Common Planner
K–12 Standards

Grades 9, 10

Other Massachusetts English Language Arts and Literacy sets

Reading Standards for Literature

  •  

    Key Ideas and Details

    1. 1.

      Cite strong and thorough textual evidence to support analysis of what a text states explicitly as well as inferences drawn from the text.RL.9-10.1

    2. 2.

      Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of a text.RL.9-10.2

    3. 3.

      Analyze how complex characters (e.g., 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.RL.9-10.3

  •  

    Craft and Structure

    1. 4.

      Determine the figurative or connotative meaning(s) of words and phrases as they are used in a text; analyze the impact of words with multiple meanings, as well as symbols or metaphors that extend throughout a text and shape its meaning.RL.9-10.4

    2. 5.

      Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.RL.9-10.5

    3. 6.

      Analyze a case in which a character's point of view and actions signal acceptance or rejection of cultural norms or intellectual ideas of a period or place, drawing on a wide reading of world literature.RL.9-10.6

  •  

    Integration of Knowledge and Ideas

    1. 7.

      Analyze a critical response to a work or body of literature (e.g., author documentary, book review); provide a summary of the argument presented and evaluate the strength of the evidence supporting it.RL.9-10.7

    2. 8.

      Not applicable.RL.9-10.8

    3. 9.

      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).RL.9-10.9

  •  

    Range of Reading and Level of Text Complexity

    1. 10.

      Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for the grade/course.RL.9-10.10

Reading Standards for Informational Text

  •  

    Key Ideas and Details

    1. 1.

      Cite strong and thorough textual evidence to support analysis of what a text states explicitly as well as inferences drawn from the text.RI.9-10.1

    2. 2.

      Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of a text.RI.9-10.2

    3. 3.

      Analyze how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the presence or absence of connections between them.RI.9-10.3

  •  

    Craft and Structure

    1. 4.

      Determine the meaning(s) of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative or contradictory impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper; how an author's word choice varies from one part of a text to another).RI.9-10.4

    2. 5.

      Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).RI.9-10.5

    3. 6.

      Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.RI.9-10.6

  •  

    Integration of Knowledge and Ideas

    1. 7.

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

    2. 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 or incomplete truths and fallacious reasoning.RI.9-10.8

    3. 9.

      Analyze seminal documents of historical and literary significance (e.g., Washington's Farewell Address, Lincoln's Second Inaugural and Gettysburg Addresses, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.RI.9-10.9

  •  

    Range of Reading and Level of Text Complexity

    1. 10.

      Independently and proficiently read and comprehend literary nonfiction representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for the grade/course.RI.9-10.10

Writing

  •  

    Text Types and Purposes

    1. 1.

      Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.9-10.1

      1. a.

        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.W.9-10.1.a

      2. b.

        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.W.9-10.1.b

      3. c.

        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.W.9-10.1.c

      4. d.

        Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing) while attending to the norms and conventions of the discipline in which they are writing.W.9-10.1.d

      5. e.

        Provide a concluding statement or section that follows from and supports the argument presented.W.9-10.1.e

    2. 2.

      Write informative/explanatory texts (e.g., essays, oral reports, biographical feature articles) to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.9-10.2

      1. a.

        Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include text features (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.W.9-10.2.a

      2. b.

        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.W.9-10.2.b

      3. c.

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

      4. d.

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

      5. e.

        Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing) while attending to the norms and conventions of the discipline in which they are writing.W.9-10.2.e

      6. f.

        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).W.9-10.2.f

    3. 3.

      Write narratives to develop experiences or events using effective literary techniques, well-chosen details, and well-structured sequences.W.9-10.3

      1. a.

        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 an appropriate progression of experiences or events.W.9-10.3.a

      2. b.

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

      3. c.

        Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.W.9-10.3.c

      4. d.

        Use precise words and phrases, telling details, and figurative and sensory language to describe settings and characters and establish mood and tone.W.9-10.3.d

      5. e.

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

  •  

    Production and Distribution of Writing

    1. 4.

      Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.9-10.4

    2. 5.

      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.W.9-10.5

      1. a.

        Demonstrate command of standard English conventions.W.9-10.5.a

      2. b.

        Demonstrate the ability to select accurate vocabulary appropriate for audience, purpose, and style.W.9-10.5.b

    3. 6.

      Use technology, including current web-based communication platforms, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.W.9-10.6

  •  

    Research to Build and Present Knowledge

    1. 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.W.9-10.7

    2. 8.

      When conducting research, 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.W.9-10.8

    3. 9.

      Draw evidence from literary or informational texts to support written analysis, interpretation, reflection, and research, applying one or more grades 9–10 Standards for Reading Literature or Reading Informational Text as needed.W.9-10.9

  •  

    Range of Writing

    1. 10.

      Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.W.9-10.10

Speaking and Listening

  •  

    Comprehension and Collaboration

    1. 1.

      Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.9-10.1

      1. a.

        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.SL.9-10.1.a

      2. b.

        Work with peers to set rules for collegial discussions and decision making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.SL.9-10.1.b

      3. c.

        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.SL.9-10.1.c

      4. d.

        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.SL.9-10.1.d

    2. 2.

      Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally), evaluating the credibility and accuracy of each source.SL.9-10.2

    3. 3.

      Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.SL.9-10.3

  •  

    Presentation of Knowledge and Ideas

    1. 4.

      Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, vocabulary, substance, and style are appropriate to purpose, audience, and task.SL.9-10.4

    2. 5.

      Make strategic use of digital media (e.g., audio, visual, interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.SL.9-10.5

    3. 6.

      Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.SL.9-10.6

Language

  •  

    Conventions of Standard English

    1. 1.

      Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades.L.9-10.1

      1. a.

        Manipulate and rearrange clauses and phrases in sentences, paying attention to agreements of pronouns and their antecedents, logical use of verb tenses, and variety in sentence patterns.L.9-10.1.a

      2. b.

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

      3. c.

        Use parallel structure as a technique for creating coherence in sentences, paragraphs, and larger pieces of writing.L.9-10.1.c

    2. 2.

      Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.9-10.2

      1. a.

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

      2. b.

        Use a colon to introduce a list or quotation.L.9-10.2.b

      3. c.

        Spell correctly, recognizing that some words have commonly accepted variations (e.g., catalog/catalogue).L.9-10.2.c

  •  

    Knowledge of Language

    1. 3.

      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.L.9-10.3

      1. a.

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

      2. b.

        Revise and edit work to decrease redundancy (ineffective repetition of ideas or details).L.9-10.3.b

  •  

    Vocabulary Acquisition and Use

    1. 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.L.9-10.4

      1. a.

        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.L.9-10.4.a

      2. b.

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

      3. c.

        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.L.9-10.4.c

      4. d.

        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).L.9-10.4.d

    2. 5.

      Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.9-10.5

      1. a.

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

      2. b.

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

    3. 6.

      Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; independently research words and gather vocabulary knowledge.L.9-10.6

Reading Standards for Literacy in the Content Areas: History/Social Studies

  •  

    Key Ideas and Details

    1. 1.

      Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.RCA-H.9-10.1

    2. 2.

      Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of a text.RCA-H.9-10.2

    3. 3.

      Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.RCA-H.9-10.3

  •  

    Craft and Structure

    1. 4.

      Determine the meaning of general academic and domain-specific words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.RCA-H.9-10.4

    2. 5.

      Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.RCA-H.9-10.5

    3. 6.

      Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.RCA-H.9-10.6

  •  

    Integration of Knowledge and Ideas

    1. 7.

      Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.RCA-H.9-10.7

    2. 8.

      Assess the extent to which the reasoning and evidence in a text support the author's claims.RCA-H.9-10.8

    3. 9.

      Compare and contrast treatments of the same topic in several primary and secondary sources.RCA-H.9-10.9

  •  

    Range of Reading and Level of Text Complexity

    1. 10.

      Independently and proficiently read and comprehend history/social studies texts exhibiting complexity appropriate for the grade/course.RCA-H.9-10.10

Reading Standards for Literacy in the Content Areas: Science and Career and Technical Subjects

  •  

    Key Ideas and Details

    1. 2.

      Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.RCA-ST.6-8.2

    2. 1.

      Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.RCA-ST.9-10.1

    3. 2.

      Determine the central ideas or conclusions of a text; trace a text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of a text.RCA-ST.9-10.2

    4. 3.

      Follow precisely a complex multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.RCA-ST.9-10.3

  •  

    Craft and Structure

    1. 4.

      Determine the meaning of general academic vocabulary as well as symbols, notation, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.RCA-ST.9-10.4

    2. 5.

      Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).RCA-ST.9-10.5

    3. 6.

      Analyze an author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.RCA-ST.9-10.6

  •  

    Integration of Knowledge and Ideas

    1. 7.

      Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.RCA-ST.9-10.7

    2. 8.

      Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.RCA-ST.9-10.8

    3. 9.

      Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.RCA-ST.9-10.9

  •  

    Range of Reading and Level of Text Complexity

    1. 10.

      Independently and proficiently read and comprehend science/technical texts exhibiting complexity appropriate for the grade/course.RCA-ST.9-10.10

Writing Standards for Literacy in the Content Areas

  •  

    Text Types and Purposes

    1. 1.

      Write arguments focused on discipline-specific content.WCA.9-10.1

      1. a.

        Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims/critiques, and create an organization that establishes clear relationships among the claim(s), counterclaims/critiques, reasons, and evidence.WCA.9-10.1.a

      2. b.

        Develop claim(s) and counterclaims/critiques fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims/critiques in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.WCA.9-10.1.b

      3. c.

        Use words, phrases, and clauses with precision 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/critiques.WCA.9-10.1.c

      4. d.

        Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing) while attending to the norms and conventions of the discipline in which they are writing.WCA.9-10.1.d

      5. e.

        Provide a concluding statement or section that follows from or supports the argument presented.WCA.9-10.1.e

    2. 2.

      Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.WCA.9-10.2

      1. a.

        Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include text features (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.WCA.9-10.2.a

      2. b.

        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.WCA.9-10.2.b

      3. c.

        Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas, concepts, or procedures.WCA.9-10.2.c

      4. d.

        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.WCA.9-10.2.d

      5. e.

        Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing) while attending to the norms and conventions of the discipline in which they are writing.WCA.9-10.2.e

      6. f.

        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).WCA.9-10.2.f

    3. 3.

      Not applicable as a separate requirement.WCA.9-10.3

  •  

    Production and Distribution of Writing

    1. 4.

      Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.WCA.9-10.4

    2. 5.

      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.WCA.9-10.5

    3. 6.

      Use technology, including current web-based communication platforms, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.WCA.9-10.6

  •  

    Research to Build and Present Knowledge

    1. 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.WCA.9-10.7

    2. 8.

      When conducting research, 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.WCA.9-10.8

    3. 9.

      Draw evidence from informational texts to support analysis, interpretation, reflection, and research.WCA.9-10.9

  •  

    Range of Writing

    1. 10.

      Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.WCA.9-10.10

Speaking and Listening Standards for Literacy in the Content Areas

  •  

    Comprehension and Collaboration

    1. 1.

      Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on discipline-specific topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SLCA.9-10.1

      1. a.

        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.SLCA.9-10.1.a

      2. b.

        Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.SLCA.9-10.1.b

      3. c.

        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.SLCA.9-10.1.c

      4. d.

        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.SLCA.9-10.1.d

    2. 2.

      Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.SLCA.9-10.2

    3. 3.

      Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.SLCA.9-10.3

  •  

    Presentation of Knowledge and Ideas

    1. 4.

      Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, vocabulary, substance, and style are appropriate to purpose, audience, and task.SLCA.9-10.4

    2. 5.

      Make strategic use of digital media (e.g., audio, visual, interactive elements) in presentations to enhance understanding of findings, claims, reasoning, and evidence and to add interest.SLCA.9-10.5

    3. 6.

      Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.SLCA.9-10.6

Frequently asked questions

What grade levels do these standards cover?
Grade 9 and Grade 10
When were these standards adopted?
2017

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