Common Core State Standards for English Language Arts
Grades 6–12
Reading: Literature
Grades 9-10
Key Ideas and Details
RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Craft and Structure
RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Range of Reading and Level of Text Complexity
RL.9-10.10
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.
Reading: Informational Text
Grades 9-10
Key Ideas and Details
RI.9-10.2
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.
Craft and Structure
RI.9-10.5
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).
RI.9-10.6
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.
Range of Reading and Level of Text Complexity
RI.9-10.10
By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.
Writing
Grades 9-10
Research to Build and Present Knowledge
W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated 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.
W.9-10.8
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.
W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
- 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]”).
- 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”).
Common Core ELA - Technical Standards - Literacy Strand
Grades 6–12 Literacy in History/Social Studies, Science & Technical Subjects
History/Social Studies
Grades 9-10
Key Ideas and Details
RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Craft and Structure
RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
Ohio Social Studies Academic Content Standards (2010)
Course: American History
Prosperity, Depression and the New Deal (1919-1941)
17.
Racial intolerance, anti-immigrant attitudes and the Red Scare contributed to social unrest after World War I.
Ohio English Language Arts Standards (2001)
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard
Benchmarks (4–7)
D.
Apply self-monitoring strategies to clarify confusion about text and to monitor comprehension.
Benchmarks (8–10)
A.
Apply reading comprehension strategies to understand grade-appropriate text.
Grade Level Indicators (Grade 8)
1.
Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.
2.
Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
Grade Level Indicators (Grade 9)
1.
Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.
2.
Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
Grade Level Indicators (Grade 10)
1.
Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.
2.
Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
Reading Applications: Informational, Technical and Persuasive Text Standard
Benchmarks (8–10)
B.
Identify examples of rhetorical devices and valid and invalid inferences, and explain how authors use these devices to achieve their purposes and reach their intended audiences.
D.
Explain and analyze how an author appeals to an audience and develops an argument or viewpoint in text.
E.
Utilize multiple sources pertaining to a singular topic to critique the various ways authors develop their ideas (e.g., treatment, scope and organization).
Grade Level Indicators (Grade 8)
2.
Identify and use the organizational structure of a text, such as chronological, compare-contrast, cause-effect, problem-solution, and evaluate its effectiveness.
5.
Assess the adequacy, accuracy and appropriateness of an author's details, identifying persuasive techniques (e.g., bandwagon, testimonial and emotional word repetition) and examples of bias and stereotyping.
6.
Identify the author's purpose and intended audience for the text.
7.
Analyze an author's argument, perspective or viewpoint and explain the development of key points.
Grade Level Indicators (Grade 9)
2.
Critique the treatment, scope and organization of ideas from multiple sources on the same topic.
4.
Assess the adequacy, accuracy and appropriateness of an author's details, identifying persuasive techniques (e.g., bandwagon, testimonial, transfer, glittering generalities, emotional word repetition, bait and switch) and examples of propaganda, bias and stereotyping.
5.
Analyze an author's implicit and explicit argument, perspective or viewpoint in text.
6.
Analyze the author's development of key points to support argument or point of view.
Grade Level Indicators (Grade 10)
2.
Critique the treatment, scope and organization of ideas from multiple sources on the same topic.
4.
Assess the adequacy, accuracy and appropriateness of an author's details, identifying persuasive techniques (e.g., transfer, glittering generalities, bait and switch) and examples of propaganda, bias and stereotyping.
5.
Analyze an author's implicit and explicit argument, perspective or viewpoint in text.
6.
Identify appeals to authority, reason and emotion.
Writing Applications Standard
Benchmarks (8–10)
B.
Write responses to literature that extend beyond the summary and support references to the text, other works, other authors or to personal knowledge.
Grade Level Indicators (Grade 8)
2.
Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge.
6.
Produce informal writings (e.g., journals, notes and poems) for various purposes.
Grade Level Indicators (Grade 9)
2.
Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge.
6.
Produce informal writings (e.g., journals, notes and poems) for various purposes.
Grade Level Indicators (Grade 10)
2.
Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge.
6.
Produce informal writings (e.g., journals, notes and poems) for various purposes.