The Common Core in Hawaii

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Skills available for Hawaii tenth-grade language arts standards

Standards are in black and IXL language arts skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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Hawaii Common Core Standards (adopted in 2024): Grade 10 Hawaii Common Core Standards (adopted in 2024): Grade 10
Common Core State Standards: Language Common Core State Standards: Language
Common Core State Standards: Reading: Informational Text Common Core State Standards: Reading: Informational Text
Common Core State Standards: Reading: Literature Common Core State Standards: Reading: Literature
Common Core State Standards: Writing Common Core State Standards: Writing

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9/10.RI Reading Informational

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.
- 9/10.RI.2 Analyze informational text development:
  - 9/10.RI.2.a Determine a main/central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped by specific details.
  - 9/10.RI.2.b Provide an objective summary of the text, including the analysis of the main/central idea's development.
- 9/10.RI.3 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.
Craft and Structure
- 9/10.RI.4 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).
- 9/10.RI.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., section or chapter).
- 9/10.RI.6 Determine an author's point of view/perspective 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
- 9/10.RI.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 in each account.
- 9/10.RI.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 and fallacious reasoning.
- 9/10.RI.9 Analyze foundational documents of historical and literary significance, including how they address related universal themes and concepts.
Range of Reading and Level of Text Complexity
- 9/10.RI.10 Read and comprehend informational texts appropriately complex for grade 9–10.

9/10.RL Reading 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.
- 9/10.RL.2 Analyze literary text development:
  - 9/10.RL.2.a Determine a theme 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.
  - 9/10.RL.2.b Provide an objective summary of the text that includes the theme and relevant story elements.
- 9/10.RL.3 Analyze literary elements:
  - 9/10.RL.3.a 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.
Craft and Structure
- 9/10.RL.4 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).
- 9/10.RL.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.
- 9/10.RL.6 Analyze a particular perspective or cultural experience reflected in a work of literature, drawing on a wide reading of world literature.
  - Analyze passages from Things Fall Apart: Part 1 (10-F.1)
  - Analyze passages from Things Fall Apart: Part 2 (10-F.2)
Integration of Knowledge and Ideas
- 9/10.RL.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
- 9/10.RL.9 Analyze how an author draws on and transforms source material (e.g., other literary works, myths, religious texts, etc.) in a specific work.
Range of Reading and Level of Text Complexity
- 9/10.RL.10 Read and comprehend literary texts appropriately complex for grades 9/10.

9/10.W Writing

Text Types and Purposes
- 9/10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence:
  - 9/10.W.1.a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims.
  - 9/10.W.1.b Create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
    - Organize information by topic (10-I.2)
    - Choose the analysis that logically connects the evidence to the claim (10-K.6)
  - 9/10.W.1.c 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.
  - 9/10.W.1.d 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.
  - 9/10.W.1.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
    - Which text is most formal? (10-B.1)
    - Compare passages for subjective and objective tone (10-B.2)
  - 9/10.W.1.f Provide a conclusion that follows from and supports the argument presented, as appropriate to the task.
- 9/10.W.2 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:
  - 9/10.W.2.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 aid comprehension.
  - 9/10.W.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.
  - 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.
  - 9/10.W.2.d Use precise language and domain-specific vocabulary to manage the complexity of the topic.
  - 9/10.W.2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
    - Which text is most formal? (10-B.1)
    - Compare passages for subjective and objective tone (10-B.2)
  - 9/10.W.2.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).
- 9/10.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences:
  - 9/10.W.3.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.
    - Identify the narrative point of view (10-C.1)
  - 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.
    - Formatting quotations and dialogue (10-QQ.1)
  - 9/10.W.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
  - 9/10.W.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
  - 9/10.W.3.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
- 9/10.W.4 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.
- 9/10.W.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.
Research to Build and Present Knowledge
- 9/10.W.6 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:
  - 9/10.W.6.a Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively.
    - Identify supporting evidence in a text (10-K.4)
  - 9/10.W.6.b Assess the usefulness of each source in answering the research question.
    - Determine the main idea of a passage (10-A.1)
    - Choose the best evidence to support a claim (10-K.3)
  - 9/10.W.6.c Draw evidence from literary or informational texts to support analysis, reflection, and research.
  - 9/10.W.6.d Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism.
    - Identify plagiarism (10-Q.4)
  - 9/10.W.6.e Follow a standard format for citation.

9/10.L Language

Conventions of English
- 9/10.L.1 Demonstrate command of the conventions of English grammar and usage when reading, writing, or speaking:
  - 9/10.L.1.a Use parallel structure.
    - Use parallel structure (10-N.4)
  - 9/10.L.1.b 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.
- 9/10.L.2 Demonstrate command of the conventions of English capitalization, punctuation, and spelling when writing:
  - 9/10.L.2.a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
    - Transitions with conjunctive adverbs (10-N.1)
    - Use semicolons and commas to separate clauses (10-MM.1)
  - 9/10.L.2.b Use a colon to introduce a list or quotation.
    - Use semicolons, colons, and commas with lists (10-MM.2)
  - 9/10.L.2.c Spell correctly.
Vocabulary Acquisition and Use
- 9/10.L.3 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:
  - 9/10.L.3.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.
  - 9/10.L.3.b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
    - Word pattern analogies (10-R.1)
    - Word pattern sentences (10-R.2)
  - 9/10.L.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.
  - 9/10.L.3.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).
    - Use dictionary definitions (10-Y.2)
    - Use dictionary entries to determine correct usage (10-Y.3)
- 9/10.L.4 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings:
  - 9/10.L.4.a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
  - 9/10.L.4.b Analyze nuances in the meaning of words with similar denotations.
    - Choose the word whose connotation and denotation best match the sentence (10-V.1)
- 9/10.L.5 Accurately use 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.

The Common Core in Hawaii

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9/10.RI Reading Informational

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.

9/10.RI.2 Analyze informational text development:

9/10.RI.2.a Determine a main/central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped by specific details.

9/10.RI.2.b Provide an objective summary of the text, including the analysis of the main/central idea's development.

9/10.RI.3 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.

Craft and Structure

9/10.RI.4 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).

9/10.RI.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., section or chapter).

9/10.RI.6 Determine an author's point of view/perspective 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

9/10.RI.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 in each account.

9/10.RI.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 and fallacious reasoning.

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

Range of Reading and Level of Text Complexity

9/10.RI.10 Read and comprehend informational texts appropriately complex for grade 9–10.

9/10.RL Reading 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.

9/10.RL.2 Analyze literary text development:

9/10.RL.2.a Determine a theme 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.

9/10.RL.2.b Provide an objective summary of the text that includes the theme and relevant story elements.

9/10.RL.3 Analyze literary elements:

9/10.RL.3.a 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.

Craft and Structure

9/10.RL.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.

9/10.RL.6 Analyze a particular perspective or cultural experience reflected in a work of literature, drawing on a wide reading of world literature.

Integration of Knowledge and Ideas

9/10.RL.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

9/10.RL.9 Analyze how an author draws on and transforms source material (e.g., other literary works, myths, religious texts, etc.) in a specific work.

Range of Reading and Level of Text Complexity

9/10.RL.10 Read and comprehend literary texts appropriately complex for grades 9/10.

9/10.W Writing

Text Types and Purposes

9/10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence:

9/10.W.1.a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims.

9/10.W.1.b Create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

9/10.W.1.c 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.

9/10.W.1.d 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.

9/10.W.1.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

9/10.W.1.f Provide a conclusion that follows from and supports the argument presented, as appropriate to the task.

9/10.W.2 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:

9/10.W.2.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 aid comprehension.

9/10.W.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.

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.

9/10.W.2.d Use precise language and domain-specific vocabulary to manage the complexity of the topic.

9/10.W.2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

9/10.W.2.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).

9/10.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences:

9/10.W.3.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.

9/10.W.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

9/10.W.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

9/10.W.3.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

9/10.W.4 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.

9/10.W.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.

Research to Build and Present Knowledge

9/10.W.6.a Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively.

9/10.W.6.b Assess the usefulness of each source in answering the research question.

9/10.W.6.c Draw evidence from literary or informational texts to support analysis, reflection, and research.

9/10.W.6.d Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism.

9/10.W.6.e Follow a standard format for citation.

9/10.L Language

Conventions of English

9/10.L.1 Demonstrate command of the conventions of English grammar and usage when reading, writing, or speaking:

9/10.L.1.a Use parallel structure.

9/10.L.1.b 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.

9/10.L.2 Demonstrate command of the conventions of English capitalization, punctuation, and spelling when writing:

9/10.L.2.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.

9/10.L.2.c Spell correctly.

Vocabulary Acquisition and Use

9/10.L.3 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:

9/10.L.3.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.

9/10.L.3.b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).