Grades 9–10 ELA (Colorado Academic Standards)

Standard 1: Oral Expression and Listening

• RWC.9-10.1.1 Respond to others' ideas and judge a speaker's point of view and persuasive language. (being checked)
  • 1. Start and join a range of discussions with varied partners, building on others' ideas.
  • 1.a. Come prepared from reading and research and cite evidence to drive well-reasoned discussion.
  • 1.b. Agree with peers on norms, decision methods, goals, deadlines and roles as needed.
  • 1.c. Keep discussion moving with questions that link to bigger ideas, draw others in and test claims.
  • 1.d. Engage with differing views, sum up agreement and disagreement and refine your views with evidence.
  • 2. Combine information from varied media and formats, judging each source's credibility and accuracy.
  • 3. Assess a speaker's view, reasoning, evidence and rhetoric, spotting faulty logic or distorted evidence.
• RWC.9-10.1.2 Build credible presentations suited to purpose and audience. (being checked)
  • 1. Present findings and evidence clearly, concisely and logically in a style that fits purpose and audience.
  • 2. Use digital media such as text, graphics, audio and visuals to clarify findings and add interest.
  • 3. Adapt speech to settings and tasks, using formal English when suitable.
  • 4. Revise the presentation based on feedback.

Standard 2: Reading for All Purposes

• RWC.9-10.2.1 Closely analyze classic and contemporary literature, comparing literary elements. (being checked)
  • 1. Key ideas and details
  • 1.a. Cite strong, thorough evidence for what the text says and for sound inferences.
  • 1.b. Find a theme or central idea, trace how it develops and give an objective summary.
  • 1.c. Analyze how complex characters with mixed motives change, interact and drive plot or theme.
  • 2. Craft and structure
  • 2.a. Work out word meanings, including figurative and connotative ones, and how word choice shapes tone.
  • 2.b. Analyze how structure, event order and time shifts create mystery, tension or surprise.
  • 2.c. Analyze a point of view or cultural experience in a work of world literature from outside the U.S.
  • 3. Integration of knowledge and ideas
  • 3.a. Compare how a subject or key scene is shown in two art forms and what each stresses or leaves out.
  • 3.b. Analyze how an author reworks source material, such as a classic theme or earlier play.
  • 3.c. Analyze how literary or historical context shapes a text and judge its contribution to society.
  • 4. Read and understand stories, dramas and poems in the grades 9–10 complexity band.
  • 4.a. By the end of grade 9, read proficiently, with support at the high end of the range.
  • 4.b. By the end of grade 10, read at the high end of the band independently and proficiently.
• RWC.9-10.2.2 Understand how ideas develop logically in increasingly complex informational texts. (being checked)
  • 1. Key ideas and details
  • 1.a. Cite strong evidence for what the text says and for inferences.
  • 1.b. Find the central idea, track how it develops and give an objective summary.
  • 1.c. Analyze how the author orders, develops and connects ideas.
  • 2. Craft and structure
  • 2.a. Work out word meanings, including figurative, connotative and technical ones, and their effect on tone.
  • 2.b. Analyze how sentences, paragraphs or sections develop and refine an author's claims.
  • 2.c. Find the author's view or purpose and how rhetoric advances it.
  • 3. Integration of knowledge and ideas
  • 3.a. Analyze accounts of a subject in different media and which details each stresses.
  • 3.b. Evaluate an argument's claims, judging the validity of reasoning, sufficiency of evidence and any fallacies. (being checked)
  • 3.c. By the end of grade 10, analyze key U.S. and world documents and how their themes develop over time.
  • 4. Read literary nonfiction in the grades 9–10 complexity band.
  • 4.a. By the end of grade 9, read proficiently, with support at the high end of the range.
  • 4.b. By the end of grade 10, read nonfiction at the high end of the band independently and proficiently.
• RWC.9-10.2.3 Use context, word forms, grammar and word choice to understand stories, arguments and informational texts. (being checked)
  • 1. Work out unknown and multiple-meaning words using a range of strategies.
  • 1.a. Use context clues from the sentence, paragraph or text and a word's position.
  • 1.b. Recognize word-form patterns that signal different meanings or parts of speech.
  • 1.c. Use general and specialized references for meaning, part of speech or word origin.
  • 1.d. Check a guessed meaning against context or a dictionary.
  • 2. Understand figurative language, word relationships and shades of meaning.
  • 2.a. Interpret figures of speech such as euphemism or oxymoron in context and analyze their role.
  • 2.b. Analyze nuances among words with similar denotations.
  • 3. Use general academic and subject vocabulary accurately for college and career tasks.

Standard 3: Writing and Composition

• RWC.9-10.3.1 Write well-built, fair arguments backed by sound reasoning and solid evidence. (being checked)
  • 1. Write arguments on substantial topics with valid reasoning and relevant, sufficient evidence.
  • 1.a. State precise claims, separate them from opposing claims and organize claims, reasons and evidence clearly.
  • 1.b. Develop claims and counterclaims fairly, supporting each and noting strengths and limits.
  • 1.c. Use transitions to link sections and clarify how ideas relate.
  • 1.d. Set the purpose and use ethos, pathos and logos to meet the audience's expectations and needs.
  • 1.e. Keep a formal, objective tone that follows the norms of the discipline.
  • 1.f. End with a conclusion that follows from and supports the argument.
• RWC.9-10.3.2 Write informative texts on complex ideas, using organization and features that aid understanding. (being checked)
  • 1. Write informative texts that explain complex ideas clearly and accurately through careful choice and organization.
  • 1.a. Introduce the topic, organize ideas to show connections and use headings or graphics when helpful.
  • 1.b. Develop the topic with relevant facts, definitions, details, quotations or examples suited to the audience.
  • 1.c. Use varied transitions to link sections, build cohesion and clarify how ideas relate.
  • 1.d. Use precise language and subject vocabulary to manage a complex topic.
  • 1.e. Keep a formal, objective tone that fits the discipline.
  • 1.f. End with a conclusion that follows from and supports the explanation, e.g. stating its significance.
• RWC.9-10.3.3 Write engaging real or imagined stories with several plot lines. (being checked)
  • 1. Write narratives about real or imagined events with effective technique, detail and well-structured sequences.
  • 1.a. Hook the reader with a problem or situation, introduce narrators or characters and move events along smoothly.
  • 1.b. Build events and characters through dialogue, pacing, description, reflection and several plot lines.
  • 1.c. Use varied techniques to order events so they build into a unified whole.
  • 1.d. Use precise words, telling details and sensory language to bring experiences and settings to life.
  • 1.e. End in a way that follows from and reflects on the events.
  • 1.f. Use stylistic devices such as poetic technique, imagery or graphics to convey themes or engage readers.
• RWC.9-10.3.4 Draft repeatedly to create, share and revise individual or group writing. (being checked)
  • 1. Use standard English grammar and usage in writing and speech.
  • 1.a. Use parallel structure.
  • 1.b. Use varied phrases and clauses to express precise meaning and add variety.
  • 2. Use standard capitalization, punctuation and spelling in writing.
  • 2.a. Use a semicolon, perhaps with a conjunctive adverb, to join closely related independent clauses.
  • 2.b. Use a colon before a list or quotation.
  • 2.c. Spell common words correctly and check references for less common words.
  • 3. Use what you know about language to choose well for meaning or style.
  • 3.a. Write and edit to follow a style manual suited to the discipline and type of writing.
  • 4. Write clearly and coherently with development and style suited to task, purpose and audience.
  • 5. Strengthen writing by planning, revising, editing, rewriting or trying new approaches.
  • 6. Use digital tools and the web to create, publish and update shared writing.
  • 7. Write routinely over short and long periods for many tasks, purposes and audiences.

Standard 4: Research Inquiry and Design

• RWC.9-10.4.1 Combine several reliable literary or informational sources into unified research that shows command of the subject. (being checked)
  • 1. Do short and longer research, adjusting the scope and combining several sources on the subject.
  • 2. Find relevant information in reliable sources, judge each source's usefulness and cite properly.
  • 3. Use evidence from stories or nonfiction to support analysis, reflection and research.
  • 3.a. Apply reading standards to literature, e.g. tracing how a later author reshapes earlier work. (being checked)
  • 3.b. Apply reading standards to literary nonfiction, judging whether arguments and claims are valid. (being checked)