his/her own writing.
  • analyze point of view, clearly distinguishing what is directly stated in a text from what is really meant, connecting usage to the author’s purpose.
-
Proficient

The student

  • determines the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.
  • relates the author‘s word choice and language (including multiple meanings and language that is fresh and engaging)  to the overall effect of the story -- meaning and tone.
  • closely examines specific parts of a text in order to understand how an author structured and crafted that particular part so it would contributes to meaning or artistic effect.
  • analyze how cultural experiences influence particular points of view in diverse works of literature.
-
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 fresh and creative language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning.
  • recognize or recall specific terminology that relates to craft and structure of literature, such as: figurative language, connotation, denotation, tone, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun.
-
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.RL.05

10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Craft and Structure

ELA-10.RL.05 Analyze how an author's choices about ordering events and manipulating time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Student Learning Targets:

Knowledge Targets

  • I can define figurative language.
  • I can define connotation and denotation.
  • I can define tone.
  • I can determine the difference between formal and informal tone.

Reasoning Targets

  • I can determine the meaning of words and phrases used in the text.
  • I can analyze the impact of specific word choices on meaning and tone.

Skills (Performance) Targets

  • I can determine the tone of a piece of literature.

Product Targets

  • I can

Proficiency Scale

Measurement of Progress

CRAFT & STRUCTURE (LITERATURE)

  • RL.9-10.4 -- 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 (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).    

  • RL.9-10.5-- Analyze how an author's choices about ordering events and manipulating time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.    

  • RL.9-10.6 -- Analyze how cultural experiences influence particular points of view in diverse works of literature.

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 and phrases and the effects of an author’s choices in structuring a text.
  • thoroughly analyze author’s point of view, cultural experience, and subtext
  • connect study of literature, its craft and structure, and apply it to his/her own writing.
  • analyze point of view, clearly distinguishing what is directly stated in a text from what is really meant, connecting usage to the author’s purpose.
-
Proficient

The student

  • determines the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.
  • relates the author‘s word choice and language (including multiple meanings and language that is fresh and engaging)  to the overall effect of the story -- meaning and tone.
  • closely examines specific parts of a text in order to understand how an author structured and crafted that particular part so it would contributes to meaning or artistic effect.
  • analyze how cultural experiences influence particular points of view in diverse works of literature.
-
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 fresh and creative language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning.
  • recognize or recall specific terminology that relates to craft and structure of literature, such as: figurative language, connotation, denotation, tone, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun.
-
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.RL.06

10th Grade ELA Targeted Standards
[RL] Reading Literature Strand
Cluster: Craft and Structure

ELA-10.RL.06 Analyze how cultural experiences influence particular points of view in diverse works of literature.

Student Learning Targets:

Knowledge Targets

  • I can define point of view.

Reasoning Targets

  • I can analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on world literature.
  • I can analyze multiple texts of world literature to gain insight into point of view of other societies and cultures.

Skills (Performance) Targets

  • I can determine an author's point of view in a text.

Product Targets

  • I can 

Proficiency Scale

Measurement of Progress

CRAFT & STRUCTURE (LITERATURE)

  • RL.9-10.4 -- 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 (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).    

  • RL.9-10.5-- Analyze how an author's choices about ordering events and manipulating time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.    

  • RL.9-10.6 -- Analyze how cultural experiences influence particular points of view in diverse works of literature.

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 and phrases and the effects of an author’s choices in structuring a text.
  • thoroughly analyze author’s point of view, cultural experience, and subtext
  • connect study of literature, its craft and structure, and apply it to his/her own writing.
  • analyze point of view, clearly distinguishing what is directly stated in a text from what is really meant, connecting usage to the author’s purpose.
-
Proficient

The student

  • determines the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.
  • relates the author‘s word choice and language (including multiple meanings and language that is fresh and engaging)  to the overall effect of the story -- meaning and tone.
  • closely examines specific parts of a text in order to understand how an author structured and crafted that particular part so it would contributes to meaning or artistic effect.
  • analyze how cultural experiences influence particular points of view in diverse works of literature.
-
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 fresh and creative language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning.
  • recognize or recall specific terminology that relates to craft and structure of literature, such as: figurative language, connotation, denotation, tone, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun.
-
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.RL.07

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

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 treatment.

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

  • RL.9-10.7 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 treatment.

  • RL9-10.9 Find connections between texts to analyze and evaluate how effectively an author draw on other texts in a specific work (e.g., through allusions, prequels, sequels; transforming an earlier story).

Sample Activity
Advanced In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
Proficient

The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. The student can

  • compare and contrast the portrayal of a subject, scene, excerpt from different mediums, including what is emphasized or absent (poetry or other literary genre, image, film).

  • analyze how an author makes use of allusions in a specific work.

  • analyze how an author draws from cultural and historical background to shape a text.

-
Progressing

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes. 

  • recognizes surface-level similarities and differences between two subject-related mediums.

  • recognizes or identifies allusions within a text.

  • identifies cultural or historical influences within literature.

  • recognizes or recalls specific terminology that relates to literature, such as: allusion, medium, compare, contrast, genre

-
Novice With help, the student demonstrates 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.RL.09

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

ELA-10.RL.09 Find connections between texts to analyze and evaluate how effectively an author draw on other texts in a specific work (e.g., through allusions, prequels, sequels; transforming an earlier story).

Student Learning Targets:

Knowledge Targets

  • I can 

Reasoning Targets

  • I can 

  • I can 

Skills (Performance) Targets

  • I can 

Product Targets

  • I can 

Proficiency Scale

ResourcesWebsitesVocabulary

Measurement 

of Progress

Integration of Knowledge and Ideas

  • RL.9-10.7 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 treatment.

  • RL9-10.9 Find connections between texts to analyze and evaluate how effectively an author draw on other texts in a specific work (e.g., through allusions, prequels, sequels; transforming an earlier story).

Sample Activity
Advanced In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
Proficient

The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. The student can

  • compare and contrast the portrayal of a subject, scene, excerpt from different mediums, including what is emphasized or absent (poetry or other literary genre, image, film).

  • analyze how an author makes use of allusions in a specific work.

  • analyze how an author draws from cultural and historical background to shape a text.

-
Progressing

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes. 

  • recognizes surface-level similarities and differences between two subject-related mediums.

  • recognizes or identifies allusions within a text.

  • identifies cultural or historical influences within literature.

  • recognizes or recalls specific terminology that relates to literature, such as: allusion, medium, compare, contrast, genre

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

ELA-10.SL.01

10th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-10.SL.01 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

  • a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
  • b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
  • c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
  • d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Student Learning Targets:

Knowledge Targets

  • I can list the attributes of a collegial discussion. 
  • I can explain what it means to collaborate.
  • I can define key words associated with this standard: elaborate, integrate, warranted, justify.

Reasoning Targets

  • I can review and/or research material(s) to be discussed and determine key points and/or central ideas for discussion.
  • I can come prepared with key points and textual evidence to contribute to a discussion and stimulate a thoughtful well-reasoned exchange of ideas.
  • I can respond thoughtfully to diverse perspectives by
    • summarizing points of agreement and disagreement
    • qualifying or justifying my own view and understanding
    • making new connections in light of the evidence and reasoning presented.

Skills (Performance) Targets

  • I can work with my peers to define the rules and roles necessary for collegial discussions and decision-making.
  • I can actively incorporate others into the discussion
  • I can clarify, verify, or challenge ideas and conclusions with maturity and self-control.
  • I can make relevant observations and use my ideas and comments to relate to the current discussion to broader themes or ideas.
  • I can fulfill my role within a group to meet group-established goals and deadlines. 
  • I can positively contribute to discussion by
    • posing questions that connect the ideas of several speakers
    • responding to questions
    • elaborating on my own ideas and/or the ideas of others. 

Product Targets

  • I can create questions to move the conversation forward, to make connections, and to dig deeper into the topic.

Proficiency Scale

Measurement of Progress

 Comprehension & Collaboration

  • SL9-10.1 Initiate and participate effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (a-d)

  • SL9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., oral, images, videos, tables, charts, graphs), evaluating the credibility and accuracy of each source.

  • SL9-10.3 Evaluate a speaker’s point of view, reasoning, evidence and rhetorical strategies, identifying any fallacious reasoning or exaggerated or distorted evidence.
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

  • initiates and participates in a range of collaborative discussions by working with peers.
  • prepares materials needed for discussion.
  • establishes norms for collegial discussions, goals, roles, and deadlines.
  • propels conversations by posing and responding to questions and comments and by involving others.
  • responds thoughtfully to diverse perspectives based on topics, texts, and/or issues.
  • evaluates credibility of and integrates multiple sources of information presented in diverse formats and media.
  • evaluates a speaker’s point of view, reasoning, and use of evidence and rhetoric.
-
Progressing 

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

  • participates in a range of collaborative discussions by working with peers.

  • prepares limited materials needed for discussion.

  • responds to conversations.  

  • identifies diverse perspectives based on topics, texts, and/or issues.

  • integrates sources of information.

  • recognizes or recalls specific terminology that relates to speaking and listening skills, such as rhetoric and rhetorical devices, point of view, evidence, credibility, collaboration, justify, fallacious.

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.SL.02

10th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-10.SL.02 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Student Learning Targets:

Knowledge Targets

  • I can identify various purposes (e.g., to inform, to persuade, to describe, to convey and experience) for presenting information to a reader or audience.
  • I can list the criteria needed to evaluate a source. 
  • I can define the following terms as they apply to this standard: credibility, data, evaluate, format, quantitative.

Reasoning Targets

  • I can analyze the information presented in diverse media and formats (e.g., charts, graphs, tables, websites, speeches).
  • I can evaluate and determine the credibility and accuracy of various sources.

Skills (Performance) Targets

  • I can integrate information from various sources and media formats into a presentation, composition, or class discussion.

Product Targets

  • I can create a presentation or a composition that integrates multiple credible sources and includes diverse media and formats that complement my topic and purpose.

Proficiency Scale

Measurement of Progress

 Comprehension & Collaboration

  • SL9-10.1 Initiate and participate effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (a-d)

  • SL9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., oral, images, videos, tables, charts, graphs), evaluating the credibility and accuracy of each source.

  • SL9-10.3 Evaluate a speaker’s point of view, reasoning, evidence and rhetorical strategies, identifying any fallacious reasoning or exaggerated or distorted evidence.
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

  • initiates and participates in a range of collaborative discussions by working with peers.
  • prepares materials needed for discussion.
  • establishes norms for collegial discussions, goals, roles, and deadlines.
  • propels conversations by posing and responding to questions and comments and by involving others.
  • responds thoughtfully to diverse perspectives based on topics, texts, and/or issues.
  • evaluates credibility of and integrates multiple sources of information presented in diverse formats and media.
  • evaluates a speaker’s point of view, reasoning, and use of evidence and rhetoric.
-
Progressing 

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

  • participates in a range of collaborative discussions by working with peers.

  • prepares limited materials needed for discussion.

  • responds to conversations.  

  • identifies diverse perspectives based on topics, texts, and/or issues.

  • integrates sources of information.

  • recognizes or recalls specific terminology that relates to speaking and listening skills, such as rhetoric and rhetorical devices, point of view, evidence, credibility, collaboration, justify, fallacious.

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.SL.03

10th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-10.SL.03 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Student Learning Targets:

Knowledge Targets

  • I can define the following terms as they apply to this standard:
    • point of view -- how the speaker feels about the situation or topic being presented
    • reasoning -- the logic of the speaker as it relates to his ideas; how well the author supports his conclusions
    • rhetoric -- the speaker's use of devices, techniques, or strategies to persuade or influence how the listener or audience thinks acts, or feels about a topic
    • fallacious reasoning -- flawed logic applied to the connection between claims and evidence
    • distorted evidence -- referring to any evidence taken out of context and used in a way the original author did not intend
    • bias -- prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair.

Reasoning Targets

  • I can determine a speaker's point of view: what the speaker's opinions, values, and beliefs are and if the speaker is biased (representing ideas of another person or agency).
  • I can evaluate whether the reasoning of a speaker is logical and legitimate, if the evidence is relevant to the argument.
  • I can identify when a speaker uses evidence and/or rhetoric and analyze how these techniques strengthen his/her point of view or purpose.
  • I can recognize when a speaker introduces distorted evidence and/or fallacious reasoning to his arguments.

Product Targets

  • I can produce written or spoken evidence that reveals my understanding of this standard.

Proficiency Scale

Measurement of Progress

 Comprehension & Collaboration

  • SL9-10.1 Initiate and participate effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (a-d)

  • SL9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., oral, images, videos, tables, charts, graphs), evaluating the credibility and accuracy of each source.

  • SL9-10.3 Evaluate a speaker’s point of view, reasoning, evidence and rhetorical strategies, identifying any fallacious reasoning or exaggerated or distorted evidence.
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

  • initiates and participates in a range of collaborative discussions by working with peers.
  • prepares materials needed for discussion.
  • establishes norms for collegial discussions, goals, roles, and deadlines.
  • propels conversations by posing and responding to questions and comments and by involving others.
  • responds thoughtfully to diverse perspectives based on topics, texts, and/or issues.
  • evaluates credibility of and integrates multiple sources of information presented in diverse formats and media.
  • evaluates a speaker’s point of view, reasoning, and use of evidence and rhetoric.
-
Progressing 

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

  • participates in a range of collaborative discussions by working with peers.

  • prepares limited materials needed for discussion.

  • responds to conversations.  

  • identifies diverse perspectives based on topics, texts, and/or issues.

  • integrates sources of information.

  • recognizes or recalls specific terminology that relates to speaking and listening skills, such as rhetoric and rhetorical devices, point of view, evidence, credibility, collaboration, justify, fallacious.

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.SL.04

10th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-10.SL.04 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Student Learning Targets:

Knowledge Targets

  • I can define the following terms as they apply to this standard:
    • Concisely -- to state in as few words as possible (does not mean simplicity).
    • Development -- the examples, ideas, details, and commentary the speaker adds to ensure the ideas are thoroughly expressed.
    • Findings -- conclusions drawn from observations, investigations, experiments or inquiries.
    • Line of reasoning -- the speaker links a series of ideas in a meaningful and clear way; the speaker connect the dots to show how he/she arrived at his/her conclusion.
    • Supporting evidence -- data, information, quotations, examples, or other information the speaker uses to support the claim.

Reasoning Targets

  • I can determine what evidence I need to support my claim and develop my ideas.
  • I can determine what style, format, or approach would be best to deliver my information and findings.

Skills (Performance) Targets

  • I can adjust my message so it is appropriate to purpose, audience, and task.

Product Targets

  • I can deliver a well-developed speech, complete with supporting evidence, that presents information in a clear, concise, and logical manner.
  • I can prepare a presentation with organization, development, substance, and style appropriate to purpose, task, and audience.

Proficiency Scale

Measurement of Progress

 Presentation of Knowledge and Ideas:

  • SL9-10.4 Organize, develop, and present claims, information, findings , and supporting evidence, using communication technique appropriate to purpose, audience, and task.

  • SL9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

  • SL9-10.6 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.
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

    • present information clearly, concisely, and logically.

    • delivers a presentation in which organization, development, substance and style are appropriate to purpose, audience, and task.

    • strategically integrate appropriate digital media or visual aids to enhance interest and understanding.

    • employ effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

-
Progressing 

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

  • presents information in a logical and organized manner.

  • delivers a presentation appropriate to purpose, audience, and task.

  • integrates appropriate digital media or visual aids.

  • employs some effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

  • recognizes or recalls specific terminology that relates to speaking and listening skills, such as:

    • Digital media, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

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.SL.05

10th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-10.SL.05 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Student Learning Targets:

Knowledge Targets

  • I can identify what types of digital media are available to me (PowerPoint, Google Presentation, Prezi, digital images, screen captures, embedded video, audio, mixed media formats, etc.).

Reasoning Targets

  • I can determine what part of my presentation would be clarified and strengthened by the use of media.

Skills (Performance) Targets

  • I can integrate appropriate digital media in a strategic manner to improve my presentation.

Product Targets

  • I can prepare a presentation that effectively integrates digital media to enhance understanding and increase interest.

Proficiency Scale

Measurement of Progress

 Presentation of Knowledge and Ideas:

  • SL9-10.4 Organize, develop, and present claims, information, findings , and supporting evidence, using communication technique appropriate to purpose, audience, and task.

  • SL9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

  • SL9-10.6 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.
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

    • present information clearly, concisely, and logically.

    • delivers a presentation in which organization, development, substance and style are appropriate to purpose, audience, and task.

    • strategically integrate appropriate digital media or visual aids to enhance interest and understanding.

    • employ effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

-
Progressing 

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

  • presents information in a logical and organized manner.

  • delivers a presentation appropriate to purpose, audience, and task.

  • integrates appropriate digital media or visual aids.

  • employs some effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

  • recognizes or recalls specific terminology that relates to speaking and listening skills, such as:

    • Digital media, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

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.SL.06

10th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-10.SL.06 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)

Student Learning Targets:

Knowledge Targets

  • I can determine whether or not an audience and occasion calls for a formal or informal tone and style.
  • I can identify various reasons for speaking (e.g., informational, descriptive, formal, informal). 

Reasoning Targets

  • I can determine what style, syntax, diction, and tone matches given formal and informal situations.
  • I can determine speaking tasks that will require a formal structure.

Skills (Performance) Targets

  • I can adapt speech to variety of contexts and tasks, demonstrating effective use of formal English when necessary.

Product Targets

  • I can compose a formal speech that demonstrates a command of grades 9-10 language standards.

Proficiency Scale

Measurement of Progress

 Presentation of Knowledge and Ideas:

  • SL9-10.4 Organize, develop, and present claims, information, findings , and supporting evidence, using communication technique appropriate to purpose, audience, and task.

  • SL9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

  • SL9-10.6 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.
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

    • present information clearly, concisely, and logically.

    • delivers a presentation in which organization, development, substance and style are appropriate to purpose, audience, and task.

    • strategically integrate appropriate digital media or visual aids to enhance interest and understanding.

    • employ effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

-
Progressing 

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

  • presents information in a logical and organized manner.

  • delivers a presentation appropriate to purpose, audience, and task.

  • integrates appropriate digital media or visual aids.

  • employs some effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

  • recognizes or recalls specific terminology that relates to speaking and listening skills, such as:

    • Digital media, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

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.W.01

Rubric - Resources

10th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Text Types and Purposes

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.

a. Introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims; engage and orient the reader.

b. Organize writing that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

c. Develop claim(s) and counterclaims, pointing out the strengths and limitations of both by supplying relevant and credible evidence.

d. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

e. Establish and maintain an appropriate style and tone suitable for the norms and conventions of the discipline in which they are writing.

f. Provide a conclusion that follows from and supports the argument presented

Student Learning Targets:

Knowledge Targets

  • I can define claim, counterclaim, evidence, justify, argument, relevant, formal/informal style. 
  • I can recognize multiple sides of an issue.
  • I can identify solid supporting details in writing.
  • I can choose a position in an argument.
  • I can identify at least two sides of an argument.
  • I can identify effective transition statements.
  • I can distinguish (tell the difference) between formal and informal language.

Reasoning Targets

  • I can develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
  • I can justify my argument with relevant supporting details.
  • I can use valid reasoning and relevant and sufficient evidence to support a claim.
  • I can organize an argument through the use of a precise introduction, well developed body paragraphs (complete with claims, counterclaims, and evidence), and a concluding paragraph that reinforces the argument, extends beyond summary, and gives finality.

Skills (Performance) Targets

  • I can introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
  • I can use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
  • stablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Product Targets

  • I can create a persuasive text or presentation.
  • I can develop and write an argument to support a claim using valid reasoning and relevant evidence.
  • I can produce a written document that has supporting details.
  • I can present a written or oral argument. 

 

Proficiency Scale

Measurement of Progress

 ELA-09-10.W.01 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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

  • introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims; engage and orient the reader.
  • organize writing that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
  • develop claim(s) and counterclaims, pointing out the strengths and limitations of both by supplying relevant and credible evidence.
  • use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
  • establish and maintain an appropriate style and tone suitable for the norms and conventions of the discipline in which they are writing.
  • provide a conclusion that follows from and supports the argument presented.

 

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. 


-
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.W.02

10th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Text Types and Purposes

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.

a. Introduce a topic and establish a clear focus, purpose, and thesis statement to and engage and orient the reader.

b. Organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aid comprehension.

c. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate for purpose and audience.

d. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

e. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

f. Establish and maintain an appropriate style and tone suitable for the norms and conventions of the discipline in which they are writing.

g. Provide a conclusion that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Student Learning Targets:

Knowledge Targets

  • I can define expository texts as those that offer explanations.
  • I can define and identify elements of formal style and objective tone.

Reasoning Targets

  • I can develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  • I can synthesize information from various sources within the paragraphs.

Skills (Performance) Targets

  • I can introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. 
  • I can use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  • I can use precise language and domain-specific vocabulary to manage the complexity of the topic.
  • I can establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  • I can provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Product Targets

  • I can 
Rubric - Resources

Proficiency Scale

Measurement of Progress

 ELA-9-10.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.

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

  • introduce a topic and establish a clear focus, purpose, and thesis statement to and engage and orient the reader.
  • organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aid comprehension.
  • develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate for purpose and audience.
  • use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  • use precise language and domain-specific vocabulary to manage the complexity of the topic.
  • establish and maintain an appropriate style and tone suitable for the norms and conventions of the discipline in which they are writing.
  • provide a conclusion that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
-
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. 


-
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.W.03

10th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Text Types and Purposes

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.

a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.

b. Use a variety of techniques to sequence events in a smooth progression so that they build on one another to create a coherent whole.

c. Use narrative techniques (e.g., dialogue, pacing, description, reflection, and complex plots) to develop experiences, events, and/or characters.

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of experiences, events, setting, and/or characters.

e. Provide a conclusion that follows from what is experienced, observed, or resolved over the course of the narrative.

Student Learning Targets:

Knowledge Targets

  • I can 

Reasoning Targets

  • I can 

Skills (Performance) Targets

  • I can 
    • engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.
    • use a variety of techniques to sequence events in a smooth progression so that they build on one another to create a coherent whole.
    • use narrative techniques (e.g., dialogue, pacing, description, reflection, and complex plots) to develop experiences, events, and/or characters.
    • use precise words and phrases, telling details, and sensory language to convey a vivid picture of experiences, events, setting, and/or characters.
    • provide a conclusion that follows from what is experienced, observed, or resolved over the course of the narrative.

Product Targets

  • I can 
Rubric - Resources

Proficiency Scale

Measurement of Progress

 ELA-09-10.W.03 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

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

  • engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.
  • use a variety of techniques to sequence events in a smooth progression so that they build on one another to create a coherent whole.
  • use narrative techniques (e.g., dialogue, pacing, description, reflection, and complex plots) to develop experiences, events, and/or characters.
  • use precise words and phrases, telling details, and sensory language to convey a vivid picture of experiences, events, setting, and/or characters.
  • provide a conclusion that follows from what is experienced, observed, or resolved over the course of the narrative.
 
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. 

 
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.W.04

10th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Production and Distribution of Writing

ELA-10.W.04 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).

Student Learning Targets:

Knowledge Targets

  • I can 

Reasoning Targets

  • I can 
  • I can 

Skills (Performance) Targets

  • I can 
  • I can 

Product Targets

  • I can 
  • I can 

Proficiency Scale

Measurement of Progress

 Production & Distribution

  • W9-10.4 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.

  • W9-10.5 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.

  • W9-10.6 Use technology … 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
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

  • produce clear and coherent writing in which 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, addressing those aspects which matter most to the purpose, audience, and context of the writing.

  • use technology to enhance writing by linking to other information and/or displaying information flexibly and dynamically 

-
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.

  • produces writing in which development, organization, and style are appropriate to task, purpose, and audience.

  • develops and strengthens writing as needed by planning, revising, editing, rewriting.

  • uses technology to generate writing.

  • recognizes or recalls specific terminology that relates to research and presentation, such as: coherent, style, task, purpose, audience, context, revise, edit, feedback, flexible, dynamic.

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.W.05

10th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Production and Distribution of Writing

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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10).

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

 Production & Distribution

  • W9-10.4 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.

  • W9-10.5 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.

  • W9-10.6 Use technology … 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
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

  • produce clear and coherent writing in which 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, addressing those aspects which matter most to the purpose, audience, and context of the writing.

  • use technology to enhance writing by linking to other information and/or displaying information flexibly and dynamically 

-
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.

  • produces writing in which development, organization, and style are appropriate to task, purpose, and audience.

  • develops and strengthens writing as needed by planning, revising, editing, rewriting.

  • uses technology to generate writing.

  • recognizes or recalls specific terminology that relates to research and presentation, such as: coherent, style, task, purpose, audience, context, revise, edit, feedback, flexible, dynamic.

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.W.06

10th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Production and Distribution of Writing

ELA-10.W.06 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

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

 Production & Distribution

  • W9-10.4 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.

  • W9-10.5 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.

  • W9-10.6 Use technology … 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
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

  • produce clear and coherent writing in which 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, addressing those aspects which matter most to the purpose, audience, and context of the writing.

  • use technology to enhance writing by linking to other information and/or displaying information flexibly and dynamically 

-
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.

  • produces writing in which development, organization, and style are appropriate to task, purpose, and audience.

  • develops and strengthens writing as needed by planning, revising, editing, rewriting.

  • uses technology to generate writing.

  • recognizes or recalls specific terminology that relates to research and presentation, such as: coherent, style, task, purpose, audience, context, revise, edit, feedback, flexible, dynamic.

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.W.07

10th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Research to Build and Present Knowledge

ELA-10.W.07 Conduct short as well as more sustained research projects to answer a question (including a self-generate question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Student Learning Targets:

Knowledge Targets

  • I can 

Reasoning Targets

  • I can evaluate other students' question.
  • I can distinguish between varying opinions.
  • I can combine my opinion and research into a preliminary claim.

Skills (Performance) Targets

  • I can write appropriate questions help propel my research forward.

Product Targets

  • I can use the questions to help formulate an appropriate claim.

Proficiency Scale

Measurement of Progress

 Research to Build and Present Knowledge

  • W9-10.7 Conduct short as well as more sustained research projects to answer questions (including self-generated questions) or solve problems (a-c).

  • W9-10.8 Gather relevant information from multiple authoritative print and digital sources (a-e).

  • W9-10.9 Draw evidence from texts to support analysis, reflection, and research, using comprehension and analysis skills described in 9-10 reading standards.
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

  • investigate topics, problems, or questions posed by others or generated themselves as part of a short or a more extended research project.

  • limit or extend the scope of inquiry as needed.

  • assess usefulness of sources in answering the driving question or solving the problem.

  • synthesize different sources about the topic under investigation.

  • effectively search for and collect credible, useful information from a range of established sources.

  • demonstrate effective method of taking notes, categorizing, and tracking source information (e.g., note cards, annotated bibliographies, Cornell notes, self-generated method).

  • avoid plagiarism by quoting, paraphrasing, or summarizing the research and by citing sources appropriately (in-text and formal works cited), following a standard format.

  • integrate relevant information to maintain flow of ideas.

  • use textual evidence from literary or informational texts to strengthen analysis, reflection, or research.

-
Progressing 

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

  • researches topics, problems, or questions as part of a short or a more extended research project.

  • narrows or broadens topic for adequate control of research.

  • searches for and chooses related sources to help explain topic or answer question.

  • takes notes and organizes information and sources.

  • uses details from limited sources to support claim or thesis statement.

  • avoids plagiarism by quoting, paraphrasing, or summarizing the research.

  • cites sources (in-text and formal works cited), following a standard format.

  • recognizes or recalls specific terminology that relates to research and presentation, such as: scope of inquiry, perspectives, synthesize, credible, claim/thesis, plagiarism, paraphrasing, summarizing, in-text citation, works cited, format, textual evidence, analysis, reflection                

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.W.08

10th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Research to Build and Present Knowledge

ELA-10.W.08 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Student Learning Targets:

Knowledge Targets

  • I can identify information that supports my thesis.
  • I know that the content needs to support the main idea.
  • I can select valid information to support each topic sentence.
  • I can closely read my sources, identifying potential information that will support my thesis.

Reasoning Targets

  • I can distinguish between supporting information and unnecessary information.

Skills (Performance) Targets

  • I can find and utilize relevant sources.
  • I can evaluate the relevancy of information.
  • I can demonstrate effective use of information databases.
  • I can use the media center resources to gather reliable information.
  • I can take notes on my sources, recording information in various formats: paraphrase, summary, direct quotes, personal observation, common knowledge.
  • I can integrate information into the text selectively to maintain the flow of ideas.
  • I can cite my information directly or parenthetically within my paper, avoiding plagiarism.

Product Targets

  • I can write a paper complete with synthesis of ideas and a works cited page using a facilitating website or Microsoft Word.

Proficiency Scale

Measurement of Progress

 Research to Build and Present Knowledge

  • W9-10.7 Conduct short as well as more sustained research projects to answer questions (including self-generated questions) or solve problems (a-c).

  • W9-10.8 Gather relevant information from multiple authoritative print and digital sources (a-e).

  • W9-10.9 Draw evidence from texts to support analysis, reflection, and research, using comprehension and analysis skills described in 9-10 reading standards.
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

  • investigate topics, problems, or questions posed by others or generated themselves as part of a short or a more extended research project.

  • limit or extend the scope of inquiry as needed.

  • assess usefulness of sources in answering the driving question or solving the problem.

  • synthesize different sources about the topic under investigation.

  • effectively search for and collect credible, useful information from a range of established sources.

  • demonstrate effective method of taking notes, categorizing, and tracking source information (e.g., note cards, annotated bibliographies, Cornell notes, self-generated method).

  • avoid plagiarism by quoting, paraphrasing, or summarizing the research and by citing sources appropriately (in-text and formal works cited), following a standard format.

  • integrate relevant information to maintain flow of ideas.

  • use textual evidence from literary or informational texts to strengthen analysis, reflection, or research.

-
Progressing 

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

  • researches topics, problems, or questions as part of a short or a more extended research project.

  • narrows or broadens topic for adequate control of research.

  • searches for and chooses related sources to help explain topic or answer question.

  • takes notes and organizes information and sources.

  • uses details from limited sources to support claim or thesis statement.

  • avoids plagiarism by quoting, paraphrasing, or summarizing the research.

  • cites sources (in-text and formal works cited), following a standard format.

  • recognizes or recalls specific terminology that relates to research and presentation, such as: scope of inquiry, perspectives, synthesize, credible, claim/thesis, plagiarism, paraphrasing, summarizing, in-text citation, works cited, format, textual evidence, analysis, reflection                

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.W.09

10th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Research to Build and Present Knowledge

ELA-10.W.09 Draw evidence from literary or informational texts to support analysis, reflection, and research.

  • a. Apply grades 9–10 Reading standards to literature (e.g., “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 Bible or how a later author draws on a play by Shakespeare]”).
  • b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “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

 Research to Build and Present Knowledge

  • W9-10.7 Conduct short as well as more sustained research projects to answer questions (including self-generated questions) or solve problems (a-c).

  • W9-10.8 Gather relevant information from multiple authoritative print and digital sources (a-e).

  • W9-10.9 Draw evidence from texts to support analysis, reflection, and research, using comprehension and analysis skills described in 9-10 reading standards.
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

  • investigate topics, problems, or questions posed by others or generated themselves as part of a short or a more extended research project.

  • limit or extend the scope of inquiry as needed.

  • assess usefulness of sources in answering the driving question or solving the problem.

  • synthesize different sources about the topic under investigation.

  • effectively search for and collect credible, useful information from a range of established sources.

  • demonstrate effective method of taking notes, categorizing, and tracking source information (e.g., note cards, annotated bibliographies, Cornell notes, self-generated method).

  • avoid plagiarism by quoting, paraphrasing, or summarizing the research and by citing sources appropriately (in-text and formal works cited), following a standard format.

  • integrate relevant information to maintain flow of ideas.

  • use textual evidence from literary or informational texts to strengthen analysis, reflection, or research.

-
Progressing 

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

  • researches topics, problems, or questions as part of a short or a more extended research project.

  • narrows or broadens topic for adequate control of research.

  • searches for and chooses related sources to help explain topic or answer question.

  • takes notes and organizes information and sources.

  • uses details from limited sources to support claim or thesis statement.

  • avoids plagiarism by quoting, paraphrasing, or summarizing the research.

  • cites sources (in-text and formal works cited), following a standard format.

  • recognizes or recalls specific terminology that relates to research and presentation, such as: scope of inquiry, perspectives, synthesize, credible, claim/thesis, plagiarism, paraphrasing, summarizing, in-text citation, works cited, format, textual evidence, analysis, reflection                

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



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