Government Standards
Common Core
Language Arts - Grade 10
Assessment Exam - Common Core Language Arts - Grades 9-10| Reading: Literature | eTAP Lesson |
|---|---|
| Key Ideas and Details | |
| Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.1 |
Literary Devices |
| 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 the text.
CCSS.ELA-Literacy.RL.9-10.2 |
Recurring Themes |
| 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.
CCSS.ELA-Literacy.RL.9-10.3 |
Characters Traits |
| Craft and Structure | |
| 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.ELA-Literacy.RL.9-10.4 |
Denotative and Connotative Meaning Literal and Figurative Meaning of Words |
| 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.
CCSS.ELA-Literacy.RL.9-10.5 |
Analyzing Historical Accounts |
| Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
CCSS.ELA-Literacy.RL.9-10.6 |
Evaluating Information |
| 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 treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).
CCSS.ELA-Literacy.RL.9-10.7 |
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| 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.ELA-Literacy.RL.9-10.9 |
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| Range of Reading and Level of Text Complexity | |
| By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.
CCSS.ELA-Literacy.RL.9-10.10 |
|
| Reading: Informational Text | eTAP Lesson |
| Key Ideas and Details | |
| Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.9-10.1 |
Analyzing Texts |
| 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 the text.
CCSS.ELA-Literacy.RI.9-10.2 |
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| Analyze how the 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 connections that are drawn between them.
CCSS.ELA-Literacy.RI.9-10.3 |
Analyzing Historical Accounts |
| 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 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.ELA-Literacy.RI.9-10.4 |
Features and Rhetorical Devices of Public Documents |
| 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).
CCSS.ELA-Literacy.RI.9-10.5 |
Prepare Bibliography Reference Materials |
| 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.
CCSS.ELA-Literacy.RI.9-10.6 |
|
| Integration of Knowledge and Ideas | |
| 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 in each account.
CCSS.ELA-Literacy.RI.9-10.7 |
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| 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.ELA-Literacy.RI.9-10.8 |
Researching an Argument |
| Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.
CCSS.ELA-Literacy.RI.9-10.9 |
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| Range of Reading and Level of Text Complexity | |
| By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.
CCSS.ELA-Literacy.RI.9-10.10 |
|
| Writing | eTAP Lesson |
| Text Types and Purposes | |
| 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.
CCSS.ELA-Literacy.W.9-10.1.a |
Write Persuasive Compositions |
| 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.
CCSS.ELA-Literacy.W.9-10.1.b |
Evaluate Claims and Present Arguments |
| 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.
CCSS.ELA-Literacy.W.9-10.1.c |
Identify Correctly Used Clauses |
| 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.ELA-Literacy.W.9-10.1.d |
Write Technical Documents |
| Provide a concluding statement or section that follows from and supports the argument presented.
CCSS.ELA-Literacy.W.9-10.1.e |
Appropriate Techniques for Developing the Introduction and Conclusion |
| 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.ELA-Literacy.W.9-10.2.a |
Structure and Format of Functional Documents |
| 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.
CCSS.ELA-Literacy.W.9-10.2.b |
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| 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.ELA-Literacy.W.9-10.2.c |
Paragraph Transitions |
| Use precise language and domain-specific vocabulary to manage the complexity of the topic.
CCSS.ELA-Literacy.W.9-10.2.d |
Technical Directions |
| 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.ELA-Literacy.W.9-10.2.e |
Write Business Letters |
| 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.ELA-Literacy.W.9-10.2.f |
Argument and Persuasion |
| 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.
CCSS.ELA-Literacy.W.9-10.3.a |
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| Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
CCSS.ELA-Literacy.W.9-10.3.b |
Descriptive Narratives |
| Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
CCSS.ELA-Literacy.W.9-10.3.c |
Write Responses to Literature |
| Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
CCSS.ELA-Literacy.W.9-10.3.d |
Write Reflective Compositions |
| Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
CCSS.ELA-Literacy.W.9-10.3.e |
Conclusions |
| Production and Distribution of Writing | |
| Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.9-10.4 |
Revise Writing to Improve the Logic and Coherence |
| 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.ELA-Literacy.W.9-10.5 |
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| Use technology, including the Internet, 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.
CCSS.ELA-Literacy.W.9-10.6 |
Suitable Research Methods |
| Research to Build and Present Knowledge | |
| 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.ELA-Literacy.W.9-10.7 |
Collaborate to Evaluate Presentations |
| 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.ELA-Literacy.W.9-10.8 |
Summary |
| Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grades 9-10 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.ELA-Literacy.W.9-10.9.a |
Appropriate Conventions for Documentation |
| Apply grades 9-10 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.ELA-Literacy.W.9-10.9.b |
Structuring Ideas and Arguments |
| 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) for a range of tasks, purposes, and audiences.
CCSS.ELA-Literacy.W.9-10.10 |
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| Speaking and Listening | eTAP Lesson |
| Comprehension and Collaboration | |
| 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.ELA-Literacy.SL.9-10.1.a |
Form Judgments About the Ideas Under Discussion |
| 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.
CCSS.ELA-Literacy.SL.9-10.1.b |
Logical Patterns of Organization Audience Analysis |
| 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.ELA-Literacy.SL.9-10.1.c |
How to Present a Clear Thesis Statement |
| 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.ELA-Literacy.SL.9-10.1.d |
How Language and Delivery Affect the Mood and Tone of Oral Communication |
| Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CCSS.ELA-Literacy.SL.9-10.2 |
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| Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
CCSS.ELA-Literacy.SL.9-10.3 |
The Clarity, Quality, Effectiveness, and General Coherence of the Speaker’s Points |
| 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 the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-Literacy.SL.9-10.4 |
Deliver Reflective Presentations Recite Poems, Selections from Speeches, or Dramatic Soliloquies |
| Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-Literacy.SL.9-10.5 |
Aesthetic Effects of a Media Presentation Deliver Expository Presentations |
| Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
CCSS.ELA-Literacy.SL.9-10.6 |
Deliver Oral Reports on Historical Investigations |
| Language | eTAP Lesson |
| Conventions of Standard English | |
| Use parallel structure.
CCSS.ELA-Literacy.L.9-10.1.a |
Parallelism |
| 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.ELA-Literacy.L.9-10.1.b |
Demonstrate the Understanding of Proper English Usage and Grammar |
| Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
CCSS.ELA-Literacy.L.9-10.2.a |
Colons and Semicolons |
| Use a colon to introduce a list or quotation.
CCSS.ELA-Literacy.L.9-10.2.b |
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| Spell correctly.
CCSS.ELA-Literacy.L.9-10.2.c |
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 to comprehend more fully when reading or listening. 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.
CCSS.ELA-Literacy.L.9-10.3.a |
Words in Context |
| Vocabulary Acquisition and Use | |
| 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.
CCSS.ELA-Literacy.L.9-10.4.a |
Using Context |
| Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
CCSS.ELA-Literacy.L.9-10.4.b |
Parts of Speech |
| 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.ELA-Literacy.L.9-10.4.c |
Reference Materials |
| 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.ELA-Literacy.L.9-10.4.d |
Inference |
| Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
CCSS.ELA-Literacy.L.9-10.5.a |
Denotative and Connotative Meaning |
| Analyze nuances in the meaning of words with similar denotations.
CCSS.ELA-Literacy.L.9-10.5.b |
Summary |
| 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.ELA-Literacy.L.9-10.6 |
Elements of Classical Speech Forms |
| History/Social Studies | eTAP Lesson |
| Key Ideas and Details | |
| Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.1 |
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| 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 the text.
CCSS.ELA-Literacy.RH.9-10.2 |
Develop Presentations Using Appropriate Research Methods |
| Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
CCSS.ELA-Literacy.RH.9-10.3 |
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| Craft and Structure | |
| Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
CCSS.ELA-Literacy.RH.9-10.4 |
Etymology and Origins of Words |
| Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
CCSS.ELA-Literacy.RH.9-10.5 |
Systematic Strategies to Organize and Record Information |
| 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.
CCSS.ELA-Literacy.RH.9-10.6 |
Point of View |
| Integration of Knowledge and Ideas | |
| Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
CCSS.ELA-Literacy.RH.9-10.7 |
Graphing Data Deliver Multimedia Presentations |
| Assess the extent to which the reasoning and evidence in a text support the author's claims.
CCSS.ELA-Literacy.RH.9-10.8 |
Cause and Effect Organization of Text |
| Compare and contrast treatments of the same topic in several primary and secondary sources.
CCSS.ELA-Literacy.RH.9-10.9 |
Compare and Contrast Informational Materials |
| Range of Reading and Level of Text Complexity | |
| By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently.
CCSS.ELA-Literacy.RH.9-10.10 |
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| Science and Technical Subjects | eTAP Lesson |
| Key Ideas and Details | |
| Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
CCSS.ELA-Literacy.RST.9-10.1 |
Write Technical Documents |
| Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
CCSS.ELA-Literacy.RST.9-10.2 |
Logical Patterns of Organization |
| Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
CCSS.ELA-Literacy.RST.9-10.3 |
Write Expository Compositions |
| Craft and Structure | |
| Determine the meaning of symbols, 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.
CCSS.ELA-Literacy.RST.9-10.4 |
Descriptive Presentations |
| Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
CCSS.ELA-Literacy.RST.9-10.5 |
Revise Text to Highlight the Individual Voice, Improve Sentence Variety and Style |
| Analyze the 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.
CCSS.ELA-Literacy.RST.9-10.6 |
Concise Notes |
| Integration of Knowledge and Ideas | |
| 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.
CCSS.ELA-Literacy.RST.9-10.7 |
Appropriate Manuscript Requirements |
| 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.
CCSS.ELA-Literacy.RST.9-10.8 |
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| 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.
CCSS.ELA-Literacy.RST.9-10.9 |
Compare and Contrast Media Coverage of the Same Event |
| Range of Reading and Level of Text Complexity | |
| By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.
CCSS.ELA-Literacy.RST.9-10.10 |
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| Writing - History, Science, and Technology | eTAP Lesson |
| Text Types and Purposes | |
| Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.WHST.9-10.1.a |
Statements & Claims |
| Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.
CCSS.ELA-Literacy.WHST.9-10.1.b |
Present Research |
| 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.
CCSS.ELA-Literacy.WHST.9-10.1.c |
Summarize Texts and Speaker Presentations |
| 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.ELA-Literacy.WHST.9-10.1.d |
Elements of Discourse |
| Provide a concluding statement or section that follows from or supports the argument presented.
CCSS.ELA-Literacy.WHST.9-10.1.e |
How to Draw and Present Conclusions |
| Introduce a topic and organize 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.ELA-Literacy.WHST.9-10.2.a |
Deliver Multimedia Presentations |
| 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.
CCSS.ELA-Literacy.WHST.9-10.2.b |
Deliver Research Presentations |
| Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
CCSS.ELA-Literacy.WHST.9-10.2.c |
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| 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.
CCSS.ELA-Literacy.WHST.9-10.2.d |
Effective and Interesting Language |
| 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.ELA-Literacy.WHST.9-10.2.e |
Formal Presentations |
| 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.ELA-Literacy.WHST.9-10.2.f |
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| Production and Distribution of Writing | |
| Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.9-10.4 |
Production and Distribution of Writing |
| 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.ELA-Literacy.WHST.9-10.5 |
|
| Use technology, including the Internet, 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.
CCSS.ELA-Literacy.WHST.9-10.6 |
Write Historical Investigation Reports |
| Research to Build and Present Knowledge | |
| 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.ELA-Literacy.WHST.9-10.7 |
Research Reports |
| 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.ELA-Literacy.WHST.9-10.8 |
Research Reports |
| Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.WHST.9-10.9 |
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| Range of Writing | |
| 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.
CCSS.ELA-Literacy.WHST.9-10.10 |
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