English Language Arts Standards »
Language » Grades 9-10
Conventions of Standard English
CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.9-10.1a Use parallel structure.*
CCSS.ELA-Literacy.L.9-10.1b 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.
CCSS.ELA-Literacy.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-Literacy.L.9-10.2a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
CCSS.ELA-Literacy.L.9-10.2b Use a colon to introduce a list or quotation.
CCSS.ELA-Literacy.L.9-10.2c Spell correctly.
Knowledge of Language
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.L.9-10.3a 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
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.L.9-10.4a 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.
CCSS.ELA-Literacy.L.9-10.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis,
analytical; advocate, advocacy).
CCSS.ELA-Literacy.L.9-10.4c 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.
CCSS.ELA-Literacy.L.9-10.4d 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).
CCSS.ELA-Literacy.L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.L.9-10.5a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
CCSS.ELA-Literacy.L.9-10.5b Analyze nuances in the meaning of words with similar denotations.
CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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.
Grades 9 – 10
Conventions of Standard English
CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Anchor Performance 1: Apply the Conventions of Grammar and Usage in Writing and Speaking
Essential Strategy: Grammar Connections
Sentence Dissection (p.23-25)
Real Grammar, Real Life (p. 25-26)
CCSS.ELA-Literacy.L.9-10.1a Use parallel structure.*
Example context for language use: Students
Level 1-3
Students copy
using illustrated
with a partner.
Level 2-4 Students recite and copy
Using
with a partner.
Level 3-5
Students say and
with a partner.
Topic-related language: Students of ALL proficiency levels will interact with grade-level words and expressions such as:
Levels 1-3
Linguistic
Complexity
Discourse
Level
Language
Forms &
Conventions
Sentence
Level
Vocabulary
Usage
Word/Phrase
Level
Levels 2–4
Levels 3–5
Grades 9 – 10
Conventions of Standard English
CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Anchor Performance 1: Apply the Conventions of Grammar and Usage in Writing and Speaking
Essential Strategy: Grammar Connections
Sentence Dissection (p.23-25)
Real Grammar, Real Life (p. 25-26)
CCSS.ELA-Literacy.L.9-10.1b 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.
Example context for language use:
Level 1-3
Level 2-4
Level 3-5
Topic-related language:
Levels 1-3
Linguistic
Complexity
Discourse Level
Language Forms
& Conventions
Sentence Level
Vocabulary Usage
Word/Phrase
Level
Levels 2–4
Levels 3–5
Grades 9 – 10
Conventions of Standard English
CCSS.ELA-Literacy.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Anchor Performance 2: Apply the Conventions of Punctuation and Spelling When Writing
Essential Strategy: Hands-on Work With Words
Resourcing (p.27)
Personal Dictionaries or Word-Study Books (p.27) Mentor Texts (p. 27-28)
CCSS.ELA-Literacy.L.9-10.2a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
Example context for language use: Students write
Level 1-3
Students copy correctly
Level 2-4
Students
Level 3-5
Students
Topic-related language: Students of ALL proficiency levels will interact with grade-level words and expressions such as:
Levels 1-3
Linguistic
Complexity
Discourse
Level
Language
Forms &
Conventions
Sentence
Level
Vocabulary
Usage
Word/Phrase
Level
Levels 2–4
Levels 3–5
Grades 9 – 10
Conventions of Standard English
CCSS.ELA-Literacy.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Anchor Performance 2: Apply the Conventions of Punctuation and Spelling When Writing
Essential Strategy: Hands-on Work With Words
Resourcing (p.27)
Personal Dictionaries or Word-Study Books (p.27) Mentor Texts (p. 27-28)
CCSS.ELA-Literacy.L.9-10.2b Use a colon to introduce a list or quotation.
Example context for language use:
Level 1-3
Level 2-4
Level 3-5
Topic-related language:
Levels 1-3
Linguistic
Complexity
Discourse Level
Language Forms
& Conventions
Sentence Level
Vocabulary Usage
Word/Phrase
Level
Levels 2–4
Levels 3–5
Grades 9 – 10
Conventions of Standard English
CCSS.ELA-Literacy.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Anchor Performance 2: Apply the Conventions of Punctuation and Spelling When Writing
Essential Strategy: Hands-on Work With Words
Resourcing (p.27)
Personal Dictionaries or Word-Study Books (p.27) Mentor Texts (p. 27-28)
CCSS.ELA-Literacy.L.9-10.2c Spell correctly.
Example context for language use:
Level 1-3
Level 2-4
Level 3-5
Topic-related language:
Levels 1-3
Linguistic
Complexity
Discourse Level
Language Forms
& Conventions
Sentence Level
Vocabulary Usage
Word/Phrase
Level
Levels 2–4
Levels 3–5
Grades 9-10

Knowledge of Language
CCSS.ELA-Literacy.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.
Anchor Performance 3: Understand How Language is Used in Different Contexts
Essential Strategy: Integrate all Four Language Skills Meaningfully, Purposefully (and Playfully Whenever Possible)
Skits and Role-plays (p. 25)
Read It and Speak It (and Write It, too) (p. 25)
Theme Reading, Theme Listening Across Genres. (p.26)
Jeopardy Game for Style Shifting (p. 27)
CCSS.ELA-Literacy.L.9-10.3a 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.
Example context for language use:
Level 1-3
Level 2-4
Level 3-5
Topic-related language:
Levels 1-3
Linguistic
Complexity
Discourse
Level
Language
Forms &
Conventions
Sentence
Level
Vocabulary
Usage
Word/Phrase
Level
Levels 2–4
Levels 3–5
Grades 9-10
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.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.
Anchor Performance 4: Determine or Clarify the Meaning of Unknown and Multiple-Meaning Words and Phrases
Essential Strategy: Use Visual and Contextual Support
Picture It. (p. 35)
Student-Friendly Definitions and Concept Maps. (p. 35)
Look inside and Outside of the Word. (p. 35-37)
CCS.ELA-Literacy.L.9-10.4a 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.
Example context for language use:
Level 1-3
Level 2-4
Level 3-5
Topic-related language:
Levels 1-3
Linguistic
Complexity
Discourse
Level
Language
Forms &
Conventions
Sentence
Level
Vocabulary
Usage
Word/Phrase
Level
Levels 2–4
Levels 3–5
Grades 9-10
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.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.
Anchor Performance 4: Determine or Clarify the Meaning of Unknown and Multiple-Meaning Words and Phrases
Essential Strategy: Use Visual and Contextual Support
Picture It. (p. 35)
Student-Friendly Definitions and Concept Maps. (p. 35)
Look inside and Outside of the Word. (p. 35-37)
CCSS.ELA-Literacy.L.9-10.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical;
advocate, advocacy).
Example context for language use:
Level 1-3
Level 2-4
Level 3-5
Topic-related language:
Levels 1-3
Linguistic
Complexity
Discourse
Level
Language
Forms &
Conventions
Sentence
Level
Vocabulary
Usage
Word/Phrase
Level
Levels 2–4
Levels 3–5
Grades 9-10
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.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.
Anchor Performance 4: Determine or Clarify the Meaning of Unknown and Multiple-Meaning Words and Phrases
Essential Strategy: Use Visual and Contextual Support
Picture It. (p. 35)
Student-Friendly Definitions and Concept Maps. (p. 35)
Look inside and Outside of the Word. (p. 35-37)
CCSS.ELA-Literacy.L.9-10.4c 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.
Example context for language use:
Level 1-3
Level 2-4
Level 3-5
Topic-related language:
Levels 1-3
Linguistic
Complexity
Discourse
Level
Language
Forms &
Conventions
Sentence
Level
Vocabulary
Usage
Word/Phrase
Level
Levels 2–4
Levels 3–5
Grades 9-10
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.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.
Anchor Performance 4: Determine or Clarify the Meaning of Unknown and Multiple-Meaning Words and Phrases
Essential Strategy: Use Visual and Contextual Support
Picture It. (p. 35)
Student-Friendly Definitions and Concept Maps. (p. 35)
Look inside and Outside of the Word. (p. 35-37)
o
CCSS.ELA-Literacy.L.9-10.4d 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).
Example context for language use:
Level 1-3
Level 2-4
Level 3-5
Topic-related language:
Levels 1-3
Linguistic
Complexity
Discourse
Level
Language
Forms &
Conventions
Sentence
Level
Vocabulary
Usage
Word/Phrase
Level
Levels 2–4
Levels 3–5
Grades 9-10
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Anchor Performance 5: Recognize Word Relationships, Figurative Language, and Nuances in Word Meanings
Essential Strategy: Active Engagement With Challenging Language Segments Presented in Context
Word Sorts (p. 37 - 38)
CCSS.ELA-Literacy.L.9-10.5a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
Example context for language use:
Level 1-3
Level 2-4
Level 3-5
Topic-related language:
Levels 1-3
Linguistic
Complexity
Discourse
Level
Language
Forms &
Conventions
Sentence
Level
Vocabulary
Usage
Word/Phrase
Level
Levels 2–4
Levels 3–5
Grades 9-10
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Anchor Performance 5: Recognize Word Relationships, Figurative Language, and Nuances in Word Meanings
Essential Strategy: Active Engagement With Challenging Language Segments Presented in Context
Word Sorts (p. 37 - 38)
CCSS.ELA-Literacy.L.9-10.5b Analyze nuances in the meaning of words with similar denotations.
Example context for language use:
Level 1-3
Level 2-4
Level 3-5
Topic-related language:
Levels 1-3
Linguistic
Complexity
Discourse
Level
Language
Forms &
Conventions
Sentence
Level
Vocabulary
Usage
Word/Phrase
Level
Levels 2–4
Levels 3–5
Grades 9-10
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.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.
Anchor Performance: Acquire and Use Accurately a Range of General Academic and Domain-Specific Words and Phrases
Essential Strategy: Deconstructing and Reconstructing Academic Language
Vocabulary Self-Assessment (p.38)
Tiered Vocabulary Instruction (p.39)
Frontload, Embed, and Blend. (p. 40)
Chunk it! (p. 40)
Modal Magic (p. 40)
Make Me Passive (p. 41)
Author’s Phrase Palette (p. 42)
CCSS.ELA-Literacy.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.
Example context for language use:
Level 1-3
Level 2-4
Level 3-5
Topic-related language:
Levels 1-3
Linguistic
Complexity
Discourse
Level
Language
Forms &
Conventions
Sentence
Level
Vocabulary
Usage
Word/Phrase
Level
Levels 2–4
Levels 3–5