Arizonas English Language Arts Standards

9-10th Grade

ARIZONA DEPARTMENT OF EDUCATION

HIGH ACADEMIC STANDARDS FOR STUDENTS
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9-10 Grade Overview
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Arizonas English Language Arts Standards work together in a clear progression from kindergarten through 12 grade. This document provides a brief overview of the skills a
student will learn at this grade. Each standard builds on the standard that came before and towards the standard that comes in the next grade level. Each standard is expected
to be taught as appropriate for the grade-level. Some standards appear to have similar wording at multiple grade levels; however, it is understood that they are to be applied
with increased focus to progressively more challenging texts and tasks.

Reading Standards for Literature: Integrate and synthesize information and evidence into the text
Independently and proficiently read grade-appropriate and increasingly selectively to maintain the flow of ideas, avoid plagiarism, and follow a
complex literature from a variety of genres standard format for citation appropriate for the task and audience
Critically analyze elements of literature: plot, theme, characters, setting, Plan, draft, revise, and edit writing in an effective and strategic manner
figurative language, tone, conflicts, point of view, and authors purpose
Use details to cite and analyze examples from the text Speaking and Listening Standards:
Analyze how an authors choices about structure, order of events, or Demonstrate collaborative discussion/listening skills in a variety of
manipulation of time create such effects as mystery, tension, or surprise settings, both formal and informal
Analyze authors word choice and intent to examine impact on meaning Extend speaking and listening skills to include paraphrasing, summarizing,
and tone and directly citing information from a variety of sources
Present information using various forms of multimedia technology
Reading Standards for Informational: appropriate to the task, purpose, and audience
Analyze supporting details to infer meaning and determine main ideas and
authors purpose Language Standards:
Analyze and synthesize texts to determine how structure and organization Demonstrate mastery of grade level conventions (grammar, capitalization,
impact the presentation of information and its effectiveness in conveying punctuation, and spelling)
information and support claims Develop and utilize knowledge of Standard English conventions
Support their analysis with strong textual evidence strategically in a variety of communication tasks for different purposes
and audiences; Write and edit work so that it conforms to the guidelines
Writing Standards: in a style manual
Craft quality argumentative, informative, and narrative writing for a Use parallel structure and various types of phrases and clauses to convey
variety of tasks, purposes, and audiences, both formal and informal specific meanings and add variety and interest to writing or presentations
Determine the meanings of unknown words and figurative language using
a variety of strategies

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Arizonas English Language Arts Standards 9-10th Grade

Reading Standards for Literature

Key Ideas and Details
9-10.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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
9-10.RL.2
shaped and refined by specific details; provide an objective summary of the text.
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other
9-10.RL.3
characters, and advance the plot or develop the theme.
Craft and Structure
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the
9-10.RL.4
cumulative impact of specific word choices on meaning and tone.
Analyze how an authors choices concerning how to structure a text, order events within it, and manipulate time create such effects as
9-10.RL.5
mystery, tension, or surprise.
9-10.RL.6 Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing from a variety of literary texts.

Integration of Knowledge and Ideas

Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each
9-10.RL.7
treatment.
9-10.RL.8 (Not applicable to literature)

9-10.RL.9 Analyze how an author draws on and transforms source material in a specific work.

Range of Reading and Level of Text Complexity

By the end of the year, proficiently and independently read and comprehend literature, including stories, drama, and poetry, in a text
complexity range determined by qualitative and quantitative measures appropriate to grade 9.
9-10.RL.10
By the end of the year, proficiently and independently read and comprehend literature, including stories, drama, and poetry, in a text
complexity range determined by qualitative and quantitative measures appropriate to grade 10.

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Arizonas English Language Arts Standards 9-10th Grade

Reading Standards for Informational Text

Key Ideas and Details
9-10.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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
9-10.RI.2
by specific details; provide an objective summary of the text.
Analyze how the author constructs an analysis or series of ideas or events, including the order in which the points are made, how they are
9-10.RI.3
introduced and developed, and the connections that are drawn between them.
Craft and Structure
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the
9-10.RI.4
cumulative impact of specific word choices on meaning and tone.
Analyze in detail how an authors ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text
9-10.RI.5
(e.g., a section or chapter).
9-10.RI.6 Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Integration of Knowledge and Ideas

Analyze various accounts of a subject told in different mediums (e.g., a persons life story in both print and multimedia), determining which
9-10.RI.7
details are emphasized in each account.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and
9-10.RI.8
sufficient; identify false statements and fallacious reasoning.

9-10.RI.9 Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concepts.

Range of Reading and Level of Text Complexity

9-10.RI.10 By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range
determined by qualitative and quantitative measures appropriate to grade 9.

By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range
determined by qualitative and quantitative measures appropriate to grade 10.

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Arizonas English Language Arts Standards 9-10th Grade

Writing Standards
Text Types and Purposes
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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.
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 audiences knowledge level and concerns.
9-10.W.1
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.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are
writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
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.
a. 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.
b. Develop the topic with wellchosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information
and examples appropriate to the audiences knowledge of the topic.
9-10.W.2 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.
d. Use precise language and domainspecific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and an appropriate tone while attending to the norms and conventions of the discipline in which they
are writing.
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).
Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and wellstructured event
sequences.
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 a smooth progression of experiences or events.
9-10.W.3 b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or
characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events,
setting, and/or characters.

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

Production and Distribution of Writing

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade
9-10.W.4
specific expectations for writing types are defined in standards 13 above.)
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is
9-10.W.5 most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 13 up to
and including grades 910.)
Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's
9-10.W.6
capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem;
9-10.W.7 narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of
9-10.W.8 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.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
9-10.W.9 a. Apply grades 9-10 Reading standards to literature.
b. Apply grades 9-10 Reading standards to informational text and nonfiction.
Range of Writing

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)
9-10.W.10
for a range of tasks, purposes, and audiences.

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Arizonas English Language Arts Standards 9-10th Grade

Speaking and Listening Standards

Comprehension and Collaboration
Initiate and participate effectively in a range of collaborative discussions (oneon one, in groups, and teacherled) with diverse partners on
grades 910 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
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.
b. Work with peers to set rules for collegial discussions and decisionmaking (e.g., informal consensus, taking votes on key issues, and
9-10.SL.1
presentation of alternate views), clear goals and deadlines, and individual roles as needed.
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.
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 based on the evidence and reasoning presented.
9-10.SL.2 Integrate multiple sources of information presented in diverse media and formats, evaluating the credibility and accuracy of each source.
Evaluate a speakers point of view, reasoning, use of evidence, and use of rhetoric, identifying any fallacious reasoning or exaggerated or
9-10.SL.3
distorted evidence.
Presentation of Knowledge and Ideas
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and
9-10.SL.4 the organization, development, substance, and style are appropriate to purpose, audience, and task; use appropriate eye contact, adequate
volume, and clear pronunciation.
9-10.SL.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 910
9-10.SL.6
Language standards 1 and 3 for specific expectations.)

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Arizonas English Language Arts Standards 9-10th Grade

Language Standards
Conventions of Standard English
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Use parallel structure.
9-10.L.1
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
9-10.L.2
b. Use a colon to introduce a list or quotation.
c. Use correct spelling.
Knowledge of Language
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and
9-10.L.3 to comprehend more fully when reading or listening.
a. Write and edit work so that it conforms to the guidelines in a style manual.
Vocabulary Acquisition and Use
Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grades 910 reading and content, choosing
flexibly from a range of strategies.
a. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical;
advocate, advocacy).
9-10.L.4 b. 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.
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.
d. Verify the preliminary determination of the meaning of a word or phrase.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
9-10.L.5 a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
Acquire and use accurately general academic and domainspecific words and phrases, sufficient for reading, writing, speaking, and listening at
9-10.L.6 the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.