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English Language Arts Grades 9-10

Common Core Standards

English Language Arts: Grades 9-10

In Grade 9 and Grade 10, students track the development of themes and characters over the course of a text. They incorporate perspectives from world literature and historical sources. In writing, they anticipate the reader's perspective, using valid reasoning and relevant and sufficient evidence to present different points of view. They work with their peers to set rules and goals for discussions, stimulating a thoughtful, well-reasoned exchange of ideas.
Sophia and Common Core Standards
Our Many Ways to Learn method makes it easy to integrate the new standards into your teaching. By using multiple instructors and teaching styles for each tutorial, we make sure you're reaching your students, so they can reach their goals.
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9-10.RL - Reading Literature

Integration of Knowledge and Ideas
Code
Standard
Concepts
Range of Reading and Level of Text Complexity
Code
Standard
Concepts

9-10.RI - Reading Informational

Key Ideas and Details
Integration of Knowledge and Ideas
Code
Standard
Concepts
9-10.RI.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.
3
Range of Reading and Level of Text Complexity
Code
Standard
Concepts

9-10.W - Writing

Text Types and Purposes
Code
Standard
Concepts
9-10.W.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
7
9-10.W.1a
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.
6
9-10.W.1b
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.
8
9-10.W.1c
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.
10
9-10.W.1d
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
3
9-10.W.1e
Provide a concluding statement or section that follows from and supports the argument presented.
1
9-10.W.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.
2
9-10.W.2a
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.
10
9-10.W.2b
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.
3
9-10.W.2c
Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
11
9-10.W.2d
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
2
9-10.W.2e
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
3
9-10.W.2f
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).
1
9-10.W.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
3
9-10.W.3a
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.
2
9-10.W.3b
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
1
9-10.W.3c
Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
4
9-10.W.3d
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
2
9-10.W.3e
Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
2
Production and Distribution of Writing
Code
Standard
Concepts
Research to Build and Present Knowledge
Code
Standard
Concepts
9-10.W.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.
6
9-10.W.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.
10
Research to Build and Present Knowledge
Code
Standard
Concepts

9-10.SL - Speaking & Listening

Comprehension and Collaboration
Code
Standard
Concepts
Presentation of Knowledge and Ideas
Code
Standard
Concepts

9-10.L - Language

Vocabulary Acquisition and Use
Code
Standard
Concepts
9-10.L.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.
6
9-10.L.4a
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.
5
9-10.L.4b
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
2
9-10.L.4d
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
2
9-10.L.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
14
9-10.L.5a
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
3
9-10.L.5b
Analyze nuances in the meaning of words with similar denotations.
4
9-10.L.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.
1

9-10.RH - Reading History/Social Studies

Key Ideas and Details
Code
Standard
Concepts
Craft and Structure
Code
Standard
Concepts
9-10.RH.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 science.
4
9-10.RH.5
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
4
Range of Reading and Level of Text Complexity
Code
Standard
Concepts

9-10.RST - Reading Science/Technical

Key Ideas and Details
Integration of Knowledge and Ideas
Code
Standard
Concepts
Range of Reading and Level of Text Complexity
Code
Standard
Concepts

9-10.WHST - Writing HS/S/T

Text Types and Purposes
Code
Standard
Concepts
9-10.WHST.1a
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
6
9-10.WHST.1b
Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
8
9-10.WHST.1c
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.
10
9-10.WHST.1d
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
3
9-10.WHST.1e
Provide a concluding statement or section that follows from or supports the argument presented.
1
9-10.WHST.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
5
9-10.WHST.2a
Introduce a topic and organize 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.
7
9-10.WHST.2b
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.
3
9-10.WHST.2c
Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
11
9-10.WHST.2d
Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
3
9-10.WHST.2e
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
3
9-10.WHST.2f
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).
1
Production and Distribution of Writing
Code
Standard
Concepts
Range of Writing
Code
Standard
Concepts