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G.09-10 – Language Standards Map

This text resource illustrates the Standards Map for the Grades 9 and 10 Language domain in the Common Core State Standards.

Standards

  3. Common Core English Language Arts: G.9-10 > L > A.1

    Conventions of Standard English

  4. Common Core English Language Arts: G.9-10 > L > A.1 > S.1

    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, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Demonstrate (Command of conventions of English grammar)
    3 - Use (Parallel structure [a])
    3 - Use (Various phrases, clauses [b])
    2 - Convey (Meanings [b])
    2 - Add (Variety, interest [b])
    2 - I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    3 - I can use parallel structure. [a]
    2 - I can use various types of phrases and clauses to convey specific meanings and add variety and interest to writing or presentations. [b]
    2 - I can convey specific meanings using various types of phrases and clauses. [b]
    2 - I can add variety and interest to writing. [b]
    2 - I can add variety and interest to presentation. [b]
    A. Parallel structure facilitates reading and listening by enhancing organization.
    B. Varied phrases and clauses convey specific meanings, arouse interest and set mood.
    A.1 What do parallel structures add to language?
    B.1 How do varied phrases and clauses affect sentence meaning?
  5. Common Core English Language Arts: G.9-10 > L > A.1 > S.2

    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. Spell correctly.
    Content Skills Learning Targets Big Ideas Essential Questions
    Command of Conventions of Standard English
    Colon [b]
    3 - Demonstrate (Command of conventions)
    3 - Use (Semicolon [a])
    3 - Use (Colon [b])
    1 - Spell (Correctly [c])
    3 - I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    3 - I can use a semicolon to link two or more closely related independent clauses. [a]
    3 - I can use a colon to introduce a list or quotation. [b]
    1 - I can spell correctly. [c]
    A. Writing requires correct use of semicolons for linking, colons for introduction of lists or quotes and correct spelling.
    B. Semicolons link closely related independent clauses.
    C. Colons signal lists and quotations.
    D. Brushing up on rules, reading quality text and consulting references will help correct spelling mistakes.
    A.1 How can I use conventions of standard English to write more correctly?
    B.1 How do semicolons function?
    C.1 Why do I use colons?
    D.1 How can I expose myself to correct spelling?
  7. Common Core English Language Arts: G.9-10 > L > A.2 > S.3

    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.

    1. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
    Content Skills Learning Targets Big Ideas Essential Questions
    Guidelines of Handbook e.g.
    3 - Apply (knowledge of language)
    1 - Write (Work [a])
    2 - Edit (Work [a])
    3 - Vary (Syntax [a])
    3 - Apply (Understanding of syntax [b])
    3 - I can 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.
    1 - I can write work so that it conforms to the guidelines in a style manual. [a]
    2 - I can edit work so that it conforms to the guidelines in a style manual. [a]
    3 - I can vary syntax for effect, consulting references. [a]
    3 - I can apply understanding of syntax to the study of complex when reading. [a]
    A. MLA Handbook and Turabian’s Manual for Writers provide guidelines for styles appropriate to discipline and writing.
    B. Variations in sentences make reading easier by keeping interest.
    A.1 How do I know the appropriate writing to use?
    B.1 How does syntax variation make reading less taxing?
  9. Common Core English Language Arts: G.9-10 > L > A.3 > S.4

    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. 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.
    2. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
    3. 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.
    4. 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).
    Content Skills Learning Targets Big Ideas Essential Questions
    Patterns of Word Changes
    Preliminary determination
    4 - Determine (Meanings of words)
    2 - Clarify (meanings of words)
    3 - Choosing (Array of strategies)
    3 - Use (Context [a])
    2 - Identify (Patterns of word changes [b])
    3 - Use (Patterns of word changes [b])
    2 - Consult (Reference materials [c])
    5 - Verify (Preliminary determination [d])
    4 - I can determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.
    3 - I can use context as a clue to the meaning of a word or phrase. [a]
    3 - I can identify and correctly use patterns of word changes that indicate different meanings or parts of speech. [b]
    2 - I can consult general and specialized reference materials, 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. [c]
    5 - I can verify the preliminary determination of the meaning of a word or phrase. [d]
    A. Meaning is determined by understanding context, etymology, roots, affixes and author's purpose in choosing a word.
    B. Meaning of an unknown word or its opposite may lie within the text; you might also figure out part of speech and function.
    C. Many Latin or Greek affixes and roots of English words reveal origin and consistent hints to meanings.
    D. Reference books can tell meaning, pronunciation, part of speech and origin.
    E. By verifying preliminary determinations, readers assure continued reading with the correct meaning in mind.
    A.1 How do I understand words?
    B.1 How might a word's position or function in a sentence vary meaning?
    C.1 Why can roots and affixes provide hints to meaning?
    D.1 How can reference materials be helpful?
    E.1 Why do dictionaries help verify inferred meanings?
  10. Common Core English Language Arts: G.9-10 > L > A.3 > S.5

    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.
    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Demonstrate (Understanding of figurative language, word relationships, and nuances)
    3 - Interpret (Figures of speech [a])
    4 - Analyze (Role [a])
    4 - Analyze (Nuances [b])
    3 - I can demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
    3 - I can interpret figures of speech in context. [a]
    4 - I can analyze the role of figures of speech found in text.
    4 - I can analyze nuances in the meaning of words with similar denotations. [b]
    A. Analyzing context helps determine figurative speech, nuances in meanings and words with similar denotations.
    B. Metaphorical concepts are built through unconscious experience in cultural background.
    C. Figurative language stretches meaning; literal language leaves less room for misinterpretation.
    A.1 How do I understand oxymorons, euphemisms or other figurative speech?
    B.1 How can the use of idioms boost your reliability?
    C.1 What is the difference between figurative and literal language?What are the benefits of both?
  11. Common Core English Language Arts: G.9-10 > L > A.3 > S.6

    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.

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Acquire (General academic words and phrases)
    3 - Use (General academic words and phrases)
    3 - Demonstrate (Independence)
    3 - I can acquire accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
    3 - I can use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
    2 - I can demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
    A. Practice previously acquired vocabulary skills independently; refine over a lifetime of active listening, reading and applying.
    B. Words most likely used within a specific context are domain-specific and are key for comprehension.
    A.1 How do I learn vocabulary for college and career readiness?
    B.1 How do I know which vocabulary words are important to comprehension or expression?

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