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.9-10.4
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 concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
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.
Integration of Knowledge and Ideas
RL.9-10.7
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
Writing
Grades 9-10
Text Types and Purposes
W.9-10.2
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.
- 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.
- 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.
- 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 a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
- 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).
W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
- 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; create a smooth progression of experiences or events.
- Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
- Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
- Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
- Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing
W.9-10.4
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.)
W.9-10.6
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.
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.
Range of Writing
W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking & Listening
Grades 9-10
Presentation of Knowledge and Ideas
SL.9-10.5
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.
Ohio English Language Arts Standards (2001)
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard
Benchmarks (8–10)
B.
Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).
Benchmarks (11–12)
B.
Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).
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.
Grade Level Indicators (Grade 10)
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 11)
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 12)
1.
Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.
Research Standard
Benchmarks (8–10)
B.
Evaluate the usefulness and credibility of data and sources.
C.
Organize information from various resources and select appropriate sources to support central ideas, concepts and themes.
E.
Communicate findings, reporting on the substance and processes orally, visually and in writing or through multimedia.
Benchmarks (11–12)
B.
Compile, organize and evaluate information, take notes and summarize findings.
C.
Evaluate the usefulness and credibility of data and sources and synthesize information from multiple sources.
E.
Communicate findings, reporting on the substance and processes orally, visually and in writing or through multimedia.
Grade Level Indicators (Grade 9)
2.
Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).
4.
Compile and organize important information and select appropriate sources to support central ideas, concepts and themes.
7.
Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information that supports a clear position about the topic or research question and to maintain an appropriate balance between researched information and original ideas.
Grade Level Indicators (Grade 10)
2.
Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).
4.
Evaluate and systematically organize important information, and select appropriate sources to support central ideas, concepts and themes.
7.
Use a variety of communication techniques including oral, visual, written or multimedia reports to present information that supports a clear position about the topic or research question and to maintain an appropriate balance between researched information and original ideas.
Grade Level Indicators (Grade 11)
2.
Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).
4.
Analyze the complexities and discrepancies in information and systematically organize relevant information to support central ideas, concepts and themes.
Grade Level Indicators (Grade 12)
2.
Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).
4.
Analyze the complexities and discrepancies in information and systematically organize relevant information to support central ideas, concepts and themes.
7.
Use a variety of communication techniques including oral, visual, written or multimedia report to present information that supports a clear position about the topic or research question and defend the credibility and validity of the information presented.
Communications: Oral and Visual Standard
Benchmarks (8–10)
G.
Give presentations using a variety of delivery methods, visual displays and technology.
Benchmarks (11–12)
F.
Give presentations using a variety of delivery methods, visual displays and technology.
Grade Level Indicators (Grade 9)
8.
Deliver informational presentations (e.g., expository, research) that:
a. demonstrate an understanding of the topic and present events or ideas in a logical sequence;
b. support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes;
c. include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problem-solution);
d. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology to enhance presentation; and
e. draw from multiple sources, including both primary and secondary sources, and identify sources used.
Grade Level Indicators (Grade 10)
8.
Deliver informational presentations (e.g., expository, research) that:
a. demonstrate an understanding of the topic and present events or ideas in a logical sequence;
b. support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes;
c. include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problem-solution);
d. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology to enhance presentation; and
e. draw from multiple sources including both primary and secondary sources and identify sources used.
Grade Level Indicators (Grade 11)
8.
Deliver informational presentations (e.g., expository, research) that:
a. present a clear and distinctive perspective on the subject;
b. present events or ideas in a logical sequence;
c. support the controlling idea with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes;
d. include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problem-solution);
e. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology to enhance presentation; and
f. draw from and cite multiple sources including both primary and secondary sources and consider the validity and reliability of sources.
Grade Level Indicators (Grade 12)
8.
Deliver informational presentations (e.g., expository, research) that:
a. present a clear and distinctive perspective on the subject;
b. present events or ideas in a logical sequence;
c. support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes;
d. include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problem-solution);
e. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology to enhance presentation; and
f. draw from and cite multiple sources, including both primary and secondary sources, and consider the validity and reliability of sources.