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Standardized Test Preparation



Arizona State Standards

Language Arts - Grade 10

Assessment Exam - AZM2 English Language Arts Grade 10
Reading Standards for 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.
AZ.M2.ELA.9-10.RL.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.
AZ.M2.ELA.9-10.RL.2		 Analyze Themes and Literary Elements
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.
AZ.M2.ELA.9-10.RL.3		 Characters Traits
Craft and Structure
Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.
AZ.M2.ELA.9-10.RL.5		 Elements of Structure and Style
Analyze how points of view and/or cultural experiences are reflected in worksof literature, drawing from a variety of literary texts.
AZ.M2.ELA.9-10.RL.6		 Ambiguities, Subtleties, Ironies
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.
AZ.M2.ELA.9-10.RL.7		 Evaluation of Aesthetic Qualities
Analyze how an author draws on and transforms source material in a specific work.
AZ.M2.ELA.9-10.RL.9		 Describe the Functions of Soliloquies, Asides
Range of Reading and Level of Text Complexity
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 grade10.
AZ.M2.ELA.9-10.RL.10		 Forms of Fiction
Reading Standards for 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.
AZ.M2.ELA.9-10.RI.1		 Prepare Bibliography Reference Materials
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.
AZ.M2.ELA.9-10.RI.2		 Features and Rhetorical Devices of Public Documents
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 introduced and developed, and the connections that are drawn between them.
AZ.M2.ELA.9-10.RI.3		 Evaluating Information
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.
AZ.M2.ELA.9-10.RI.4		 Structure and Format of Functional 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).
AZ.M2.ELA.9-10.RI.5		 Analyze and Summarize Texts
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.
AZ.M2.ELA.9-10.RI.7		 Evaluate Claims and Present Arguments
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.
AZ.M2.ELA.9-10.RI.8		 Researching an Argument
Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concepts.
AZ.M2.ELA.9-10.RI.9		 Analyzing Historical Accounts
Range of Reading and Level of Text Complexity
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.
AZ.M2.ELA.9-10.RI.10		  
Writing Standards eTAP Lesson
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.
  1. 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.
  2. 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.
  3. 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.

AZ.M2.ELA.9-10.W.1		 Write Expository Compositions

Develop Main Ideas within the Body of the Composition
Text Types and Purposes
  1. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  2. Provide a concluding statement or section that follows from and supports the argument presented.

AZ.M2.ELA.9-10.W.1(cont.)		 Write Business Letters
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.
  1. 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.
  2. 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.
  3. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

AZ.M2.ELA.9-10.W.2		 Write Technical Documents
Text Types and Purposes
  1. Use precise language and domain‐specific vocabulary to manage the complexity of the topic.
  2. 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.
  3. 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).

AZ.M2.ELA.9-10.W.2(cont.)		 Active Voice

Understand Sentence Construction
Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen details, and well‐structured event sequences.
  1. 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.
  2. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

AZ.M2.ELA.9-10.W.3		 Essay Structure
  1. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
  2. Use precise words and phrases, relevant descriptive details, and sensory languageto convey a vivid picture of the experiences, events, setting, and/or characters.
  3. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

AZ.M2.ELA.9-10.W.3(cont.)		 Identify Correctly Used Clauses
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
AZ.M2.ELA.9-10.W.4		 Write Persuasive Compositions
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing whatis most significant for a specific purpose and audience.
AZ.M2.ELA.9-10.W.5		 Demonstrate the Understanding of Proper English Usage and Grammar
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.
AZ.M2.ELA.9-10.W.6		  
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 solvea problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understandingof the subject under investigation.
AZ.M2.ELA.9-10.W.7		 Suitable Research Methods
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.
AZ.M2.ELA.9-10.W.8		 Appropriate Manuscript Requirements
Draw evidence from literary or informational texts to support analysis, reflection, and research.
AZ.M2.ELA.9-10.W.9		 Write Responses to Literature
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.
AZ.M2.ELA.9-10.W.10		 Write Biographical or Autobiographical Narratives
Speaking and Listening Standards eTAP Lesson
Comprehension and Collaboration
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.
  1. 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.
  2. Work with peers to set rules for collegial discussions and decision‐making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.

AZ.M2.ELA.9-10.SL.1		 Aesthetic Effects of a Media Presentation

Concise Notes

The Clarity, Quality, Effectiveness, and General Coherence of the Speaker’s Points

How to Present a Clear Thesis Statement

Appropriate Techniques for Developing the Introduction and Conclusion
  1. Propel conversations by posing and respondingto 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.
  2. 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.

AZ.M2.ELA.9-10.SL.1(cont.)		 Enhancing the Appeal and Accuracy of a Presentation

How Language and Delivery Affect the Mood and Tone of Oral Communication

Logical Patterns of Organization

Audience Analysis
Integrate multiple sources of information presented in diverse media and formats, evaluating the credibility and accuracy of each source.
AZ.M2.ELA.9-10.SL.2		 Compare and Contrast Media Coverage of the Same Event
Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
AZ.M2.ELA.9-10.SL.3		 Analyze the Type of Arguments the Speaker Uses
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; use appropriate eye contact, adequate volume, and clear pronunciation.
AZ.M2.ELA.9-10.SL.4		 Oral Responses to Literature

Recite Poems, Selections from Speeches, or Dramatic Soliloquies
Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to addinterest.
AZ.M2.ELA.9-10.SL.5		 Deliver Multimedia Presentations

Deliver Reflective Presentations
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
AZ.M2.ELA.9-10.SL.6		 Descriptive Presentations

Deliver Oral Reports on Historical Investigations
Language Standards eTAP Lesson
Conventions of Standard English
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
  1. Use parallel structure.
  2. 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.

AZ.M2.ELA.9-10.L.1		 Demonstrate the Understanding of Proper English Usage and Grammar
Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
  1. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
  2. Use a colon to introduce a list or quotation.
  3. Use correct spelling.

AZ.M2.ELA.9-10.L.2		  
Knowledge of Language
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaningor 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.
AZ.M2.ELA.9-10.L.3		 Revise Text to Highlight the Individual Voice, Improve Sentence Variety and Style
Vocabulary Acquisition and Use
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.
  1. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
  2. 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.
  3. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), bothprint and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
  4. Verify the preliminary determination of the meaning of a word or phrase.

AZ.M2.ELA.9-10.L.4		 Appropriate Conventions for Documentation

Revise Writing to Improve the Logic and Coherence
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  1. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
  2. Analyze nuances in the meaning of words with similar denotations.

AZ.M2.ELA.9-10.L.5		 Etymology and Origins of Words
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.
AZ.M2.ELA.9-10.L.6		 Greek, Latin, and Anglo-Saxon Roots and Affixes

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