English Standards for Colorado — Grade 10


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G101.1a

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. (CCSS: SL.9-10.4)

G101.1b

Select organizational patterns and structures and choose precise vocabulary and rhetorical devices

G101.1c

Make decisions about how to establish credibility and enhance appeal to the audience

G101.1d

Rehearse the presentation to gain fluency, to adjust tone and modulate volume for emphasis, and to develop poise

G101.1e

Use feedback to evaluate and revise the presentation

G101.2a

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. (CCSS: SL.9-10.1) i. 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. (CCSS: SL.9-10.1a) ii. Support others in discussions, activities, and presentations through active listening iii. Listen actively in groups to accomplish a goal iv. Contribute effectively in both small and large groups to collaboratively accomplish a goal v. Choose specific words for intended effect on particular audiences vi. Facilitate (or lead) a group by developing an agenda designed to accomplish a specified goal vii. 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. (CCSS: SL.9-10.1b) viii. 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. (CCSS: SL.9-10.1c)

G101.2a.i

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. (CCSS: SL.9-10.1a)

G101.2a.ii

Support others in discussions, activities, and presentations through active listening

G101.2a.iii

Listen actively in groups to accomplish a goal

G101.2a.iv

Contribute effectively in both small and large groups to collaboratively accomplish a goal

G101.2a.v

Choose specific words for intended effect on particular audiences

G101.2a.vi

Facilitate (or lead) a group by developing an agenda designed to accomplish a specified goal

G101.2a.vii

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. (CCSS: SL.9-10.1b)

G101.2a.viii

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. (CCSS: SL.9-10.1c)

G101.2b

Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. (CCSS: SL.9-10.3)

G102.1a

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RL.9-10.1)

G102.1b

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). (CCSS: RL.9-10.4)

G102.1c

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., Audens Muse des Beaux Arts and Breughels Landscape with the Fall of Icarus). CCSS: RL.9-10.7)

G102.1d

Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems

G102.1e

Relate a literary work to primary source documents of its literary period or historical setting

G102.1f

Analyze how literary components affect meaning

G102.1g

Explain the relationship between authors style and literary effect

G102.1h

By the end of 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 910 text complexity band independently and proficiently. (CCSS: RL.9-10.10)

G102.2a

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RI.9-10.1)

G102.2b

Provide a response to text that expresses an insight (such as an authors perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an insight)

G102.2c

Analyze various accounts of a subject told in different mediums (e.g., a persons life story in both print and multimedia), determining which details are emphasized in each account. (CCSS: RI.9-10.7)

G102.2d

Compare the development of an idea or concept in multiple texts supported by text-based evidence

G102.2e

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). (CCSS: RI.9-10.4)

G102.2f

Analyze seminal U.S. documents of historical and literary significance (e.g., Washingtons Farewell Address, the Gettysburg Address, Roosevelts Four Freedoms speech, Kings Letter from Birmingham Jail), including how they address related themes and concepts. CCSS: RI.9-10.9)

G102.2g

By the end of 10, read and comprehend literary nonfiction at the high end of the grades 910 text complexity band independently and proficiently. (CCSS: RI.9-10.10)

G102.3a

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 910 reading and content, choosing flexibly from a range of strategies. (CCSS: L.9-10.4) i. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a words position or function in a sentence) as a clue to the meaning of a word or phrase. (CCSS: L.9-10.4a) ii. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). (CCSS: L.9-10.4b) iii. 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, its part of speech, or its etymology. (CCSS: L.9-10.4c) iv. 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). (CCSS: L.9-10.4d)

G102.3a.i

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a words position or function in a sentence) as a clue to the meaning of a word or phrase. (CCSS: L.9-10.4a)

G102.3a.ii

Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). (CCSS: L.9-10.4b)

G102.3a.iii

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, its part of speech, or its etymology. (CCSS: L.9-10.4c)

G102.3a.iv

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). (CCSS: L.9-10.4d)

G102.3b

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS: L.9-10.5) i. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. (CCSS: L.9-10.5a) ii. Analyze nuances in the meaning of words with similar denotations. (CCSS: L.9-10.5b)

G102.3b.i

Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. (CCSS: L.9-10.5a)

G102.3b.ii

Analyze nuances in the meaning of words with similar denotations. (CCSS: L.9-10.5b)

G102.3c

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. (CCSS: L.9-10.6)

G103.1a

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (CCSS: W.9-10.3) i. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. (CCSS: W.9-10.3b) ii. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. (CCSS: W.9-10.3d) iii. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. (CCSS: W.9-10.3e)

G103.1a.i

Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. (CCSS: W.9-10.3b)

G103.1a.ii

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. (CCSS: W.9-10.3d)

G103.1a.iii

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. (CCSS: W.9-10.3e)

G103.1b

Write literary and narrative texts using a range of stylistic devices (poetic techniques, figurative language, imagery, graphic elements) to support the presentation of implicit or explicit theme

G103.1c

Use a variety of strategies to evaluate whether the writing is presented in a creative and reflective manner (e.g., reading the draft aloud, seeking feedback from a reviewer, scoring guides)

G103.1d

Revise texts using feedback to enhance the effect on the reader and clarify the presentation of implicit or explicit theme

G103.2a

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. (CCSS: W.9- 10.2) i. 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. (CCSS: W.9-10.2a) ii. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic. (CCSS: W.9-10.2b) iii. Choose and develop an effective appeal iv. Collect, organize, and evaluate materials to support ideas v. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. (CCSS: W.9-10.2c) vi. Use precise language and domain-specific vocabulary to manage the complexity of the topic. (CCSS: W.9-10.2d) vii. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (CCSS: W.9-10.2e) viii. 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). (CCSS: W.9-10.2f) ix. Revise writing by evaluating relationship of central idea, evidence, and organizational pattern x. Explain how writers use organization and details to communicate their purposes xi. Present writing to an authentic audience and gauge effect on audience for intended purpose

G103.2a.i

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. (CCSS: W.9-10.2a

G103.2a.ii

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic. (CCSS: W.9-10.2b)

G103.2a.iii

Choose and develop an effective appeal

G103.2a.iv

Collect, organize, and evaluate materials to support ideas

G103.2a.ix

Revise writing by evaluating relationship of central idea, evidence, and organizational pattern

G103.2a.v

Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. (CCSS: W.9-10.2c)

G103.2a.vi

Use precise language and domain-specific vocabulary to manage the complexity of the topic. (CCSS: W.9-10.2d

G103.2a.vii

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (CCSS: W.9-10.2e)

G103.2a.viii

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). (CCSS: W.9-10.2f)

G103.2a.x

Explain how writers use organization and details to communicate their purposes

G103.2a.xi

Present writing to an authentic audience and gauge effect on audience for intended purpose

G103.3a

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.9-10.1) i. Use parallel structure. (CCSS: L.9-10.1a) ii. Distinguish between the active and passive voice, and write in the active voice iii. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. (CCSS: L.9-10.1b)

G103.3a.i

Use parallel structure. (CCSS: L.9-10.1a)

G103.3a.ii

. Distinguish between the active and passive voice, and write in the active voice

G103.3a.iii

Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. (CCSS: L.9-10.1b)

G103.3b

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.9-10.2) i. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. (CCSS: L.9-10.2a) ii. Use a colon to introduce a list or quotation. (CCSS: L.9-10.2b)

G103.3b.i

Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. (CCSS: L.9-10.2a)

G103.3b.ii

Use a colon to introduce a list or quotation. (CCSS: L.9-10.2b)

G103.3c

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. (CCSS: L.9-10.3) i. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabians Manual for Writers) appropriate for the discipline and writing type. (CCSS: L.9-10.3a)

G103.3c.i

Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabians Manual for Writers) appropriate for the discipline and writing type. (CCSS: L.9-10.3a)

G103.3d

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 expectations 12 above.) (CCSS: W.9-10.4)

G103.3e

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. (CCSS: W.9-10.5)

G103.3f

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically. (CCSS: W.9-10.6)

G104.1a

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. (CCSS: W.9-10.7)

G104.1b

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. (CCSS: W.9-10.8)

G104.1c

Formulate research questions that are clear and precise

G104.1d

Identify and evaluate potential sources of information for accuracy, reliability, validity, and timeliness

G104.1e

Distinguish between types of evidence (e.g., expert testimony, analogies, anecdotes, statistics) and use a variety of types to support a particular research purpose

G104.1f

Use in-text parenthetical citations to document sources of quotations, paraphrases and information

G104.1g

Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.9-10.9) i. Apply grades 910 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]). (CCSS: W.9- 10.9) ii. Apply grades 910 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). (CCSS: W.9-10.9)

G104.1g.i

Apply grades 910 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]). (CCSS: W.9- 10.9)

G104.1g.ii

Apply grades 910 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). (CCSS: W.9-10.9)

G104.2a

Analyze the logic (including assumptions and beliefs) and use of evidence (existing and missing information, primary sources, and secondary sources) used by two or more authors presenting similar or opposing arguments (such as articles by two political columnists that address the same issue)

G104.2b

Evaluate the accuracy of the information in a text, citing text-based evidence, authors use of expert authority, and authors credibility to defend the evaluation