The Common Core in Washington

$Washington flag$

Skills available for Washington 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.

Show alignments for:

Washington K-12 Learning Standards: Grade 10 Washington K-12 Learning Standards: 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

Actions

Print standards

R Reading

Text/Visual Features
- ELA.9-10.R.1 Students know and use text/visual features.
  - ELA.9-10.R.1.a Use text/visual features to identify sections of a longer text that are likely to contain needed information.
    - Read graphic organizers (10)
  - ELA.9-10.R.1.b Describe how text/visual features represent, clarify, and/or add meaning to the written text.
  - ELA.9-10.R.1.c Describe how text/visual features cue the reader about how to interpret the text as one whole.
Comprehending and Interpreting Texts
- ELA.9-10.R.4 Students comprehend and interpret texts using a variety of strategies.
  - ELA.9-10.R.4.a Preview the text while reflecting on their purposes for reading.
  - ELA.9-10.R.4.b Visualize, imagine, and/or otherwise engage the senses to make meaning of the text.
  - ELA.9-10.R.4.c Make inferences and predictions, checking them against textual evidence.
  - ELA.9-10.R.4.d Maintain motivation and reconnect to the flow of reading using a variety of strategies.
  - ELA.9-10.R.4.e Analyze how two authors who write in the same genre make different choices about text/visual features.
  - ELA.9-10.R.4.f Analyze literary techniques and their effects.
  - ELA.9-10.R.4.g Explain what they understand from the topic or story, including how information, ideas, or elements of a story interact and/or change.
  - ELA.9-10.R.4.h Analyze how the author's use of language, including figurative language and rhetorical devices, shapes meaning and affects reader understanding.
  - ELA.9-10.R.4.i Analyze complex text structures and how they guide readers' understanding, shape meaning, and create effects such as tension among others.
Analyzing, Evaluating, and Using Texts
- ELA.9-10.R.5 Students analyze complex texts, introducing and attributing textual evidence when relevant.
  - ELA.9-10.R.5.a Analyze how authors' choices influence readers' choices, beliefs, and/or actions.
  - ELA.9-10.R.5.b Analyze the communicative situation in which an author writes a text, including their purposes, their perspectives, the genre and platform, they choose, and their intended audience's background and reception of the text.
  - ELA.9-10.R.5.c Analyze the main idea, theme, or key information in a text, connecting to others' commentary and to their own experiences.
  - ELA.9-10.R.5.d Analyze the presentation of similar content in different genres, mediums, and platforms.
    - Compare illustrations of literary and historical subjects (10)
- ELA.9-10.R.6 Students critically evaluate texts.
  - ELA.9-10.R.6.a Evaluate using relevant criteria how effectively a text invites the reader to visualize and/or empathize with concepts new to them.
    - Compare illustrations of literary and historical subjects (10)
  - ELA.9-10.R.6.b Evaluate using relevant criteria how effectively a text engages the reader or provokes thought, understanding, or action.
    - Analyze rhetorical strategies in historical texts: set 1 (10-J.1)
    - Analyze rhetorical strategies in historical texts: set 2 (10-J.2)

W Writing

Writing Purposes and Products
- ELA.9-10.W.1 Students compose multimodal texts within a variety of genres across content areas for a variety of purposes.
  - ELA.9-10.W.1.a Compose in order to describe situations, experiences, ideas, and imaginings.
  - ELA.9-10.W.1.b Compose in order to record observations and/or explain their observations and analysis of texts, ideas, and the world.
  - ELA.9-10.W.1.c Compose in order to make a claim about an issue.
    - Identify thesis statements (10-Q.2)
  - ELA.9-10.W.1.d Compose in order to persuade others.
  - ELA.9-10.W.1.e Compose in order to tell narratives of stories and events.
    - Identify the narrative point of view (10-F.1)
    - Formatting quotations and dialogue (10-XX.1)
Plan and Draft
- ELA.9-10.W.2 Students manage and complete writing projects, connecting to interests, experiences, needs, or perspectives.
  - ELA.9-10.W.2.a Analyze the prompt and communicative situation to determine the purpose and appropriate strategies for developing and communicating ideas.
  - ELA.9-10.W.2.b Analyze the intended audience and anticipate how their background knowledge, expectations, perspectives, beliefs, and/or values may influence interpretations of the text.
  - ELA.9-10.W.2.c Manage writing projects by establishing goals, selecting processes, and allocating resources to meet goals.
  - ELA.9-10.W.2.d Integrate feedback from multiple sources and make purposeful shifts in focus and timeline when needed.
- ELA.9-10.W.3 Students draft content within the genre, purpose, and discipline, using technology appropriately.
  - ELA.9-10.W.3.a Generate ideas for topics, genres, and material.
    - Order topics from broadest to narrowest (10-P.1)
    - Identify thesis statements (10-Q.2)
  - ELA.9-10.W.3.b Curate ideas and material, including findings from research and/or multimedia artifacts, identifying when and how it's fair and legal to use media created by others.
    - Identify plagiarism (10-X.4)
  - ELA.9-10.W.3.c Follow, adapt, combine, and/or break from genre-specific text elements.
  - ELA.9-10.W.3.d Develop detailed descriptions with analogy, metaphor, reflection, and/or other appeals to help the audience imagine and empathize with the content and to activate the senses.
  - ELA.9-10.W.3.e Develop critical analysis of experience, events, information, ideas, and/or texts.
  - ELA.9-10.W.3.f Develop and strengthen analysis by integrating relevant evidence from multiple texts.
  - ELA.9-10.W.3.g Develop and defend claims with relevant and credible evidence from multiple sources connected by sound and valid reasoning and challenge counterclaims and alternative interpretations.
  - ELA.9-10.W.3.h Use persuasive techniques, including arguments, evaluations, and appeals to emotion, reason, and authority.
  - ELA.9-10.W.3.i Use a variety of narrative techniques and devices consistent with the genre to develop complex characters, relationships, events, and themes while shaping readers' understanding and responses.
  - ELA.9-10.W.3.j Attribute sources in ways consistent with the genre and discipline, using technology appropriately.
- ELA.9-10.W.4 Students organize content by using, adapting, and/or breaking the genre's structure based on purpose and discipline.
  - ELA.9-10.W.4.a Craft engaging introductions based on genre, purpose, and/or discipline.
    - Choose the topic sentence that best captures the main idea (10-Q.1)
    - Identify thesis statements (10-Q.2)
  - ELA.9-10.W.4.b Organize content using strategies specific to the genre, purpose, and/or discipline.
  - ELA.9-10.W.4.c Compose conclusions based on genre, purpose, and/or discipline.
Revise and Edit
- ELA.9-10.W.5 Students evaluate, revise, and edit their compositions using a variety of strategies, including appropriate use of technology.
  - ELA.9-10.W.5.a Re-read to determine whether the draft is ready for next steps, including by identifying potential differences between intended meaning and audience interpretation.
  - ELA.9-10.W.5.b Gather and consider using feedback about their compositions.
  - ELA.9-10.W.5.c Use what they learned from re-reading and feedback to strengthen their compositions in ways that support their intentions and/or improve readers' understanding.
    - Remove redundant words or phrases (10-U.5)
    - Suggest appropriate revisions (10-W.7)
  - ELA.9-10.W.5.d Edit for conventions and consistency of text/visual features, including attributions. [Demonstrate command of Language standards in grades 1 through 9–10.]
Share and Publish
- ELA.9-10.W.6 Students share and publish compositions in person and/or on digital or non-digital platforms.
  - ELA.9-10.W.6.a Determine whether to share compositions given the potential permanence of published environments and the impact it may have on intended and unintended audiences and/or on the writer.
  - ELA.9-10.W.6.b Monitor and update published works when appropriate.

L Language

Knowledge of Language
- ELA.9-10.L.1 Students identify and discuss when and why language is used differently according to the context.
  - ELA.9-10.L.1.a Analyze how English varies across communities, cultures, contexts, and time.
  - ELA.9-10.L.1.b Analyze how authors and speakers adapt their use of English across genres, audiences, and purposes.
Structure and Functions of English
- ELA.9-10.L.2 Students strategically vary sentence patterns for meaning, clarity, and style in conversations and writing about experiences, events, and ideas.
  - ELA.9-10.L.2.a Manipulate syntax to clarify relationships among ideas, strengthen style, and communicate meaning.
  - ELA.9-10.L.2.b Use phrases, clauses, and transitions with punctuation to add precision, variety, and complexity and to increase specificity.
  - ELA.9-10.L.2.c Form and use verb moods to communicate emphasis, certainty, conditions, or perspective.
  - ELA.9-10.L.2.d Form and use active and passive voice to communicate emphasis and meaning.
    - Rewrite the sentence in active voice (10-V.2)
- ELA.9-10.L.3 Students determine the meaning of and use new and multiple-meaning words and phrases acquired through conversations, reading, viewing, and research.
  - ELA.9-10.L.3.a Determine meanings of words and phrases by using context, knowledge of word parts, and reference materials strategically.
  - ELA.9-10.L.3.b Use discipline-specific and academic language purposefully across contexts.
  - ELA.9-10.L.3.c Distinguish among related words and phrases to communicate precise meaning, tone, and emphasis.
- ELA.9-10.L.4 Students demonstrate understanding of figurative language, word relationships, and nuances in meaning in the context of conversations, reading, and writing about experiences, events, and ideas.
  - ELA.9-10.L.4.a Recognize, interpret, and use figures of speech, including euphemism and oxymoron, in context and analyze their role in communicating nuanced meaning.
  - ELA.9-10.L.4.b Select and use rhetorical language for different purposes and audiences.
  - ELA.9-10.L.4.c Analyze nuances in the meaning of words with similar denotations.
    - Choose the word whose connotation and denotation best match the sentence (10-CC.1)
    - Use words accurately and precisely (10-CC.2)

RML Research and Media Literacy

Research and Inquiry
- ELA.9-10.RML.1 Students engage in research and inquiry by asking questions and seeking answers from information sources.
  - ELA.9-10.RML.1.a Ask different types of questions, refining and asking new questions as understanding of the topic evolves.
  - ELA.9-10.RML.1.b Generate ideas for how to initiate their search based on prior knowledge.
  - ELA.9-10.RML.1.c Select and access print, digital, and human information sources most relevant to the discipline and context of the inquiry.
  - ELA.9-10.RML.1.d Select and use digital tools that search for or generate information effectively.
  - ELA.9-10.RML.1.e Gather and determine the most relevant information using a variety of strategies.
  - ELA.9-10.RML.1.f Synthesize new learning to use and/or share.
Media Literacy
- ELA.9-10.RML.2 Students explain how people's reactions to and interpretations of media messages are affected.
  - ELA.9-10.RML.2.a Explain how perspectives affect reactions to and interpretations of media messages.
  - ELA.9-10.RML.2.b Explain how emotional responses to media messages affect reactions and interpretations.
    - Identify appeals to ethos, pathos, and logos in advertisements (10-S.1)
  - ELA.9-10.RML.2.c Explain how relevant cognitive biases affect reactions to and interpretations of media messages.
- ELA.9-10.RML.3 Students analyze the purposes of media messages and the techniques used to create them.
  - ELA.9-10.RML.3.a Determine whether the main purpose of a media message is to inform, persuade, provoke, sell, or entertain.
  - ELA.9-10.RML.3.b Analyze the techniques, including appeals and integration of multimedia, used to achieve the media message's purpose.
    - Classify logical fallacies (10-R.8)
- ELA.9-10.RML.4 Students evaluate components of media messages, as well as content generated by technology, in the context of a need for information that's accurate, logical, and/or fair.
  - ELA.9-10.RML.4.a Determine whether statements can be verified as true or false or need to be evaluated another way.
    - Distinguish facts from opinions (10-R.1)
  - ELA.9-10.RML.4.b Evaluate the accuracy of information that is either true or false by comparing what multiple reliable sources say about it.
  - ELA.9-10.RML.4.c Determine whether the visual or audio components of a media message represent its subject accurately and/or fairly, considering how digital media can be manipulated.
  - ELA.9-10.RML.4.d Evaluate the strength of claims.
- ELA.9-10.RML.5 Students evaluate the credibility of those responsible for media messages, as well as content-generating technology.
  - ELA.9-10.RML.5.a Identify the individuals or organizations responsible for creating or amplifying media messages.
  - ELA.9-10.RML.5.b Evaluate the expertise of those responsible for media messages.
  - ELA.9-10.RML.5.c Evaluate the reputations for accuracy, logic, and fairness of those responsible for media messages.
    - Identify plagiarism (10-X.4)
  - ELA.9-10.RML.5.d Determine whether a perspective or stance relevant to the topic is exhibited in media messages and, if so, to what extent it has been affected by bias.

The Common Core in Washington

Show alignments for:

Actions

R Reading

Text/Visual Features

ELA.9-10.R.1 Students know and use text/visual features.

ELA.9-10.R.1.a Use text/visual features to identify sections of a longer text that are likely to contain needed information.

ELA.9-10.R.1.b Describe how text/visual features represent, clarify, and/or add meaning to the written text.

ELA.9-10.R.1.c Describe how text/visual features cue the reader about how to interpret the text as one whole.

Comprehending and Interpreting Texts

ELA.9-10.R.4 Students comprehend and interpret texts using a variety of strategies.

ELA.9-10.R.4.a Preview the text while reflecting on their purposes for reading.

ELA.9-10.R.4.b Visualize, imagine, and/or otherwise engage the senses to make meaning of the text.

ELA.9-10.R.4.c Make inferences and predictions, checking them against textual evidence.

ELA.9-10.R.4.d Maintain motivation and reconnect to the flow of reading using a variety of strategies.

ELA.9-10.R.4.e Analyze how two authors who write in the same genre make different choices about text/visual features.

ELA.9-10.R.4.f Analyze literary techniques and their effects.

ELA.9-10.R.4.g Explain what they understand from the topic or story, including how information, ideas, or elements of a story interact and/or change.

ELA.9-10.R.4.h Analyze how the author's use of language, including figurative language and rhetorical devices, shapes meaning and affects reader understanding.

ELA.9-10.R.4.i Analyze complex text structures and how they guide readers' understanding, shape meaning, and create effects such as tension among others.

Analyzing, Evaluating, and Using Texts

ELA.9-10.R.5 Students analyze complex texts, introducing and attributing textual evidence when relevant.

ELA.9-10.R.5.a Analyze how authors' choices influence readers' choices, beliefs, and/or actions.

ELA.9-10.R.5.b Analyze the communicative situation in which an author writes a text, including their purposes, their perspectives, the genre and platform, they choose, and their intended audience's background and reception of the text.

ELA.9-10.R.5.c Analyze the main idea, theme, or key information in a text, connecting to others' commentary and to their own experiences.

ELA.9-10.R.5.d Analyze the presentation of similar content in different genres, mediums, and platforms.

ELA.9-10.R.6 Students critically evaluate texts.

ELA.9-10.R.6.a Evaluate using relevant criteria how effectively a text invites the reader to visualize and/or empathize with concepts new to them.

ELA.9-10.R.6.b Evaluate using relevant criteria how effectively a text engages the reader or provokes thought, understanding, or action.

W Writing

Writing Purposes and Products

ELA.9-10.W.1 Students compose multimodal texts within a variety of genres across content areas for a variety of purposes.

ELA.9-10.W.1.a Compose in order to describe situations, experiences, ideas, and imaginings.

ELA.9-10.W.1.b Compose in order to record observations and/or explain their observations and analysis of texts, ideas, and the world.

ELA.9-10.W.1.c Compose in order to make a claim about an issue.

ELA.9-10.W.1.d Compose in order to persuade others.

ELA.9-10.W.1.e Compose in order to tell narratives of stories and events.

Plan and Draft

ELA.9-10.W.2 Students manage and complete writing projects, connecting to interests, experiences, needs, or perspectives.

ELA.9-10.W.2.a Analyze the prompt and communicative situation to determine the purpose and appropriate strategies for developing and communicating ideas.

ELA.9-10.W.2.b Analyze the intended audience and anticipate how their background knowledge, expectations, perspectives, beliefs, and/or values may influence interpretations of the text.

ELA.9-10.W.2.c Manage writing projects by establishing goals, selecting processes, and allocating resources to meet goals.

ELA.9-10.W.2.d Integrate feedback from multiple sources and make purposeful shifts in focus and timeline when needed.

ELA.9-10.W.3 Students draft content within the genre, purpose, and discipline, using technology appropriately.

ELA.9-10.W.3.a Generate ideas for topics, genres, and material.

ELA.9-10.W.3.b Curate ideas and material, including findings from research and/or multimedia artifacts, identifying when and how it's fair and legal to use media created by others.

ELA.9-10.W.3.c Follow, adapt, combine, and/or break from genre-specific text elements.

ELA.9-10.W.3.d Develop detailed descriptions with analogy, metaphor, reflection, and/or other appeals to help the audience imagine and empathize with the content and to activate the senses.

ELA.9-10.W.3.e Develop critical analysis of experience, events, information, ideas, and/or texts.

ELA.9-10.W.3.f Develop and strengthen analysis by integrating relevant evidence from multiple texts.

ELA.9-10.W.3.g Develop and defend claims with relevant and credible evidence from multiple sources connected by sound and valid reasoning and challenge counterclaims and alternative interpretations.

ELA.9-10.W.3.h Use persuasive techniques, including arguments, evaluations, and appeals to emotion, reason, and authority.

ELA.9-10.W.3.i Use a variety of narrative techniques and devices consistent with the genre to develop complex characters, relationships, events, and themes while shaping readers' understanding and responses.

ELA.9-10.W.3.j Attribute sources in ways consistent with the genre and discipline, using technology appropriately.

ELA.9-10.W.4 Students organize content by using, adapting, and/or breaking the genre's structure based on purpose and discipline.

ELA.9-10.W.4.a Craft engaging introductions based on genre, purpose, and/or discipline.

ELA.9-10.W.4.b Organize content using strategies specific to the genre, purpose, and/or discipline.

ELA.9-10.W.4.c Compose conclusions based on genre, purpose, and/or discipline.

Revise and Edit

ELA.9-10.W.5 Students evaluate, revise, and edit their compositions using a variety of strategies, including appropriate use of technology.

ELA.9-10.W.5.a Re-read to determine whether the draft is ready for next steps, including by identifying potential differences between intended meaning and audience interpretation.

ELA.9-10.W.5.b Gather and consider using feedback about their compositions.

ELA.9-10.W.5.c Use what they learned from re-reading and feedback to strengthen their compositions in ways that support their intentions and/or improve readers' understanding.

ELA.9-10.W.5.d Edit for conventions and consistency of text/visual features, including attributions. [Demonstrate command of Language standards in grades 1 through 9–10.]

Share and Publish

ELA.9-10.W.6 Students share and publish compositions in person and/or on digital or non-digital platforms.

ELA.9-10.W.6.a Determine whether to share compositions given the potential permanence of published environments and the impact it may have on intended and unintended audiences and/or on the writer.

ELA.9-10.W.6.b Monitor and update published works when appropriate.

L Language

Knowledge of Language

ELA.9-10.L.1 Students identify and discuss when and why language is used differently according to the context.

ELA.9-10.L.1.a Analyze how English varies across communities, cultures, contexts, and time.

ELA.9-10.L.1.b Analyze how authors and speakers adapt their use of English across genres, audiences, and purposes.

Structure and Functions of English

ELA.9-10.L.2 Students strategically vary sentence patterns for meaning, clarity, and style in conversations and writing about experiences, events, and ideas.

ELA.9-10.L.2.a Manipulate syntax to clarify relationships among ideas, strengthen style, and communicate meaning.

ELA.9-10.L.2.b Use phrases, clauses, and transitions with punctuation to add precision, variety, and complexity and to increase specificity.

ELA.9-10.L.2.c Form and use verb moods to communicate emphasis, certainty, conditions, or perspective.

ELA.9-10.L.2.d Form and use active and passive voice to communicate emphasis and meaning.

ELA.9-10.L.3 Students determine the meaning of and use new and multiple-meaning words and phrases acquired through conversations, reading, viewing, and research.