Rhode Island State Standards for Language Arts: Grade 10
RI.R-10-1. NECAP (Reading) - Grade Level Expectation: Word Identification Skills and Strategies: Applies word identification/ decoding strategies by: RI.R-10-2.
R-10-1.1. Identifying multi-syllabic words by using knowledge of sounds, syllable division, and word patterns (Local)
R-10-1.2. No GLE at this grade level.
R-10-1.3. No GLE at this grade level.
R-10-1.4. No GLE at this grade level.
R-10-1.5. No GLE at this grade level.
R-10-1.6. No GLE at this grade level.
RI.R-10-2. NECAP (Reading) - Grade Level Expectation: Vocabulary: Vocabulary Strategies: Students identify the meaning of unfamiliar vocabulary by:
R-10-2.1a. Using strategies to unlock meaning (e.g., knowledge of word structure including prefixes/suffixes, common roots, or word origins; or context clues; or resources including dictionaries, glossaries, or thesauruses to determine definition, pronunciation, etymology, or usage of words; or prior knowledge) (State)
R-10-2.1b. Using strategies to unlock meaning including base words, general and specialized print or electronic resources to determine definition, pronunciation, etymology, or usage of words; or prior knowledge (Local)
RI.R-10-3. NECAP (Reading) - Grade Level Expectation: Vocabulary: Breadth of Vocabulary: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by:
R-10-3.1. Identifying synonyms, antonyms, homonyms/homophones, shades of meaning, analogies, idioms, or word origins, including words from dialects, or other languages that have been adopted into our language/standard English (State)
R-10-3.2. Selecting appropriate words or explaining the use of words in context, including connotation or denotation, shades of meanings of words/nuances, or idioms; or use of precise or technical vocabulary, including content specific vocabulary, or words with multiple meanings (State)
RI.R-10-4. NECAP (Reading) - Grade Level Expectation: Literary Texts: Initial Understanding of literary Texts: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and High school GSEs. Demonstrate initial understanding of elements of literary texts by:
R-10-4.1. Identifying, describing, or making logical predictions about character (such as protagonist or antagonist), setting, problem/solution, or plots/subplots, as appropriate to text; or identifying any significant changes in character, relationships, or setting over time; or identifying rising action, climax, or falling action (State)
R-10-4.2. Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text (State)
R-10-4.3. Generating questions before, during, and after reading to enhance understanding and recall (Local)
R-10-4.4. Identifying the characteristics of a variety of types/genres of literary text (e.g., literary texts: poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries, science fiction, legends, myths, short stories, epics, novels, dramatic presentations, comedies, tragedies, satires, parodies, memoirs, epistles) (Local)
R-10-4.5. Identifying literary devices as appropriate to genre (e.g., similes, metaphors, alliteration, rhyme scheme, onomatopoeia, imagery, repetition, flashback, foreshadowing, personification, hyperbole, symbolism, allusion, diction, syntax, bias, or point of view) (Local)
RI.R-10-5. NECAP (Reading) - Grade Level Expectation: Literary Texts: Analysis and Interpretation of Literary Texts, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and GSEs. Analyze and interpret elements of literary texts, citing evidence where appropriate by:
R-10-5.1. Explaining and supporting logical predictions or logical outcomes (e.g., drawing conclusions based on interactions between characters or evolving plot) (State)
R-10-5.2. Examining characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions, (including relationships), citing thoughts, words, or actions that reveal character traits, motivations, or changes over time (State)
R-10-5.3. Making inferences about cause/effect, internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text (e.g., describing the interaction among plot/subplots) (State)
R-10-5.4. Explaining how the narrator's point of view or author's style is evident and affects the reader's interpretation (State)
R-10-5.5. Explaining how the author's message or theme (which may include universal themes) is supported within the text (State)
RI.R-10-6. NECAP (Reading) - Grade Level Expectation: Literary Texts: Analysis and Interpretation of Literary Texts, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and GSEs. Analyze and interpret author's craft, citing evidence where appropriate by:
R-10-6.1. Demonstrating knowledge of author's style or use of literary elements and devices (i.e., imagery, repetition, flashback, foreshadowing, personification, hyperbole, symbolism, allusion, diction, syntax, genre, or bias, or use of punctuation to analyze literary works (State)
RI.R-10-7. NECAP (Reading) - Grade Level Expectation: Informational Texts: Initial Understanding of Informational Text: All students need ongoing opportunities to apply and practice reading strategies with many different types of informational texts (expository and practical texts across content areas). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and GSEs. Demonstrate initial understanding of informational texts (expository and practical texts) by:
R-10-7.1. Obtaining information from text features [e.g., table of contents, glossary, index, transition words/phrases, transitional devices (including use of white space), bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations] (State)
R-10-7.2. Using information from the text to answer questions, to state the main/central ideas, to provide supporting details, to explain visual components supporting the text, or to interpret maps, charts, timelines, tables, or diagrams. (State)
R-10-7.3. Organizing information to show understanding or relationships among facts, ideas, and events (i.e., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, comparing/contrasting, outlining, or connecting information with related ideas) (State)
R-10-7.4. Generating questions before, during, and after reading to enhance understanding and recall (Local)
R-10-7.5. Identifying the characteristics of a variety of types of text (e.g., reference: reports, magazines, newspapers, textbooks, biographies, autobiographies, Internet websites, legal documents (e.g., Supreme Court case decisions, lease agreements), public documents (drivers' manuals) and discourse, essays (including literary criticisms), articles, technical manuals, editorials/commentaries, primary source documents, periodicals, job-related materials, speeches, on-line reading, documentaries; and practical/functional: Procedures/instructions, announcements, invitations, advertisements, pamphlets, schedules, memos, applications, catalogues) (Local)
RI.R-10-8. NECAP (Reading) - Grade Level Expectation: Analysis and Interpretation of Information Texts/Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of informational texts (expository and practical texts across content areas). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in NECAP GLEs and GSEs. Analyze and interpret informational text, citing evidence as appropriate by:
R-10-8.1. Explaining connections about information within a text, across texts, or to related ideas (State)
R-10-8.2. Synthesizing and evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas) (State)
R-10-8.3. Drawing inferences about text, including author's purpose (e.g., to inform, explain, entertain, persuade) or message; or explaining how purpose may affect the interpretation of the text; or using supporting evidence to form or evaluate opinions/judgments and assertions about central ideas that are relevant (State)
R-10-8.4. Distinguishing fact from opinion, and evaluating possible bias/propaganda or conflicting information within or across texts (State)
R-10-8.5. Making inferences about causes and effects (State)
R-10-8.6. Evaluating the clarity and accuracy of information (e.g. consistency, effectiveness of organizational pattern, or logic of arguments) (State)
RI.R-10-9. NECAP (Reading) - Grade Level Expectation: Early Reading Strategies: Phonological Awareness:
R-10-9.1. No GSE at this grade level
RI.R-10-10. NECAP (Reading) - Grade Level Expectation: Early Reading Strategies: Concepts of Print:
R-10-10.1. No GSE at this grade level
RI.R-10-11. NECAP (Reading) - Grade Level Expectation: Early Reading Fluency and Accuracy: Reads grade-level appropriate material (at an instructional level) with:
R-10-11.1. Accuracy: reading material appropriate for high school with at least 90-94% accuracy. (Local)
R-10-11.2. Fluency: reading with appropriate silent and oral reading fluency rates as determined by text demands, and purpose for reading. (Local)
R-10-11.3. Fluency: reading familiar text with phrasing and expression, and with attention to text features such as punctuation, italics, and dialogue (Local)
RI.R-10-12. NECAP (Reading) - Grade Level Expectation: Reading Strategies: Strategies for Monitoring and Adjusting. Demonstrates ability to monitor comprehension and strategy use for different types of texts and purposes by:
R-10-12.1. Using a range of self-monitoring and self-correction approaches (e.g., rereading, adjusting rate, sub-vocalizing, consulting resources, questioning, using flexible note taking/mapping systems, skimming, scanning, etc.) (Local)
RI.R-10-14. NECAP (Reading) - Grade Level Expectation: Breadth of Reading: Reading Widely and Extensively: Demonstrates the habit of reading widely and extensively by:
R-10-14.1. Reading with frequency, including in-school, out-of-school, and summer reading (Local)
R-10-14.2. Reading from a wide range of genres/kinds of text, including primary and secondary sources, and a variety of authors (e.g., literary, informational, and practical/functional texts) (Local)
R-10-14.3. Reading multiple texts for depth of understanding an author, a subject, a theme, or genre (Local)
RI.R-10.15. NECAP (Reading) - Grade Level Expectation: Breadth of Reading: Reading for Research Across Content Areas: Research by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, or to formulate a judgment, or to support a thesis by:
R-10-15.1. Identifying and evaluating potential sources of information (Local)
R-10-15.2. Evaluating and selecting the information presented, in terms of completeness, relevance, and validity (Local)
R-10-15.3. Organizing, analyzing, and interpreting the information (Local)
R-10-15.4. Drawing conclusions/judgments and supporting them with evidence (Local)
RI.R-10-16. NECAP (Reading) - Grade Level Expectation: Literary Texts: Analysis and Interpretation of Literary Texts, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and GSEs. Generates a personal response to what is read through a variety of means :
R-10-16.1. Comparing stories or other texts to related personal experience, prior knowledge, or to other books (Local)
R-10-16.2. Providing relevant details to support the connections made or judgments (interpretive, analytical, evaluative, or reflective) (Local)
RI.R-10-17. NECAP (Reading) - Grade Level Expectation: Breadth of Reading: Participating in Literate Community: Demonstrates participation in a literate community by:
R-10-17.1. Self-selecting reading materials in line with reading ability and personal interests (Local)
R-10-17.2. Participating in in-depth discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others (Local)
RI.W-10-1. NECAP (Writing) - Grade Level Expectation: Structures of Language: Applying Understanding of Sentences, Paragraphs, Text Structures: Students demonstrate command of the structures of sentences, paragraphs, and text by:
W-10-1.1. Using varied sentence length and structure to enhance meaning (e.g., including phrases and clauses) (State)
W-10-1.2. Using paragraph structures appropriately (e.g., block or indented format) (Local)
W-10-1.3. Recognizing organizational structures within paragraphs or within texts (Local)
W-10-1.4. Applying a format and text structure appropriate to purpose, audience, and context (State)
W-10-1.5 Subsumed in W-10-1.1.
W-10-1.6. Applying directionality as appropriate to text (Local)
RI.W-10-2. NECAP (Writing) - Grade Level Expectation: Writing in Response to Literary or Informational Text: Showing Understanding of Ideas in Text: In response to literary or informational text, students show understanding of plot/ideas/concepts by:
W-10-2.1. Selecting and summarizing key ideas to set context, appropriate to audience (State)
W-10-2.2 Subsumed in W-10-2.1.
W-10-2.3. Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas, by referring to and explaining relevant ideas or themes (State)
W-10-2.4 Not assessed at this grade level.
RI.W-10-3. NECAP (Writing) - Grade Level Expectation: Writing in Response to Literary or Informational Text: Making Analytical Judgments about Text: In response to literary or informational text, students make and support analytical judgments about text by:
W-10-3.1a. Establishing an interpretive claim in the form of a thesis, when responding to a given a prompt (State)
W-10-3.1b. Establishing an interpretive claim in the form of a thesis (Local)
W-10-3.2. Making inferences about the relationship(s) among content, events, characters, setting, theme, or author's craft (State)
W-10-3.3. Using specific details and references to text or relevant citations to support thesis, conclusions, or interpretations (State)
W-10-3.4. Organizing ideas, using transition words/phrases and drawing a conclusion by synthesizing information (e.g., demonstrate a connection to the broader world of ideas) (State)
RI.W-10-4. NECAP (Writing) - Grade Level Expectation: Expressive Writing: Narrative: Creating a Story Line: In written narratives, students organize and relate a story line/plot/series of events by:
W-10-4.1. Creating a clear and coherent (logically consistent) story line (Local)
W-10-4.2. Establishing context, character motivation, problem/conflict/challenge, and resolution, significance of setting, and maintaining point of view (Local)
W-10-4.3. Using a variety of effective transitional devices (e.g., ellipses; time transitions: flashback or foreshadowing; white space; words/phrases) to enhance meaning (Local)
W-10-4.4. Using a variety of effective literary devices (i.e., flashback or foreshadowing, figurative language imagery) to enhance meaning (Local)
W-10-4.5. Establishing and maintaining theme (Local)
W-10-4.6. Providing a sense of closure (Local)
RI.W-10-5. NECAP (Writing) - Grade Level Expectation: Expressive Writing: Narrative - Applying Narrative Strategies: Students demonstrate use of narrative strategies to engage the reader by:
W-10-5.1. Creating images, using relevant and descriptive details and sensory language to advance the plot/story line (Local)
W-10-5.2. Using dialogue to advance plot/story line (Local)
W-10-5.3. Developing characters through description, dialogue, actions, and relationships with other characters, when appropriate (Local)
W-10-5.4. Using voice appropriate to purpose (Local)
W-10-5.5. Maintaining focus (Local)
W-10-5.6. Selecting and elaborating important ideas; and excluding extraneous details (Local)
RI.W-10-6. NECAP (Writing) - Grade Level Expectation: Informational Writing: Reports, Procedures, or Persuasive Writing - Organizing Information: In informational writing, students organize ideas/concepts by:
W-10-6.1. Using a text structure appropriate to focus/controlling idea or thesis (e.g., purpose, audience, context) (State)
W-10-6.2. Selecting appropriate and relevant information (excluding extraneous details) to set context (State)
W-10-6.3. Using transitional words or phrases appropriate to text structure (State)
W-10-6.4a. Drawing a conclusion by synthesizing information (State)
W-10-6.4b. Synthesizing information from multiple research studies, including primary sources (Local)
W-10-6.5. Listing and citing sources using standard format (Local)
RI.W-10-7. NECAP (Writing) - Grade Level Expectation: Informational Writing: Reports, Procedures, or Persuasive Writing - Organizing Information: In informational writing, students effectively convey purpose by:
W-10-7.1. Establishing a topic (State)
W-10-7.2. Stating and maintaining a focus/controlling idea/thesis (State)
W-10-7.3. Writing with a sense of audience, when appropriate (State)
W-10-7.4. Establishing an authoritative voice (State)
W-10-7.5. Using precise and descriptive language that clarifies and supports intent (State)
RI.W-10-8. NECAP (Writing) - Grade Level Expectation: Informational Writing (Reports, Procedures, or Persuasive Writing) - Using Elaboration Strategies: In informational writing, students demonstrate use of a range of elaboration strategies by:
W-10-8.1. Including facts and details relevant to focus/controlling idea or thesis, and excluding extraneous information (State)
W-10-8.2. Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, contrasting, or using visual images to support intended purpose (State)
W-10-8.3. Addressing readers' concerns (anticipating and addressing potential problems, mistakes, or misunderstandings that might arise for the audience) (State)
W-10-8.4. Commenting on the significance of the information (in reports, throughout the piece; in procedural or persuasive writing, as appropriate) (State)
RI.W-10-9. NECAP (Writing) - Grade Level Expectation: Writing Conventions - Applying Rules of Grammar, Usage, and Mechanics: In independent writing, students demonstrate command of appropriate English conventions by:
W-10-9.1. Applying rules of standard English usage to correct grammatical errors (State)
W-10-9.2. Applying capitalization rules (Local)
W-10-9.3. Subsumed in W-10-9.4.
W-10-9.4. Applying appropriate punctuation to various sentence patterns to enhance meaning (State)
W-10-9.5. Applying conventional and word-derivative spelling patterns/rules (State)patterns/rules (State)
RI.W-10-10. NECAP (Writing) - Grade Level Expectation: Habit of Writing: Uses a Writing Process.
W-10-10.1. Students use a recursive process, including pre-writing, drafting, revising, editing, and critiquing to produce final drafts of written products. (Local)
RI.W-10-11. NECAP (Writing) - Grade Level Expectation: Habit of Writing: Writing Extensively.
W-10-11.1. Writing with frequency, including in-school, out-of-school, and during the summer (Local)
W-10-11.2. Sharing thoughts, observations, or impressions (Local)
W-10-11.3. Generating topics for writing (Local)
W-10-11.4. Writing in a variety of genres (Local)
RI.W-10-12. NECAP (Writing) - Grade Level Expectation: Expressive Writing: Poetry: In writing poetry, students demonstrate awareness of purpose by:
W-10-12.1. Writing poems in a variety of voices for a variety of audiences (purpose) (Local)
W-10-12.2. Writing poems that express speaker's moods, thoughts, or feelings (Local)
W-10-12.3. Choosing conventional or alternative text structures to achieve impact (Local)
RI.W-10-13. NECAP (Writing) - Grade Level Expectation: Expressive Writing: Poetry: In writing poetry, use language effectively by:
W-10-13.1. Selecting vocabulary according to purpose and for effect on audience (Local)
W-10-13.2. Using rhyme, rhythm, meter, literary elements (e.g., setting, plot, characters) or figurative language (Local)
W-10-13.3. Selecting and manipulating words, phrases, or clauses, for connotation/shades of meaning and impact (Local)
W-10-13.4. Using a variety of poetic forms (Local)
RI.W-10-14. NECAP (Writing) - Grade Level Expectation: Expressive Writing: Reflective Essay: In reflective writing, students explore and share thoughts, observations, and impressions by:
W-10-14.1. Engaging the reader by establishing context (purpose) (State)
W-10-14.2. Analyzing a condition or situation of significance (e.g., reflecting on a personal learning or personal growth), or developing a commonplace, concrete occasion as the basis for the reflection (State)
W-10-14.3. Using an organizational structure that allows for a progression of ideas to develop (State)
W-10-14.4. Using a range of elaboration techniques (i.e., questioning, comparing, connecting, interpreting, analyzing, or describing) to establish a focus (State)
W-10-14.5. Providing closure - leaving the reader with something to think about (State)
W-10-14.6. Not assessed at this grade level.
RI.OC-10-1. NECAP (Oral Communication) - Oral Communication Strategies: Interactive Listening: In oral communication, students demonstrate interactive listening by:
OC-10-1.1. Following verbal instructions, to perform specific tasks, to answer questions, or to solve problems (Local)
OC-10-1.2. Summarizing, paraphrasing, questioning, or contributing to information presented (Local)
OC-10-1.3. Identifying the thesis of a presentation, determining the essential elements of elaboration, and interpreting or evaluating the message (Local)
OC-10-1.4. Participating in large and small group discussions showing respect for a range of individual ideas (Local)
OC-10-1.5. Reaching consensus to solve a problem, make a decision, or achieve a goal (Local)
RI.OC-10-2. NECAP (Oral Communication) - Oral Communication Strategies: Making Presentations: In oral communication, students make oral presentations by:
OC-10-2.1. Exhibiting logical organization and language use, appropriate to audience, context, and purpose (Local)
OC-10-2.2. Maintaining a consistent focus (Local)
OC-10-2.3. Including smooth transitions, supporting thesis with well-chosen details, and providing a coherent conclusion (Local)
OC-10-2.4. Effectively responding to audience questions and feedback (Local)
OC-10-2.5. Using a variety of strategies of address (e.g., eye contact, speaking rate, volume, articulation, enunciation, pronunciation, inflection, voice modulation, intonation, rhythm, and gesture) to communicate ideas effectively (Local)
OC-10-2.6. Using tools of technology to enhance message (Local)