New Jersey Standards
New Jersey Grades 9–10 ELA Standards
All 32 New Jersey English language arts standards for grades 9–10, each explained in plain English. The official wording is one click away under each one.
32 standards
Language Domain
4 standardsL.SS.9–10.1
Use correct English, like keeping lists parallel, mixing phrase and clause types for variety, joining related sentences with a semicolon, and opening lists with a colon.
Official wording
Demonstrate command of the system and structure of the English language when writing or speaking.AUse parallel structure.BUse 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.CUse a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.DUse a colon to introduce a list or quotation.ERecognize spelling conventions.
L.KL.9–10.2
Make deliberate word and sentence choices for meaning and style, independently build academic and subject vocabulary, and read and listen with deeper understanding.
Official wording
Apply knowledge of language to make effective choices for meaning, or style, and to comprehend more fully when reading, writing, speaking or listening.AAcquire 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.BVary word choice and sentence structure to demonstrate an understanding of the influence of language.CDemonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
L.VL.9–10.3
Work out unknown words with context, word families like emphasis and emphasize, and specialized references, check the meaning, and weigh how word choices build tone.
Official wording
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, including technical meanings, choosing flexibly from a range of strategies.AUse 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.BIdentify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).CAnalyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).DConsult 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.EVerify 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.VI.9–10.4
Interpret figures of speech like understatement or paradox, tell apart words with close meanings, and analyze how word choices set tone, time and place.
Official wording
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings, including connotative meanings.AInterpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.BAnalyze nuances in the meaning of words with similar denotations.CAnalyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone; how the language of a court opinion differs from that of a newspaper).
Reading Domain
15 standardsRL.CR.9–10.1
Gather thorough evidence to strongly support an analysis of a literary work's many layers, including what it implies and where it leaves things uncertain.
Official wording
Cite a range of thorough textual evidence and make relevant connections to strongly support analysis of multiple aspects of what a literary text says explicitly and inferentially, as well as including determining where the text leaves matters uncertain.
RI.CR.9–10.1
Gather thorough evidence to strongly support an analysis of an informational text, covering what it states, what it implies, and how it can be interpreted.
Official wording
cite a range and thorough textual evidence and make clear and relevant connections, to strongly support an analysis of multiple aspects of what an informational text says explicitly and inferentially, as well as interpretations of the text.
RL.CI.9–10.2
Identify one or more themes of a literary work, trace how specific details introduce and refine them across the text, and write an objective summary.
Official wording
Determine one or more themes of a literary text and analyze how it is developed and refined over the course of the text, including how it emerges and is shaped by specific details; provide an objective summary of the text.
RI.CI.9–10.2
Identify one or more central ideas of a nonfiction text, analyze how details make them emerge and sharpen as the text goes on, and summarize it objectively.
Official wording
Determine one or more central ideas of an informational text and analyze how it is developed and refined over the course of a text, including how it emerges and is shaped by specific details; provide an objective summary of the text.
RL.IT.9–10.3
Analyze how complex characters with mixed or conflicting motives grow, deal with others, and move the plot or theme forward over a text.
Official wording
Analyze how an author unfolds and develops ideas throughout a text, including how complex characters (e.g., those with multiple or conflicting motivations) develop, interact with other characters, and advance the plot or develop the theme.
RI.IT.9–10.3
Analyze how an author lays out ideas across a text, including the order of points, how each is introduced and built, and how they connect.
Official wording
Analyze how an author unfolds ideas throughout the text, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
RL.TS.9–10.4
Analyze how an author's choices about structure, event order and time, like parallel plots, pacing or flashbacks, create effects such as mystery, tension or surprise.
Official wording
Analyze how an author’s choices concerning the structure of a text, order of the events within it (e.g., parallel plots), and manipulation of time (e.g., pacing, flashbacks) create specific effects (e.g., mystery, tension, or surprise).
RI.TS.9–10.4
Analyze in depth how an author structures ideas or claims and how particular sentences, paragraphs or sections build and refine them.
Official wording
Analyze in detail the author’s choices concerning the structure of ideas or claims of a text, and how they are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
RL.PP.9–10.5
Identify an author's lens, including cultural experience in world literature from outside the US, and analyze how rhetorical devices push a point of view.
Official wording
Determine an author’s lens in a text (including cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature) and analyze how an author uses rhetorical devices to advance a point of view.
RI.PP.9–10.5
Identify an author's purpose, including cultural knowledge in texts from outside the US, and analyze how rhetorical devices like repetition serve that purpose.
Official wording
Determine an author’s purpose in a text (including cultural experience and knowledge reflected in text originating outside the United States) and analyze how an author uses rhetorical devices to advance that purpose.
RL.MF.9–10.6
Analyze, combine and judge different versions of one work, like a stage production, a recording of a novel, or a filmed poem reading.
Official wording
Analyze integrate, and evaluate multiple interpretations (e.g., recorded or live production of a play or recorded novel or poetry) of a single text or text/s presented in different formats (visually, quantitatively).
RI.MF.9–10.6
Analyze, combine and judge information from charts, graphs, videos and written text on one subject to answer a question or solve a problem.
Official wording
Analyze, integrate, and evaluate multiple interpretations (e.g., charts, graphs, diagrams, videos) of a single text or text/s presented in different formats (visually, quantitatively) as well as in words in order to address a question or solve a problem.
RI.AA.9–10.7
Describe and judge an argument in a nonfiction text, checking that the logic holds up and the evidence fits and is enough, and flag false statements or faulty reasoning.
Official wording
Describe and evaluate the argument and specific claims in an informational text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and reasoning.
RL.CT.9–10.8
Using background knowledge, analyze how an author reworks older source material, like a modern novel retelling a myth, and how the two connect in theme and ideas.
Official wording
Analyze and reflect on (e.g., practical knowledge, historical/cultural context, and background knowledge) how an author draws on, develops, or transforms source material historical and literary significance (e.g., how a modern author treats a theme or topic from mythology or a religious text) and how they relate in terms of themes and significant concepts.
RI.CT.9–10.8
Draw on context and background knowledge to analyze landmark historical and scientific texts, like a famous speech or study, and how their themes and ideas connect.
Official wording
Analyze and reflect on (e.g., practical knowledge, historical/cultural context, and background knowledge) seminal and informational text of historical and scientific significance, including how they relate in terms of themes and significant concepts.
Writing Domain
7 standardsW.AW.9–10.1
Write arguments analyzing serious topics or texts, with precise claims, fair treatment of counterclaims, valid reasoning and enough evidence, and a fitting tone.
Official wording
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient textual and non-textual evidence.AIntroduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.BDevelop claim(s) and counterclaims using sound reasoning, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate manner that anticipates the audience’s knowledge level and concerns.CUse transitions (e.g., words, phrases, clauses) to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.DEstablish and maintain a style and tone appropriate to the audience and purpose (e.g., formal and objective for academic writing) while attending to the norms and conventions of the discipline in which they are writing.EProvide a concluding paragraph or section that supports the argument presented.
W.IW.9–10.2
Write clear, accurate explanations of complex topics, organized with headings or graphics, backed by solid facts, in precise terms, ending on why it matters.
Official wording
Write informative/explanatory texts (including the narration of historical events, scientific procedures/ experiments, or technical processes) to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.AIntroduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aid in comprehension.BDevelop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.CUse appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.DUse precise language and domain-specific vocabulary to manage the complexity of the topic.EEstablish and maintain a style and tone appropriate to the audience and purpose (e.g., formal and objective for academic writing) while attending to the norms and conventions of the discipline in which they are writing.FProvide a concluding paragraph or section that supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
W.NW.9–10.3
Write a story that opens on a problem, sets up a narrator and point of view, weaves dialogue, pacing and more than one plot line, and closes with a reflection.
Official wording
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.AEngage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.BUse narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.CUse a variety of techniques to sequence events so that they build on one another to create a coherent whole.DUse precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.EProvide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
W.WP.9–10.4
Strengthen writing by revising, rewriting or trying a new angle, seeking feedback, using a style guide like MLA or APA, and stressing what matters most to readers.
Official wording
Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach; sustaining effort to complete complex writing tasks; seeking out feedback and reflecting on personal writing progress; consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience.
W.WR.9–10.5
Run short and longer research projects on a question you pose or are given, narrowing or widening it as needed and weaving several sources into one account.
Official wording
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.SE.9–10.6
Research with advanced searches across trusted print and online sources, judge how useful each is, blend information in smoothly, and cite it in MLA or APA style.
Official wording
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation (MLA or APA Style Manuals).
W.RW.9–10.7
Write regularly for many tasks, purposes and audiences, from a research paper drafted and revised over weeks to a response finished in a single sitting or a day or two.
Official wording
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening Domain
6 standardsSL.PE.9–10.1
Lead and join discussions, coming prepared with evidence, setting group rules and goals, asking questions that widen the talk, and responding fairly to other views.
Official wording
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with peers on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.ACome to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.BCollaborate with peers to set rules for discussions (e.g., informal consensus, taking votes on key issues, presentation of alternate views); develop clear goals and assessment criteria (e.g., student developed rubric) and assign individual roles as needed.CPropel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.DRespond thoughtfully to various perspectives, summarize points of agreement and disagreement, and justify own views. Make new connections in light of the evidence and reasoning presented.
SL.II.9–10.2
Combine information from many sources and formats, like videos, charts and speeches, while judging how credible and accurate each source is.
Official wording
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and accuracy of each source.
SL.ES.9–10.3
Judge a speaker's viewpoint, logic, evidence and persuasive language, pointing out any faulty reasoning or twisted evidence.
Official wording
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any false reasoning or distorted evidence.
SL.PI.9–10.4
Present findings and evidence clearly, briefly and in a logical order, with content, structure and style suited to the task, purpose and listeners.
Official wording
Present information, findings, and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience.
SL.UM.9–10.5
Use digital media in presentations on purpose, like graphics, audio or interactive pieces, to strengthen findings and evidence and keep listeners interested.
Official wording
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance findings, reasoning, and evidence and to add interest.
SL.AS.9–10.6
Adjust speaking to many settings and tasks, like a mock trial or a class seminar, showing a strong grasp of formal English.
Official wording
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English.
The official New Jersey documents
- New Jersey Student Learning Standards for English Language Arts, 2023 · adopted October 2023 · since 2024-25
New Jersey Student Learning Standards for English Language Arts, New Jersey Department of Education.
Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The plain-English lines are EMStudio's own explanations, shown beside the official wording. They are not part of the standards.