NY Next Generation ELA Learning Standards (Grades 9-10) | Free Standards Reference

📌 Language Standards — Knowledge of Language 2 standards

9-10L3 Apply knowledge of language for meaning/style/comprehension 1 sub-part

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.

9-10L3a

Write/edit to conform to a professional style manual

Write and edit work so that it conforms to the guidelines in a professionally recognized style manual appropriate for the discipline and writing type.

📌 Language Standards — Vocabulary Acquisition and Use 9 standards

9-10L4 Determine meaning choosing flexibly from strategies 4 sub-parts

Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.

9-10L4a

Use context as clue to meaning

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.

9-10L4b

Identify patterns of word changes indicating meaning/part of speech

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

9-10L4c

Consult reference materials for meaning/etymology

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses) to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

9-10L4d

Verify preliminary determination of meaning

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).

9-10L5 Demonstrate understanding of figurative language 2 sub-parts

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

9-10L5a

Interpret figures of speech, analyze role in text

Interpret figures of speech, including euphemism and oxymoron, in context and analyze their role in the text.

9-10L5b

Analyze nuances in similar-denotation words

Analyze nuances in the meaning of words with similar denotations.

9-10L6

Acquire/use academic and content-specific words independently

Acquire and accurately use general academic and content-specific words and phrases, sufficient for reading, writing, speaking, and listening; demonstrate independence in applying vocabulary knowledge when considering a word or phrase important to comprehension or expression.

📌 Reading Standards (Literary and Informational Text) — Craft and Structure 3 standards

9-10R4

Determine meaning, analyze technical/key terms across genres

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood. Examine technical or key terms and how language differs across genres. (RI&RL)

9-10R5

Consider how structure creates meaning / author's intent

In literary texts, consider how varied aspects of structure create meaning and affect the reader. (RL) In informational texts, consider how author's intent influences particular sentences, paragraphs, or sections. (RI)

9-10R6

Analyze point of view, perspective, purpose to shape messages

Analyze how authors employ point of view, perspective, and purpose to shape explicit and implicit messages (e.g., examine rhetorical strategies, literary elements and devices). (RI&RL)

📌 Reading Standards (Literary and Informational Text) — Integration of Knowledge and Ideas 3 standards

9-10R7

Analyze how subject is presented across formats

Analyze how a subject / content is presented in two or more formats by determining which details are emphasized, altered, or absent in each account. (e.g., analyze the representation of a subject / content or key scene in two different formats, examine the differences between a historical novel and a documentary). (RI&RL)

9-10R8

Delineate/evaluate argument, assess validity/fallacy

Delineate and evaluate an argument and specific claims in a text, assessing the validity or fallacy of key statements by examining whether the supporting evidence is relevant and sufficient. (RI&RL)

9-10R9

Develop criteria to evaluate quality, connect to other texts

Choose and develop criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL)

📌 Reading Standards (Literary and Informational Text) — Key Ideas and Details 3 standards

9-10R1

Cite strong evidence, develop deeper questions

Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences; develop questions for deeper understanding and for further exploration. (RI&RL)

9-10R2

Determine themes, analyze development, summarize objectively

Determine one or more themes or central ideas in a text and analyze its development, including how it emerges and is shaped and refined by specific details; objectively and accurately summarize a text. (RI&RL)

9-10R3

Analyze how individuals/events/ideas develop and interact

Analyze how and why individuals, events, and ideas develop and interact over the course of a text. In literary texts, analyze how complex and/or dynamic characters develop, interact with other characters, advance the plot, or develop a theme. (RL) In informational texts, analyze how the author unfolds an analysis or argument, including the sequence, the introduction and development of ideas, and the connections that exist. (RI)

📌 Speaking and Listening Standards — Comprehension and Collaboration 7 standards

9-10SL1 Initiate/participate in discussions on complex topics 4 sub-parts

Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others.

9-10SL1a

Come prepared, refer to evidence for reasoned exchange

Come to discussions prepared, having read and researched material under study; draw on that preparation by referring to evidence to stimulate a thoughtful, well-reasoned exchange of ideas.

9-10SL1b

Set norms, establish goals/deadlines/roles

Work with peers to set norms for collegial discussions and decision-making, establish clear goals, deadlines, and individual roles as needed.

9-10SL1c

Pose questions relating to broader themes, verify ideas

Pose and respond to questions that relate the discussion to broader themes or ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

9-10SL1d

Respond to perspectives, summarize agreement/disagreement

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify personal views and understanding and make new connections in light of the evidence and reasoning presented.

9-10SL2

Integrate sources, evaluate credibility/accuracy/relevance

Integrate multiple sources of information presented in diverse formats (e.g., including visual, quantitative, and oral), evaluating the credibility, accuracy, and relevance of each source.

9-10SL3

Evaluate speaker's evidence/rhetoric, identify fallacies

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric; identify any fallacious reasoning or exaggerated or distorted evidence.

📌 Speaking and Listening Standards — Presentation of Knowledge and Ideas 3 standards

9-10SL4

Present claims/evidence clearly, concisely, logically

Present claims, findings, and supporting evidence clearly, concisely, and logically; organization, development, substance, and style are appropriate to task, purpose, and audience.

9-10SL5

Use digital media to enhance understanding, engage audience

Make strategic use of digital media and/or visual displays in presentations to enhance understanding of findings, reasoning, and evidence, and to add elements of interest to engage the audience.

9-10SL6

Adapt speech demonstrating command of formal English

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

📌 Writing Standards — Research to Build and Present Knowledge 2 standards

9-10W6

Conduct research, synthesize multiple sources

Conduct research to answer questions, including self-generated questions, or solve a problem; narrow or broaden the inquiry when appropriate. Synthesize multiple sources, demonstrating understanding of the subject under investigation.

9-10W7

Gather info using advanced searches, assess usefulness

Gather relevant information from multiple 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; avoid plagiarism and follow a standard format for citation.

📌 Writing Standards — Text Types and Purposes 22 standards

9-10W1 Write arguments using valid reasoning/sufficient evidence 6 sub-parts

Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

9-10W1a

Introduce claims, organize relationships to counterclaims

Introduce precise claim(s), distinguish the claim(s) from counterclaims, establish and organize clear relationships among claim(s), counterclaim(s), reasons, and evidence.

9-10W1b

Develop claims/counterclaims in balanced manner

Develop claim(s) and counterclaims in a balanced manner, supplying evidence for each while pointing out the strengths and limitations of both, anticipating the audience's knowledge level and concerns.

9-10W1c

Use precise language expressing appropriate complexity

Use precise language and content-specific vocabulary to express the appropriate complexity of the topic.

9-10W1d

Use varied transitions to clarify complex relationships

Use appropriate and varied transitions to make critical connections and distinctions, create cohesion, and clarify the relationships among complex ideas and concepts.

9-10W1e

Provide concluding statement explaining significance

Provide a concluding statement or section that explains the significance of the argument presented.

9-10W1f

Maintain appropriate style and tone

Maintain a style and tone appropriate to the writing task.

9-10W2 Write informative texts conveying complex ideas clearly 6 sub-parts

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.

9-10W2a

Introduce/organize complex ideas making distinctions

Introduce and organize complex ideas, concepts, and information to make important connections and distinctions.

9-10W2b

Develop topic with well-chosen relevant facts/multimedia

Develop a topic with well-chosen relevant and sufficient facts, definitions, concrete details, quotations and paraphrased information or other examples appropriate to the audience's knowledge of the topic. Include formatting, graphics, and multimedia when useful to aid comprehension.

9-10W2c

Use precise language expressing appropriate complexity

Use precise language and content-specific vocabulary to express the appropriate complexity of a topic.

9-10W2d

Use varied transitions to clarify complex relationships

Use appropriate and varied transitions to make critical connections and distinctions, create cohesion, and clarify relationships among complex ideas and concepts.

9-10W2e

Provide concluding statement explaining significance

Provide a concluding statement or section that explains the significance of the information presented.

9-10W2f

Establish/maintain appropriate style

Establish and maintain a style appropriate to the writing task.

9-10W3 Write narratives with effective technique, well-structured events 5 sub-parts

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

9-10W3a

Engage reader by presenting problem, establishing viewpoint

Engage the reader by presenting a problem, conflict, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.

9-10W3b

Use narrative techniques including plot lines/reflection

Use narrative techniques, such as dialogue, pacing, description, reflection, and plot line(s) to develop experiences, events, and/or characters.

9-10W3c

Use techniques to sequence events for cohesion

Use a variety of techniques to sequence events to create cohesion and a smooth progression of experiences or events.

9-10W3d

Use precise words/sensory language for vivid picture

Use precise words and phrases, explicit details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

9-10W3e

Provide conclusion reflecting on narrative

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

9-10W4

Create response demonstrating knowledge of techniques/genres

Create a poem, story, play, artwork, or other response to a text, author, theme or personal experience; demonstrate knowledge and understanding of a variety of techniques and genres. Explain divergences from the original when appropriate.

9-10W5

Draw evidence from texts, apply reading standards

Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply the grade 9/10 Reading Standards to both literary and informational text, where applicable.