Visit the specific benchmark webpage to find related instructional resources.
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ELA.10.C.1.5:
Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to address the needs of a specific audience.Standard Relation to Course: Major
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ELA.10.C.4.1:
Conduct research to answer a question, refining the scope of the question to align with findings, and synthesizing information from multiple reliable and valid sources.Clarifications:
Clarification 1: While the benchmark does require that students consult multiple sources, there is no requirement that they use every source they consult. Part of the skill in researching is discernment—being able to tell which information is relevant and which sources are trustworthy enough to include.Standard Relation to Course: Major -
ELA.10.R.2.1:
Analyze the impact of multiple text structures and the use of features in text(s).Clarifications:
Clarification 1: Students will evaluate the use of the following structures: description, problem/solution, chronological, compare and contrast, cause and effect, and sequence.Clarification 2: Students will evaluate the use of the following features: table of contents, headings, captions, photographs, graphs, charts, illustrations, glossary, footnotes, annotations, and appendix.
Standard Relation to Course: Major -
ELA.10.R.2.2:
Analyze the central idea(s) of historical American speeches and essays.Standard Relation to Course: Major
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ELA.10.R.2.3:
Analyze an author’s choices in establishing and achieving purpose(s) in historical American speeches and essays.Clarifications:
Clarification 1: In this grade level, students are using and responsible for the appeals of logos, ethos, and pathos.Clarification 2: See Rhetorical Appeals and Rhetorical Devices.
Standard Relation to Course: Major -
ELA.9.C.1.3:
Write to argue a position, supporting claims using logical reasoning and credible evidence from multiple sources, rebutting counterclaims with relevant evidence, using a logical organizational structure, elaboration, purposeful transitions, and a tone appropriate to the task.Standard Relation to Course: Major
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ELA.9.C.1.4:
Write expository texts to explain and analyze information from multiple sources, using a logical organization, varied purposeful transitions, and a tone appropriate to the task.Clarifications:
Clarification 1: See Writing Types.Standard Relation to Course: Major -
ELA.9.C.1.5:
Improve writing by considering feedback from adults, peers, and/or online editing tools, revising for clarity and cohesiveness.Standard Relation to Course: Major
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ELA.9.C.2.1:
Present information orally, with a logical organization and coherent focus, with credible evidence, creating a clear perspective.Clarifications:
Clarification 1: At this grade level, the emphasis is on the content, but students are still expected to follow earlier expectations: volume, pronunciation, and pacing. A clear perspective is the through-line that unites the elements of the presentation.Clarification 2: For further guidance, see the Secondary Oral Communication Rubric.
Standard Relation to Course: Major -
ELA.9.C.3.1:
Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.Clarifications:
Clarification 1: Skills to be implemented but not yet mastered are as follows:- Add variety to writing or presentations by using parallel structure and various types of phrases and clauses.
- Use knowledge of usage rules to create flow in writing and presenting.
Clarification 2: See Convention Progression by Grade Level.
Standard Relation to Course: Major -
ELA.9.C.4.1:
Conduct research to answer a question, drawing on multiple reliable and valid sources, and refining the scope of the question to align with findings.Clarifications:
Clarification 1: There is no requirement that students research the additional questions generated.Standard Relation to Course: Major -
ELA.9.C.5.1:
Create digital presentations with coherent ideas and a clear perspective.Clarifications:
Clarification 1: The presentation may be delivered live or delivered as a stand-alone digital experience.Standard Relation to Course: Major -
ELA.9.R.2.1:
Analyze how multiple text structures and/or features convey a purpose and/or meaning in texts.Clarifications:
Clarification 1: Students will analyze the use of the following structures: description, problem/solution, chronological, compare and contrast, cause and effect, and sequence.Clarification 2: Students will evaluate the use of the following features: table of contents, headings, captions, photographs, graphs, charts, illustrations, glossary, footnotes, annotations, and appendix.
Standard Relation to Course: Major -
ELA.9.R.2.2:
Evaluate the support an author uses to develop the central idea(s) throughout a text.Clarifications:
Clarification 1: In this grade level, students are using and responsible for the appeals of logos, ethos, and pathos.Clarification 2: See Rhetorical Appeals and Rhetorical Devices.
Standard Relation to Course: Major -
ELA.9.R.2.3:
Analyze how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language.Clarifications:
Clarification 1: Figurative language use that students will analyze are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement), allusion, and idiom. Other examples can be used in instruction.Clarification 2: Students will explain the appropriateness of appeals in achieving a purpose. In this grade level, students are using and responsible for the appeals of logos, ethos, and pathos.
Clarification 3: See Secondary Figurative Language.
Clarification 4: See Rhetorical Appeals and Rhetorical Devices.
Standard Relation to Course: Major -
ELA.9.R.2.4:
Compare the development of two opposing arguments on the same topic, evaluating the effectiveness and validity of the claims.Clarifications:
Clarification 1: Validity refers to the soundness of the arguments.Standard Relation to Course: Major -
ELA.9.R.3.2:
Paraphrase content from grade-level texts.Clarifications:
Clarification 1: Most grade-level texts are appropriate for this benchmark.Standard Relation to Course: Major -
ELA.9.R.3.4:
Explain an author’s use of rhetoric in a text.Clarifications:
Clarification 1: Rhetorical devices for the purposes of this benchmark are the figurative language devices from 9.R.3.1 with the addition of irony, rhetorical question, antithesis, zeugma, metonymy, and synecdoche.Clarification 2: See Secondary Figurative Language and Rhetorical Devices.
Standard Relation to Course: Major -
ELA.9.V.1.3:
Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.Clarifications:
Clarification 1: Review of words learned in this way is critical to building background knowledge and related vocabulary.
Clarification 2: See Context Clues and Word Relationships.
Clarification 3: See ELA.9.R.3.1 and Secondary Figurative Language.Standard Relation to Course: Major -
ELA.K12.EE.1.1:
Cite evidence to explain and justify reasoning.Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.
4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor.
6-8 Students continue with previous skills and use a style guide to create a proper citation.
9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.
Standard Relation to Course: Supporting -
ELA.K12.EE.2.1:
Read and comprehend grade-level complex texts proficiently.Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.Standard Relation to Course: Supporting -
ELA.K12.EE.3.1:
Make inferences to support comprehension.Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.Standard Relation to Course: Supporting -
ELA.K12.EE.4.1:
Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.Clarifications:
In kindergarten, students learn to listen to one another respectfully.In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.
In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.
Standard Relation to Course: Supporting -
ELA.K12.EE.5.1:
Use the accepted rules governing a specific format to create quality work.Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.Standard Relation to Course: Supporting -
ELA.K12.EE.6.1:
Use appropriate voice and tone when speaking or writing.Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.Standard Relation to Course: Supporting -
ELD.K12.ELL.LA.1:
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Standard Relation to Course: Supporting
- ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.