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English Language Arts Standards » Kindergarten-Grade 12 » Language » Grades 9-10

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The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).

Standards in this domain:

Conventions of Standard English

  • L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Use parallel structure.*
    • 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.
  • L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
    • Use a colon to introduce a list or quotation.
    • Spell correctly.

Knowledge of Language

  • L.9-10.3. 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.
    • Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

Vocabulary Acquisition and Use

  • L.9-10.4. 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.
    • 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.
    • Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
    • 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.
    • 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).
  • L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
    • Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
    • Analyze nuances in the meaning of words with similar denotations.
  • L.9-10.6. 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.

Printed from the Iowa Department of Education website on April 20, 2014 at 10:55pm.