Alaska State Standards for Language Arts: Grade 10

AK.R.4.1. Reading: The student uses strategies to decode or comprehend the meaning of words in texts. (E.B.1)

[10] 4.1.1. Determining meanings of unfamiliar words in context using knowledge of sounds, syllables, derivational roots and affixes, including cultural derivations (e.g., the root of photography and photosynthesis; kayak)

[10] 4.1.2. Determining meanings of unfamiliar words by utilizing context clues, literary allusions, syntax, or semantics in dialectical English (e.g., Huck Finn); other languages adopted into English (pie a la mode); idiomatic expressions (e.g., 'it drives me up a wall)

[10] 4.1.3. Identifying complex relationships among words including synonyms, antonyms, homonyms/homophones, [shades of meaning L], analogies

[10] 4.1.4. Determining the meaning of words in context including [connotation/denotation L], use of precise or technical vocabulary, content-specific vocabulary (symbiosis, suffrage, apartheid), or multiple meanings (e.g., the James Joyce character Stephen Dedalus--Dedalus is a character and reference to Greek mythological figure)

[10] 4.1.5. Self-monitoring and self-correcting while reading (e.g. rereading, adjusting reading pace, sub vocalizing, consulting resources, questioning, flexible note talking/mapping, skimming, scanning, etc.) (L)

AK.R.3.2. Reading: The student reads text aloud. (E.B.1)

[10] 3.2.1. Rehearsing and reading aloud with expression from a variety of genres to an audience (L)

[10] 3.2.2. Giving an oral formal presentation (e.g., research reports, literature responses) (L)

AK.R.4.2. Reading: The student restates/summarizes and connects information. (E.B.3)

[10] 4.2.1. Restating and summarizing main ideas or events, in correct sequence, after reading a text (e.g., paraphrasing, constructing a topic outline, charting or mapping main ideas or events) or identifies accurate restatements and summaries of main ideas or events or generalizations of a text

[10] 4.2.2. Connecting information by making inferences and/or drawing conclusions within a text (e.g., why is the information in the chart included), across texts or other summarized information

AK.R.4.3. Reading: demonstrates understanding of main ideas/arguments. (E.B.2, E.D.2)

[10] 4.3.1. Identifying or explaining the main ideas in various types of texts (i.e., recognizing or developing appropriate titles, generalizations, assertions)

[10] 4.3.2. Locating information in narrative and informative text to answer questions related to main ideas or key details

[10] 4.3.3. Comparing/contrasting the main ideas or concepts between related texts

[10] 4.3.4. Explaining connections among main ideas/concepts (text to self, text to text, text to world) (L)

[10] 4.3.5. Locating and using evidence from texts to assess the validity of an author's main ideas (e.g., is the reasoning logical) and adequacy of support (e.g., is there enough supporting evidence)

[10] 4.3.6. Using evidence from the text to evaluate the power, logic, reasonableness, and audience appeal of arguments (e.g., identifies bias and propaganda techniques, emotional effect of specific word choices and sentence structures, well-supported logical arguments)

AK.R.4.4. Reading: The student follows written directions. (E.C.2)

[10] 4.4.1. Reading, understanding, and applying multi-step directions to perform complex procedures and tasks (e.g., filling out a sample income tax return or permanent fund dividend application)

[10] 4.4.2. Identifying the sequence of steps in a list of directions (e.g., design a science experiment)

AK.R.4.5. Reading: The student analyzes content and structure of genres. (E.B.2)

[10] 4.5.1. Analyzing the characteristics and the effect on the reader of non-fiction and the four major structural genres: poetry, drama, novel, short story

[10] 4.5.2. Analyzing the use of literary devices appropriate to genre (i.e., dialogue, simile, metaphor, foreshadowing, personification, time sequence, imagery, repetition, allusion, symbolism, or syntax) to analyze literary works and non-fiction

[10] 4.5.3. Evaluating the intended effects of the author's use of conventions and techniques of genres on the reader (e.g., making inferences and judgments about ironic or hyperbolic statements, identifying impact of rich imagery, identifying multiple levels of meaning)

AK.R.4.6. Reading: analyzes and evaluates literary elements and devices. (E.B.2)

[10] 4.6.1. Identifying or describing or making logical predictions about (citing evidence and support from text) plot, setting, character, point of view, theme, and tone

[10] 4.6.2. Comparing and contrasting literary elements and devices in a variety of works by a variety of authors

[10] 4.6.3. Analyzing and evaluating the importance to the story plot, setting, character, point of view, theme, and tone

[10] 4.6.4. Citing evidence from the text to analyze and evaluate the author's intent for utilizing literary elements and devices and tone

AK.R.4.7. Reading: The student analyzes content of text to differentiate fact from opinion. (E.D.2, E.D.4)

[10] 4.7.1. Identifying bias/propaganda by citing textual evidence

[10] 4.7.2. Analyzing author's purpose (e.g., to narrate, inform, entertain, explain, persuade) by citing textual evidence

AK.R.4.8. Reading: The student connects themes. (E.B.3)

[10] 4.8.1. Analyzing and evaluating evidence within the text to identify an author's message, theme, or purpose

[10] 4.8.2. Analyzing and evaluating textual evidence to make thematic connections between texts

[10] 4.8.3. Analyzing and evaluating thematic connections between texts related to personal experiences, the experience of others, prior knowledge, and the broader world of ideas (L)

AK.R.4.9. Reading: connects and evaluates cultural influences/events. (E.E.1)

[10] 4.9.1. Comparing and contrasting cultural events, ideas, settings, and influences in one story or text across other similar stories or texts in other cultures (e.g., Puritanism; immigration; Harlem Renaissance) (L)

[10] 4.9.2. Analyzing the effects of historical or cultural influences/events on texts (L)

AK.W.4.1. Writing: The student writes about a topic. (E.A.1)

AK.W.4.2. Writing: The student writes for a variety of purposes and audiences. (E.A.4)

[10] 4.2.3. Writing expressively when producing or responding to texts (e.g., poetry, journals, editorials, drama, reflective essays, and/or newsletters) (L)

[10] 4.2.4. Using research-based information and/or analysis in research projects or extended reports (L)

AK.W.4.3. Writing: The student writes and edits using conventions of Standard English. (E.A.2)

AK.W.4.4. Writing: The student revises writing. (E.A.5, E.A.8)

[10] 4.4.3. Combining sentences for fluency, using precise and descriptive words and/or eliminating irrelevant details to improve quality and effectiveness of writing)

[10] 4.4.4. Clarifying thesis statement and/or topic sentence and adding details to support main ideas, if needed

[10] 4.4.5. Making style, diction, and voice or persona more consistent with form (e.g., organizational structure or writing genre) and the perspective conveyed

[10] 4.4.6. Using resources throughout the writing process (e.g. dictionary, thesaurus, peer conference, scoring guide, genre exemplars, style manual, rubric, word processor) (L)

AK.W.4.5. Writing: The student documents sources. (E.D.3)

AK.W.3.6. Writing: The student uses resources. (E.A.7)

[10] 3.6.1. Correcting misspellings using available software programs, including choosing the correct spelling option among several choices (L)

[10] 3.6.2. Using thesaurus to locate and choose effective synonyms for common words or to avoid redundancy (L)

[10] 3.6.3. Selecting and using formatting features to produce final draft (e.g., centering title, choosing appropriate font size and style, indentation, pagination, and line spacing) (L)

[10] 3.6.4. Selecting correct choice when using grammar-checking software (e.g., accepts suggested change or disregards inappropriate suggested change) (L)

AK.E.A. A student should be able to speak and write well for a variety of purposes and audiences. A student who meets the content standard should:

E.A.1. Apply elements of effective writing and speaking. These elements include ideas, organization, vocabulary, sentence structure, and personal style.

E.A.2. In writing, demonstrate skills in sentence and paragraph structure, including grammar, spelling, capitalization, and punctuation.

E.A.3. In speaking, demonstrate skills in volume, intonation, and clarity.

E.A.4. Write and speak well to inform, to describe, to entertain, to persuade, and to clarify thinking in a variety of formats, including technical communication.

E.A.5. Revise, edit, and publish the student's own writing as appropriate.

E.A.6. When appropriate, use visual techniques to communicate ideas. These techniques may include role playing, body language, mime, sign language, graphics, Braille, art, and dance.

E.A.7. Communicate ideas using varied tools of electronic technology.

E.A.8. Evaluate the student's own speaking and writing and that of others using high standards.

AK.E.B. A student should be a competent and thoughtful reader, listener, and viewer of literature, technical materials, and a variety of other information. A student who meets the content standard should:

E.B.1. Comprehend meaning from written text and oral and visual information by applying a variety of reading, listening, and viewing strategies. These strategies include phonic, context, and vocabulary cues in reading, critical viewing, and active listening.

E.B.2. Reflect on, analyze, and evaluate a variety of oral, written, and visual information and experiences, including discussions, lectures, art, movies, television, technical materials, and literature.

E.B.3. Relate what the student views, reads, and hears to practical purposes in the student's own life, to the world outside, and to other texts and experiences.

AK.E.C. A student should be able to identify and select from multiple strategies in order to complete projects independently and cooperatively. A student who meets the content standard should:

E.C.1. Make choices about a project after examining a range of possibilities.

E.C.2. Organize a project by understanding directions.

E.C.3. Organize a project by making and keeping deadlines.

E.C.4. Organize a project by seeking, selecting, and using relevant resources.

E.C.5. Select and use appropriate decision-making processes.

E.C.6. Set high standards for project quality.

E.C.7. When working on a collaborative project, take responsibility for individual contributions to the project.

E.C.8. When working on a collaborative project, share ideas and workloads.

E.C.9. When working on a collaborative project, incorporate individual talents and perspectives.

E.C.10. When working on a collaborative project, work effectively with others as an active participant and as a responsive audience.

E.C.11. When working on a collaborative project, evaluate the processes and work of self and others.

AK.E.D. A student should be able to think logically and reflectively in order to present and explain positions based on relevant and reliable information. A student who meets the content standard should:

E.D.1. Develop a position by reflecting on personal experiences, prior knowledge, and new information.

E.D.2. Develop a position by formulating and refining questions.

E.D.3. Develop a position by identifying a variety of pertinent sources of information.

E.D.4. Develop a position by analyzing and synthesizing information.

E.D.5. Develop a position by determining an author's purposes.

E.D.6. Evaluate the validity, objectivity, reliability, and quality of information read, heard, and seen.

E.D.7. Give credit and cite references as appropriate.

E.D.8. Explain and defend a position orally, in writing, and with visual aids as appropriate.

AK.E.E. A student should understand and respect the perspectives of others in order to communicate effectively. A student who meets the content standard should:

E.E.1. Use information, both oral and written, and literature of many types and cultures to understand self and others.

E.E.2. Evaluate content from the speaker's or author's perspective.

E.E.3. Recognize bias in all forms of communication.

E.E.4. Recognize the communication styles of different cultures and their possible effects on others.