Ohio State Standards for Language Arts: Grade 10

OH.1. Phonemic Awareness, Word Recognition and Fluency: Students in the primary grades learn to recognize and decode printed words, developing the skills that are the foundations for independent reading. They discover the alphabetic principle (sound-symbol match) and learn to use it in figuring out new words. They build a stock of sight words that helps them to read quickly and accurately with comprehension. By the end of the third grade, they demonstrate fluent oral reading, varying their intonation and timing as appropriate for the text.

1.A. This standard is a K-3 standard. Therefore, there are no benchmarks beyond third grade.

OH.2. Acquisition of Vocabulary: Students acquire vocabulary through exposure to language-rich situations, such as reading books and other texts and conversing with adults and peers. They use context clues, as well as direct explanations provided by others, to gain new words. They learn to apply word analysis skills to build and extend their own vocabulary. As students progress through the grades, they become more proficient in applying their knowledge of words (origins, parts, relationships, meanings) to acquire specialized vocabulary that aids comprehension.

2.A. Use context clues and text structures to determine the meaning of new vocabulary.

2.B. Examine the relationships of analogical statements to infer word meanings.

2.C. Recognize the importance and function of figurative language.

2.D. Explain how different events have influenced and changed the English language.

2.E. Apply knowledge of roots and affixes to determine the meanings of complex words and subject area vocabulary.

2.F. Use multiple resources to enhance comprehension of vocabulary.

2.1. Grade Level Indicator: Contextual Understanding: Define unknown words through context clues and the author's use of comparison, contrast and cause and effect.

2.2. Grade Level Indicator: Conceptual Understanding: Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and infer word meanings from these relationships.

2.3. Grade Level Indicator: Conceptual Understanding: Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes, idioms and puns.

2.4. Grade Level Indicator: Conceptual Understanding: Analyze the ways that historical events influenced the English language.

2.5. Grade Level Indicator: Structural Understanding: Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies).

2.6. Grade Level Indicator: Tools and Resources: Determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology and textual features, such as definitional footnotes or sidebars.

OH.3. Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies: Students develop and learn to apply strategies that help them to comprehend and interpret informational and literary texts. Reading and learning to read are problem solving processes that require strategies for the reader to make sense of written language and remain engaged with texts. Beginners develop basic concepts about print (e.g., that print holds meaning) and how books work (e.g., text organization). As strategic readers, students learn to analyze and evaluate texts to demonstrate their understanding of text. Additionally, students learn to self-monitor their own comprehension by asking and answering questions about the text, self-correcting errors and assessing their own understanding. They apply these strategies effectively to assigned and self-selected texts read in and out of the classroom.

3.A. Apply reading comprehension strategies to understand grade-appropriate text.

3.B. Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).

3.C. Use appropriate self-monitoring strategies for comprehension.

3.1. Grade Level Indicator: Comprehension Strategies: Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.

3.2. Grade Level Indicator: Comprehension Strategies: Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

3.3. Grade Level Indicator: Self-Monitoring Strategies: Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text.

3.4. Grade Level Indicator: Independent Reading: Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others).

3.5. Grade Level Indicator: Independent Reading: Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).

OH.4. Informational, Technical and Persuasive Text: Students gain information from reading for purposes of learning about a subject, doing a job, making decisions and accomplishing a task. Students need to apply the reading process to various types of informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and workplace documents, reference materials, multimedia and electronic resources. They learn to attend to text features, such as titles, subtitles and visual aids, to make predictions and build text knowledge. They learn to read diagrams, charts, graphs, maps and displays in text as sources of additional information. Students use their knowledge of text structure to organize content information, analyze it and draw inferences from it. Strategic readers learn to recognize arguments, bias, stereotyping and propaganda in informational text sources.

4.A. Evaluate how features and characteristics make information accessible and usable and how structures help authors achieve their purposes.

4.B. Identify examples of rhetorical devices and valid and invalid inferences, and explain how authors use these devices to achieve their purposes and reach their intended audiences.

4.C. Analyze whether graphics supplement textual information and promote the author's purpose.

4.D. Explain and analyze how an author appeals to an audience and develops an argument or viewpoint in text.

4.E. Utilize multiple sources pertaining to a singular topic to critique the various ways authors develop their ideas (e.g., treatment, scope and organization).

4.1. Grade Level Indicator: Identify and understand organizational patterns (e.g., cause-effect, problem-solution) and techniques, including repetition of ideas, syntax and word choice, that authors use to accomplish their purpose and reach their intended audience.

4.2. Grade Level Indicator: Critique the treatment, scope and organization of ideas from multiple sources on the same topic.

4.3. Grade Level Indicator: Evaluate the effectiveness of information found in maps, charts, tables, graphs, diagrams, cutaways and overlays.

4.4. Grade Level Indicator: Assess the adequacy, accuracy and appropriateness of an author's details, identifying persuasive techniques (e.g., transfer, glittering generalities, bait and switch) and examples of propaganda, bias and stereotyping.

4.5. Grade Level Indicator: Analyze an author's implicit and explicit argument, perspective or viewpoint in text.

4.6. Grade Level Indicator: Identify appeals to authority, reason and emotion.

4.7. Grade Level Indicator: Analyze the effectiveness of the features (e.g., format, graphics, sequence, headers) used in various consumer documents (e.g., warranties, product information, instructional materials), functional or workplace documents (e.g., job-related materials, memoranda, instructions) and public documents (e.g., speeches or newspaper editorials).

4.8. Grade Level Indicator: Describe the features of rhetorical devices used in common types of public documents, including newspaper editorials and speeches.

OH.5. Literary Text: Students enhance their understanding of the human story by reading literary texts that represent a variety of authors, cultures and eras. They learn to apply the reading process to the various genres of literature, including fables, folk tales, short stories, novels, poetry and drama. They demonstrate their comprehension by describing and discussing the elements of literature (e.g., setting, character and plot), analyzing the author's use of language (e.g., word choice and figurative language), comparing and contrasting texts, inferring theme and meaning and responding to text in critical and creative ways. Strategic readers learn to explain, analyze and critique literary text to achieve deep understanding.

5.A. Analyze interactions between characters in literary text and how the interactions affect the plot.

5.B. Explain and analyze how the context of setting and the author's choice of point of view impact a literary text.

5.C. Identify the structural elements of the plot and explain how an author develops conflicts and plot to pace the events in literary text.

5.D. Identify similar recurring themes across different works.

5.E. Analyze the use of a genre to express a theme or topic.

5.F. Identify and analyze how an author uses figurative language, sound devices and literary techniques to shape plot, set meaning and develop tone.

5.G. Explain techniques used by authors to develop style.

5.1. Grade Level Indicator: Compare and contrast an author's use of direct and indirect characterization, and ways in which characters reveal traits about themselves, including dialect, dramatic monologues and soliloquies.

5.2. Grade Level Indicator: Analyze the features of setting and their importance in a literary text.

5.3. Grade Level Indicator: Distinguish how conflicts, parallel plots and subplots affect the pacing of action in literary text.

5.4. Grade Level Indicator: Interpret universal themes across different works by the same author or by different authors.

5.5. Grade Level Indicator: Analyze how an author's choice of genre affects the expression of a theme or topic.

5.6. Grade Level Indicator: Explain how literary techniques, including foreshadowing and flashback, are used to shape the plot of a literary text.

5.7. Grade Level Indicator: Recognize how irony is used in a literary text.

5.8. Grade Level Indicator: Analyze the author's use of point of view, mood and tone.

5.9. Grade Level Indicator: Explain how authors use symbols to create broader meanings.

5.10. Grade Level Indicator: Describe the effect of using sound devices in literary texts (e.g., to create rhythm, to appeal to the senses or to establish mood).

5.11. Grade Level Indicator: Explain ways in which an author develops a point of view and style (e.g., figurative language, sentence structure and tone), and cite specific examples from the text.

OH.6. Writing Process: Students' writing develops when they regularly engage in the major phases of the writing process. The writing process includes the phases of prewriting, drafting, revising and editing and publishing. They learn to plan their writing for different purposes and audiences. They learn to apply their writing skills in increasingly sophisticated ways to create and produce compositions that reflect effective word and grammatical choices. Students develop revision strategies to improve the content, organization and language of their writing. Students also develop editing skills to improve writing conventions.

6.A. Formulate writing ideas and identify a topic appropriate to the purpose and audience.

6.B. Determine the usefulness of organizers and apply appropriate pre-writing tasks.

6.C. Use revision strategies to improve the style, variety of sentence structure, clarity of the controlling idea, logic, effectiveness of word choice and transitions between paragraphs, passages or ideas.

6.D. Edit to improve sentence fluency, grammar and usage.

6.E. Apply tools to judge the quality of writing.

6.F. Prepare writing for publication that is legible, follows an appropriate format and uses techniques such as electronic resources and graphics.

6.1. Grade Level Indicator: Prewriting: Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.

6.2. Grade Level Indicator: Prewriting: Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys).

6.3. Grade Level Indicator: Prewriting: Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing.

6.4. Grade Level Indicator: Prewriting: Determine a purpose and audience and plan strategies (e.g., adapting focus, content structure, and point of view) to address purpose and audience.

6.5. Grade Level Indicator: Prewriting: Use organizational strategies (e.g., notes, outlines) to plan writing.

6.6. Grade Level Indicator: Drafting, Revising and Editing: Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion, and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing.

6.7. Grade Level Indicator: Drafting, Revising and Editing: Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure).

6.8. Grade Level Indicator: Drafting, Revising and Editing: Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures.

6.9. Grade Level Indicator: Drafting, Revising and Editing: Use language (including precise language, action verbs, sensory details and colorful modifiers) and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice.

6.10. Grade Level Indicator: Drafting, Revising and Editing: Use available technology to compose text.

6.11. Grade Level Indicator: Drafting, Revising and Editing: Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure.

6.12. Grade Level Indicator: Drafting, Revising and Editing: Add and delete information and details to better elaborate on stated central idea and more effectively accomplish purpose.

6.13. Grade Level Indicator: Drafting, Revising and Editing: Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning and maintain consistent style, tone and voice.

6.14. Grade Level Indicator: Drafting, Revising and Editing: Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice.

6.15. Grade Level Indicator: Drafting, Revising and Editing: Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-ons and eliminate inappropriate slang or informal language.

6.16. Grade Level Indicator: Drafting, Revising and Editing: Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.

6.17. Grade Level Indicator: Publishing: Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product.

OH.7. Writing Applications: Students need to understand that various types of writing require different language, formatting and special vocabulary. Writing serves many purposes across the curriculum and takes various forms. Beginning writers learn about the various purposes of writing; they attempt and use a small range of familiar forms (e.g., letters). Developing writers are able to select text forms to suit purpose and audience. They can explain why some text forms are more suited to a purpose than others and begin to use content-specific vocabulary to achieve their communication goals. Proficient writers control effectively the language and structural features of a large repertoire of text forms. They deliberately choose vocabulary to enhance text and structure their writing according to audience and purpose.

7.A. Compose narratives that establish a specific setting, plot and a consistent point of view, and develop characters by using sensory details and concrete language.

7.B. Write responses to literature that extend beyond the summary and support references to the text, other works, other authors or to personal knowledge

7.C. Produce letters (e.g., business, letters to the editor, job applications) that follow the conventional style appropriate to the text, include appropriate details and exclude extraneous details and inconsistencies.

7.D. Use documented textual evidence to justify interpretations of literature or to support a research topic.

7.E. Write a persuasive piece that states a clear position, includes relevant information and offers compelling evidence in the form of facts and details.

7.1. Grade Level Indicator: Write narratives that: sustain reader interest by pacing action and developing an engaging plot (e.g., tension and suspense); use a range of strategies and literary devices including figurative language and specific narration; and include an organized, well-developed structure.

7.2. Grade Level Indicator: Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge.

7.3. Grade Level Indicator: Write business letters, letters to the editor and job applications that: address audience needs, stated purpose and context in a clear and efficient manner; follow the conventional style appropriate to the text using proper technical terms; include appropriate facts and details; exclude extraneous details and inconsistencies; and provide a sense of closure to the writing.

7.4. Grade Level Indicator: Write informational essays or reports, including research that: pose relevant and tightly drawn questions that engage the reader; provide a clear and accurate perspective on the subject; create an organizing structure appropriate to the purpose, audience and context; support the main ideas with facts, details, examples and explanations from sources; and document sources and include bibliographies.

7.5. Grade Level Indicator: Write persuasive compositions that: support arguments with detailed evidence; exclude irrelevant information; and cite sources of information.

7.6. Grade Level Indicator: Produce informal writings (e.g., journals, notes and poems) for various purposes.

OH.8. Writing Conventions: Students learn to master writing conventions through exposure to good models and opportunities for practice. Writing conventions include spelling, punctuation, grammar and other conventions associated with forms of written text. They learn the purpose of punctuation: to clarify sentence meaning and help readers know how writing might sound aloud. They develop and extend their understanding of the spelling system, using a range of strategies for spelling words correctly and using newly learned vocabulary in their writing. They grow more skillful at using the grammatical structures of English to effectively communicate ideas in writing and to express themselves.

8.A. Use correct spelling conventions.

8.B. Use correct punctuation and capitalization.

8.C. Demonstrate understanding of the grammatical conventions of the English language.

8.1. Grade Level Indicator: Spelling: Use correct spelling conventions.

8.2. Grade Level Indicator: Punctuation and Capitalization: Use correct capitalization and punctuation.

8.3. Grade Level Indicator: Grammar and Usage: Use clauses (e.g., main, subordinate) and phrases (e.g., gerund, infinitive, participial).

8.4. Grade Level Indicator: Grammar and Usage: Use parallel structure to present items in a series and items juxtaposed for emphasis.

8.5. Grade Level Indicator: Grammar and Usage: Use proper placement of modifiers.

OH.9. Research: Students define and investigate self-selected or assigned issues, topics and problems. They locate, select and make use of relevant information from a variety of media, reference and technological sources. Students use an appropriate form to communicate their findings.

9.A. Formulate open-ended research questions suitable for investigation and adjust questions as necessary while research is conducted.

9.B. Evaluate the usefulness and credibility of data and sources.

9.C. Organize information from various resources and select appropriate sources to support central ideas, concepts and themes.

9.D. Use style guides to produce oral and written reports that give proper credit for sources (e.g., words, ideas, images and information) and include an acceptable format for source acknowledgement.

9.E. Communicate findings, reporting on the substance and processes orally, visually and in writing or through multimedia.

9.1. Grade Level Indicator: Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation.

9.2. Grade Level Indicator: Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).

9.3. Grade Level Indicator: Determine the accuracy of sources and the credibility of the author by analyzing the sources' validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.).

9.4. Grade Level Indicator: Evaluate and systematically organize important information, and select appropriate sources to support central ideas, concepts and themes.

9.5. Grade Level Indicator: Integrate quotations and citations into written text to maintain a flow of ideas.

9.6. Grade Level Indicator: Use style guides to produce oral and written reports that give proper credit for sources and include appropriate in-text documentation, notes and an acceptable format for source acknowledgement.

9.7. Grade Level Indicator: Use a variety of communication techniques including oral, visual, written or multimedia reports to present information that supports a clear position about the topic or research question and to maintain an appropriate balance between researched information and original ideas.

OH.10. Communications: Oral and Visual: Students learn to communicate effectively through exposure to good models and opportunities for practice. By speaking, listening and providing and interpreting visual images, they learn to apply their communication skills in increasingly sophisticated ways. Students learn to deliver presentations that effectively convey information and persuade or entertain audiences. Proficient speakers control language and deliberately choose vocabulary to clarify points and adjust presentations according to audience and purpose.

10.A. Use a variety of strategies to enhance listening comprehension.

10.B. Analyze the techniques used by speakers and media to influence an audience, and evaluate the effect this has on the credibility of a speaker or media message.

10.C. Evaluate the content and purpose of a presentation by analyzing the language and delivery choices made by a speaker.

10.D. Demonstrate an understanding of effective speaking strategies by selecting appropriate language and adjusting presentation techniques.

10.E. Give informational presentations that present ideas in a logical sequence, include relevant facts and details from multiple sources and use a consistent organizational structure.

10.F. Provide persuasive presentations that use varied speaking techniques and strategies and include a clear controlling idea or thesis.

10.G. Give presentations using a variety of delivery methods, visual displays and technology.

10.1. Grade Level Indicator: Listening and Viewing: Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace) in a variety of settings.

10.2. Grade Level Indicator: Listening and Viewing: Interpret types of arguments used by the speaker such as authority and appeals to audience.

10.3. Grade Level Indicator: Listening and Viewing: Evaluate the credibility of the speaker (e.g., hidden agendas, slanted or biased material) and recognize fallacies of reasoning used in presentations and media messages.

10.4. Grade Level Indicator: Listening and Viewing: Identify how language choice and delivery styles (e.g., repetition, appeal to emotion, eye contact) contribute to meaning.

10.5. Grade Level Indicator: Speaking Skills and Strategies: Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience.

10.6. Grade Level Indicator: Speaking Skills and Strategies: Adjust volume, phrasing, enunciation, voice modulation and inflection to stress important ideas and impact audience response.

10.7. Grade Level Indicator: Speaking Skills and Strategies: Vary language choices as appropriate to the context of the speech.

10.8. Grade Level Indicator: Speaking Applications: Deliver informational presentations (e.g., expository, research) that: demonstrate an understanding of the topic and present events or ideas in a logical sequence; support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes; include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problem-solution); use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology to enhance presentation; and draw from multiple sources including both primary and secondary sources and identify sources used.

10.9. Grade Level Indicator: Speaking Applications: Deliver formal and informal descriptive presentations that convey relevant information and descriptive details.

10.10. Grade Level Indicator: Speaking Applications: Deliver persuasive presentations that: establish and develop a logical and controlled argument; include relevant evidence, differentiating between evidence and opinion, to support a position and to address counter-arguments or listener bias; use persuasive strategies, such as rhetorical devices, anecdotes and appeals to emotion, authority and reason; and consistently use common organizational structures as appropriate (e.g., cause-effect, compare-contrast, problem-solution); and use speaking techniques (e.g., reasoning, emotional appeal, case studies or analogies).