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Grade 10 Language Arts

41 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Reading Literature · CCSS.ELA-LITERACY.RL.9-10.1

Cite strong and thorough evidence independently

Independently independently cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences drawn from the text, without relying on scaffolded prompts. across representations and contexts.

Component progression

  1. 1I can independently locate strong textual evidence supporting an explicit or inferential claim.
  2. 2I can synthesize multiple pieces of evidence into a thorough, independent analysis.
  3. 3I can defend, without prompting, why the cited evidence is sufficient to support the analysis.
Reading Literature · CCSS.ELA-LITERACY.RL.9-10.2

Independently analyze theme development in detail

Independently independently determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it is shaped and refined by specific details; provide a fully objective, independent summary. across representations and contexts.

Component progression

  1. 1I can independently determine a theme or central idea without guided prompting.
  2. 2I can independently trace in detail how the theme is shaped and refined across the entire text.
  3. 3I can write a fully objective summary of the text independently, free of personal judgment.
Reading Literature · CCSS.ELA-LITERACY.RL.9-10.3

Independently analyze complex character development

Independently independently analyze how complex characters, those with multiple or conflicting motivations, develop over the course of a text, interact with other characters, and advance the plot or develop the theme, across texts of increasing sophistication. across representations and contexts.

Component progression

  1. 1I can independently identify and analyze a complex character's multiple or conflicting motivations.
  2. 2I can independently trace a complex character's development across a text of increased sophistication.
  3. 3I can independently analyze how the character's development advances the plot or develops the theme.
Reading Literature · CCSS.ELA-LITERACY.RL.9-10.4

Independently analyze cumulative impact of word choices

Independently independently determine the meaning of words and phrases as used in increasingly sophisticated texts, including figurative and connotative meanings, and analyze the cumulative impact of specific word choices on meaning and tone. across representations and contexts.

Component progression

  1. 1I can independently determine figurative or connotative meanings in an increasingly sophisticated text.
  2. 2I can independently identify a pattern of related word choices across a passage without prompting.
  3. 3I can independently analyze the cumulative impact of the identified pattern on meaning and tone.
Reading Literature · CCSS.ELA-LITERACY.RL.9-10.5

Independently analyze structural choices across a full text

Independently independently analyze how an author's choices concerning structure, event order, and manipulation of time create effects such as mystery, tension, or surprise, across a text studied with less scaffolding than the prior year. across representations and contexts.

Component progression

  1. 1I can independently identify a structural choice, such as a flashback or altered chronology, in a text.
  2. 2I can independently analyze how the author manipulates time or event order across the full text.
  3. 3I can independently analyze how the structural choice creates mystery, tension, or surprise.
Reading Literature · CCSS.ELA-LITERACY.RL.9-10.6

Independently analyze point of view in world literature

Independently independently analyze a particular point of view or cultural experience reflected in a work of literature from outside the united states, drawing on a widening independent reading of world literature. across representations and contexts.

Component progression

  1. 1I can independently identify the cultural context of an unfamiliar work of world literature.
  2. 2I can independently identify a particular point of view or cultural experience reflected in the text.
  3. 3I can independently analyze specific textual elements that reflect the identified perspective.
Reading Literature · CCSS.ELA-LITERACY.RL.9-10.7

Independently analyze representation across artistic mediums

Independently independently analyze the representation of a subject or key scene in two different artistic mediums, evaluating what is emphasized or absent in each treatment with well-supported reasoning. across representations and contexts.

Component progression

  1. 1I can independently identify what each of two artistic treatments emphasizes about a shared subject.
  2. 2I can independently identify what each treatment leaves absent.
  3. 3I can independently reason about why the two mediums produce different emphases or omissions.
Reading Literature · CCSS.ELA-LITERACY.RL.9-10.9

Independently analyze transformation of source material

Independently independently analyze how an author draws on and transforms source material in a specific, increasingly sophisticated work, evaluating the purpose of the transformation. across representations and contexts.

Component progression

  1. 1I can independently identify the source material an author draws on in a work.
  2. 2I can independently analyze how the author transforms the borrowed material.
  3. 3I can evaluate the purpose the transformation serves within the new work.
Reading Literature · CCSS.ELA-LITERACY.RL.9-10.10

Read grade 9-10 complexity literature independently and proficiently

Independently 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. across representations and contexts.

Component progression

  1. 1I can read a story or drama at the high end of the grades 9-10 text complexity band fully independently.
  2. 2I can read a poem at the high end of the grades 9-10 text complexity band fully independently.
  3. 3I can demonstrate proficient, independent comprehension of a grade 9-10 complexity literary text without scaffolding.
Reading Informational Text · CCSS.ELA-LITERACY.RI.9-10.1

Cite strong and thorough evidence independently

Independently independently cite strong and thorough textual evidence to support analysis of what an informational text says explicitly as well as inferences drawn from the text, without relying on scaffolded prompts. across representations and contexts.

Component progression

  1. 1I can independently locate strong textual evidence supporting an explicit or inferential claim.
  2. 2I can synthesize multiple pieces of evidence into a thorough, independent analysis.
  3. 3I can defend, without prompting, why the cited evidence is sufficient to support the analysis.
Reading Informational Text · CCSS.ELA-LITERACY.RI.9-10.2

Independently analyze central idea development

Independently independently determine a central idea of a text and analyze its development over the course of the text, including how it is shaped and refined by specific details; provide a fully objective, independent summary. across representations and contexts.

Component progression

  1. 1I can independently determine the central idea without guided prompting.
  2. 2I can independently trace in detail how the central idea is shaped and refined across the entire text.
  3. 3I can write a fully objective summary of the text independently, free of personal judgment.
Reading Informational Text · CCSS.ELA-LITERACY.RI.9-10.3

Independently analyze how an author unfolds an analysis

Independently independently analyze how the author unfolds an analysis or series of ideas or events across an increasingly sophisticated text, including the order, introduction, development, and connections between points. across representations and contexts.

Component progression

  1. 1I can independently identify the order in which an author makes key points.
  2. 2I can independently analyze how the author develops each point across the text.
  3. 3I can independently analyze the connections the author draws between different points.
Reading Informational Text · CCSS.ELA-LITERACY.RI.9-10.4

Independently analyze cumulative impact of word choices

Independently independently determine the meaning of words and phrases in increasingly sophisticated texts, including figurative, connotative, and technical meanings, and analyze the cumulative impact of specific word choices on meaning and tone. across representations and contexts.

Component progression

  1. 1I can independently determine specialized meanings of words and phrases in a sophisticated text.
  2. 2I can independently identify a pattern of related word choices across a passage.
  3. 3I can independently analyze the cumulative impact of the identified pattern on meaning and tone.
Reading Informational Text · CCSS.ELA-LITERACY.RI.9-10.5

Independently analyze development and refinement of ideas

Independently independently analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of an increasingly sophisticated text. across representations and contexts.

Component progression

  1. 1I can independently identify a specific idea or claim the author develops.
  2. 2I can independently analyze how particular sentences or paragraphs develop the idea.
  3. 3I can independently analyze how a larger portion of the text refines the idea or claim.
Reading Informational Text · CCSS.ELA-LITERACY.RI.9-10.6

Independently analyze rhetoric advancing a purpose

Independently independently determine an author's point of view or purpose in an increasingly sophisticated text and analyze how the author uses rhetoric to advance that point of view or purpose. across representations and contexts.

Component progression

  1. 1I can independently determine the author's point of view or purpose in a sophisticated text.
  2. 2I can independently identify a rhetorical technique the author uses.
  3. 3I can independently analyze how the identified rhetoric advances the author's point of view or purpose.
Reading Informational Text · CCSS.ELA-LITERACY.RI.9-10.7

Independently analyze accounts across mediums

Independently independently analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account and evaluating why. across representations and contexts.

Component progression

  1. 1I can independently identify accounts of the same subject told in different mediums.
  2. 2I can independently identify which details each account emphasizes.
  3. 3I can independently evaluate why different mediums lead to different emphases.
Reading Informational Text · CCSS.ELA-LITERACY.RI.9-10.8

Independently evaluate reasoning and identify fallacies

Independently independently delineate and evaluate the argument and specific claims in an increasingly sophisticated text, assessing whether the reasoning is valid and evidence sufficient, and identifying false statements and fallacious reasoning without prompting. across representations and contexts.

Component progression

  1. 1I can independently delineate the overall argument and specific claims across a sophisticated text.
  2. 2I can independently evaluate whether the reasoning is valid and the evidence sufficient.
  3. 3I can independently identify a false statement or fallacious reasoning without prompting.
Reading Informational Text · CCSS.ELA-LITERACY.RI.9-10.9

Independently analyze seminal U.S. documents

Independently independently analyze seminal u.s. documents of historical and literary significance, including how they address related themes and concepts, drawing connections across multiple documents. across representations and contexts.

Component progression

  1. 1I can independently analyze the historical and literary significance of a seminal u.s. document.
  2. 2I can independently analyze the themes and concepts a seminal u.s. document addresses.
  3. 3I can independently draw connections between related themes across multiple seminal documents.
Reading Informational Text · CCSS.ELA-LITERACY.RI.9-10.10

Read grade 9-10 complexity nonfiction independently and proficiently

Independently 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. across representations and contexts.

Component progression

  1. 1I can read a literary nonfiction text at the high end of the grades 9-10 text complexity band fully independently.
  2. 2I can independently apply appropriate reading strategies while reading challenging nonfiction.
  3. 3I can demonstrate proficient, independent comprehension of a grade 9-10 complexity nonfiction text without scaffolding.
Writing · CCSS.ELA-LITERACY.W.9-10.1

Write arguments with valid reasoning and sufficient evidence independently

Independently independently write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence, addressing counterclaims fairly. across representations and contexts.

Component progression

  1. 1I can independently introduce a claim about a substantive topic and support it with valid reasoning.
  2. 2I can address a counterclaim fairly within an independently written argument.
  3. 3I can independently gather and provide evidence sufficient to fully support the claim.
Writing · CCSS.ELA-LITERACY.W.9-10.2

Write informative texts examining complex ideas independently

Independently independently write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through effective selection, organization, and analysis of content. across representations and contexts.

Component progression

  1. 1I can independently select and organize content to examine a complex topic.
  2. 2I can independently convey complex ideas, concepts, and information clearly and accurately.
  3. 3I can independently analyze selected content to develop the complex topic thoroughly.
Writing · CCSS.ELA-LITERACY.W.9-10.3

Write narratives with effective technique independently

Independently independently write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. across representations and contexts.

Component progression

  1. 1I can independently establish a context, point of view, and characters or narrator.
  2. 2I can independently select well-chosen descriptive details that serve the narrative's purpose.
  3. 3I can independently organize a well-structured event sequence that unfolds naturally.
Writing · CCSS.ELA-LITERACY.W.9-10.4

Produce writing appropriate to task, purpose, audience independently

Independently independently produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. across representations and contexts.

Component progression

  1. 1I can independently identify the task, purpose, and audience for a given piece of writing.
  2. 2I can independently choose an organization and writing style appropriate to the task, purpose, and audience.
  3. 3I can independently produce writing that is clear and coherent given its development, organization, and style.
Writing · CCSS.ELA-LITERACY.W.9-10.5

Strengthen writing independently, addressing what is significant

Independently independently 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. across representations and contexts.

Component progression

  1. 1I can independently identify what is most significant to address given the piece's purpose and audience.
  2. 2I can independently revise a draft focusing on strengthening what is most significant.
  3. 3I can independently recognize when a piece needs a substantially new approach and rewrite it accordingly.
Writing · CCSS.ELA-LITERACY.W.9-10.6

Use technology to produce and update writing dynamically

Independently independently use technology, including the internet, to produce, publish, and update individual or shared writing products, taking full advantage of technology's capacity to link and display information flexibly and dynamically. across representations and contexts.

Component progression

  1. 1I can independently use technology to produce and publish a writing product.
  2. 2I can independently use technology's capacity to link a writing product to other relevant information.
  3. 3I can independently update a published writing product using technology's dynamic display capabilities.
Writing · CCSS.ELA-LITERACY.W.9-10.7

Conduct sustained research projects independently

Independently independently conduct short as well as more sustained research projects to answer a question or solve a problem, narrowing or broadening the inquiry as appropriate and synthesizing multiple sources. across representations and contexts.

Component progression

  1. 1I can independently pose a research question or problem and refine it as needed.
  2. 2I can independently manage a more sustained research project over an extended time frame.
  3. 3I can independently synthesize multiple sources into a demonstrated understanding of the subject.
Writing · CCSS.ELA-LITERACY.W.9-10.8

Gather authoritative sources and integrate information independently

Independently independently gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess usefulness; integrate information selectively while avoiding plagiarism and following a standard citation format. across representations and contexts.

Component progression

  1. 1I can independently use advanced search techniques to gather information from authoritative sources.
  2. 2I can independently assess how useful each source is in answering the research question.
  3. 3I can independently integrate source information selectively, avoiding plagiarism and citing in a standard format.
Writing · CCSS.ELA-LITERACY.W.9-10.9

Draw evidence from literary or informational texts independently

Independently independently draw evidence from literary or informational texts to support analysis, reflection, and research. across representations and contexts.

Component progression

  1. 1I can independently draw specific evidence from a literary text to support an analysis or reflection.
  2. 2I can independently draw specific evidence from an informational text to support an analysis or reflection.
  3. 3I can independently use drawn text evidence to support a piece of research writing.
Writing · CCSS.ELA-LITERACY.W.9-10.10

Write routinely for a range of tasks independently

Independently independently write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences. across representations and contexts.

Component progression

  1. 1I can independently produce a piece of writing within a shorter time frame.
  2. 2I can independently produce a piece of writing over an extended time frame including research and revision.
  3. 3I can independently adjust a piece of writing for its specific task, purpose, and audience.
Speaking Listening · CCSS.ELA-LITERACY.SL.9-10.1

Initiate and participate in discussions persuasively and independently

Independently independently initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. across representations and contexts.

Component progression

  1. 1I can independently initiate a comment or question that moves a discussion forward.
  2. 2I can independently build on a comment or idea shared by another participant.
  3. 3I can independently express one's own ideas clearly and persuasively.
Speaking Listening · CCSS.ELA-LITERACY.SL.9-10.2

Integrate and evaluate multiple sources independently

Independently independently integrate multiple sources of information presented in diverse media or formats, evaluating the credibility and accuracy of each source without prompting. across representations and contexts.

Component progression

  1. 1I can independently evaluate the credibility of a source presented in a diverse media format.
  2. 2I can independently evaluate the accuracy of information from a source.
  3. 3I can independently integrate information from multiple evaluated sources into a coherent understanding.
Speaking Listening · CCSS.ELA-LITERACY.SL.9-10.3

Evaluate a speaker's rhetoric independently

Independently independently evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying fallacious reasoning or exaggerated or distorted evidence without prompting. across representations and contexts.

Component progression

  1. 1I can independently evaluate a speaker's point of view and the reasoning used to support it.
  2. 2I can independently evaluate the evidence and rhetorical techniques a speaker uses.
  3. 3I can independently identify an instance of fallacious reasoning or distorted evidence.
Speaking Listening · CCSS.ELA-LITERACY.SL.9-10.4

Present findings clearly and logically, independently

Independently independently present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning, with organization appropriate to purpose, audience, and task. across representations and contexts.

Component progression

  1. 1I can independently organize information, findings, and evidence so listeners can follow the reasoning.
  2. 2I can independently present information clearly and concisely.
  3. 3I can independently choose a presentation style appropriate to the specific purpose, audience, and task.
Speaking Listening · CCSS.ELA-LITERACY.SL.9-10.5

Make strategic use of digital media independently

Independently independently make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. across representations and contexts.

Component progression

  1. 1I can independently select digital media strategically to enhance a presentation's content.
  2. 2I can independently use a selected digital media element to enhance audience understanding.
  3. 3I can independently use a digital media element to add interest without distraction.
Speaking Listening · CCSS.ELA-LITERACY.SL.9-10.6

Adapt speech demonstrating command of formal English independently

Independently independently adapt speech to a variety of contexts and tasks, demonstrating command of formal english when indicated or appropriate. across representations and contexts.

Component progression

  1. 1I can independently identify a speaking situation that calls for formal english.
  2. 2I can independently demonstrate command of formal english in an appropriate context.
  3. 3I can independently adapt speech appropriately across a variety of contexts and tasks.
Language · CCSS.ELA-LITERACY.L.9-10.1

Use grades 9-10 grammar and usage with full command

Independently demonstrate full command of the conventions of standard english grammar and usage when writing or speaking, independently using parallel structure and varied phrases and clauses to convey specific meanings. across representations and contexts.

Component progression

  1. 1I can independently apply parallel structure correctly within complex sentences and series.
  2. 2I can independently use various types of phrases and clauses to convey specific meanings.
  3. 3I can independently vary sentence structure for interest and rhetorical effect.
Language · CCSS.ELA-LITERACY.L.9-10.2

Use grades 9-10 punctuation with full command

Independently demonstrate full command of the conventions of standard english capitalization, punctuation, and spelling when writing, independently using a semicolon to link two or more closely related independent clauses and a colon to introduce a list or quotation. across representations and contexts.

Component progression

  1. 1I can independently use a semicolon correctly to link two or more closely related independent clauses.
  2. 2I can independently use a colon correctly to introduce a list or quotation.
  3. 3I can independently spell grade-appropriate words correctly, consulting references when needed.
Language · CCSS.ELA-LITERACY.L.9-10.3

Apply language knowledge for style and comprehension independently

Independently independently apply knowledge of language to understand how language functions in different contexts, make effective style choices, and comprehend more fully when reading or listening, including conforming writing to a style manual without prompting. across representations and contexts.

Component progression

  1. 1I can independently apply understanding of how language use varies across contexts.
  2. 2I can independently make an effective style choice for a specific meaning or context.
  3. 3I can independently edit a piece of writing to conform to a specified style manual.
Language · CCSS.ELA-LITERACY.L.9-10.4

Determine word meanings independently using multiple strategies

Independently independently determine or clarify the meaning of unknown and multiple-meaning words based on grades 9-10 reading and content, choosing flexibly from a range of strategies without prompting. across representations and contexts.

Component progression

  1. 1I can independently use context clues to determine the meaning of an unfamiliar word.
  2. 2I can independently identify patterns of word changes indicating different meanings or parts of speech.
  3. 3I can independently use a dictionary or reference material to verify a word's precise meaning.
Language · CCSS.ELA-LITERACY.L.9-10.5

Analyze nuances in word meaning independently

Independently demonstrate full understanding of figurative language, word relationships, and nuances in word meanings, independently analyzing nuances between words with similar denotations in sophisticated texts. across representations and contexts.

Component progression

  1. 1I can independently interpret figurative language in a sophisticated text context.
  2. 2I can independently compare words with similar denotations to identify differing connotations.
  3. 3I can independently analyze the effect of choosing one nuanced word over a similar alternative.
Language · CCSS.ELA-LITERACY.L.9-10.6

Acquire vocabulary at the college and career readiness level independently

Independently independently acquire and use accurately general academic and domain-specific words and phrases sufficient for college and career readiness, demonstrating full independence in gathering vocabulary knowledge. across representations and contexts.

Component progression

  1. 1I can independently acquire and use a general academic word or phrase accurately.
  2. 2I can independently acquire and use a domain-specific word or phrase accurately.
  3. 3I can independently gather knowledge of a word or phrase important to comprehension or expression, with full independence.
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