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Oklahoma Standards

Oklahoma 10th Grade ELA Standards

All 53 Oklahoma English language arts standards for 10th grade, each explained in plain English. The official wording is one click away under each one.

53 standards

Listening and Speaking: Listening

2 standards
Students will develop and apply effective communication skills through active listening.
10.1.L.1
Listen during discussions by keeping to class norms and managing your words and body language, like nodding and holding questions until the speaker finishes.
Official wording
Students will actively listen using agreed-upon discussion rules with control of verbal and nonverbal cues.
10.1.L.2
Listen to analyze and judge a speaker's spoken and unspoken messages, asking questions that clarify their aim and viewpoint, like after a guest lecture.
Official wording
Students will actively listen in order to analyze and evaluate speakers’ verbal and nonverbal messages by asking questions to clarify purpose and perspective.

Listening and Speaking: Speaking

3 standards
Students will develop and apply effective communication skills to share ideas through speaking.
10.1.S.1
Collaborate respectfully in diverse groups by compromising when it helps the goal, sharing the workload, and recognizing each person's part, like on a group presentation.
Official wording
Students will work effectively and respectfully in diverse groups by showing willingness to make necessary compromises to accomplish a goal, sharing responsibility for collaborative work, and recognizing individual contributions
10.1.S.2
Join talks about texts and writing in pairs, groups, or the whole class, keeping to norms, explaining your ideas, building on others, and disagreeing with respect.
Official wording
Students will follow agreed-upon rules as they engage in collaborative discussions about what they are reading and writing, expressing their own ideas clearly, building on the ideas of others, and respectfully disagreeing when necessary in pairs, diverse groups, and whole-class settings.
10.1.S.3
Present formally and informally for different situations, supporting points with evidence and using voice and gestures well, like a persuasive speech.
Official wording
Students will conduct formal and informal presentations in a variety of contexts supporting their message with evidence and using verbal and nonverbal cues.

Reading and Writing Process: Reading

2 standards
Students will read and comprehend inclusive, diverse, and increasingly complex literary and informational texts.
10.2.R.1
Condense the main ideas of increasingly challenging texts and put important passages in your own words, like a scene from a Shakespeare play.
Official wording
Students will summarize the main ideas and paraphrase significant parts of increasingly complex texts.
10.2.R.2
Identify what marks a text as fiction, poetry, drama, or nonfiction and analyze how those traits deepen understanding, like the turn in a sonnet.
Official wording
Students will identify characteristics of genres and analyze how they enhance comprehension of fiction, poetry, drama, and nonfiction.

Reading and Writing Process: Writing

5 standards
Students will engage in a recursive process that may include prewriting, drafting, revising, editing, and publishing.
10.2.W.1
Gather and organize ideas before drafting and come back to that planning whenever needed, like outlining an argument about a novel's ending.
Official wording
Students will routinely and recursively prewrite (e.g., develop and organize ideas).
10.2.W.2
Draft writing using a fitting structure, like sequence for a how-to piece or problem and solution for a proposal, and return to drafting as ideas change.
Official wording
Students will routinely and recursively develop drafts, applying organizational structure(s) (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.).
10.2.W.3
Revise drafts for clearer order, smoother transitions, varied sentences, and a consistent tone and point of view, like tightening a literary analysis.
Official wording
Students will routinely and recursively revise drafts for organization, transitions, sentence variety, and consistent tone and point of view in order to improve coherence and meaning.
10.2.W.4
Check drafts for grammar, usage, mechanics, and format with help from resources like a handbook, then polish them for publishing.
Official wording
Students will routinely and recursively use resources to edit for grammar, usage, mechanics, and format in order to finalize drafts for publication.
10.2.W.5
Publish finished pieces for genuine readers beyond the teacher, like a local newspaper, a school website, or a community event.
Official wording
Students will routinely and recursively publish final drafts for an authentic audience (e.g., publishing digitally, community and professional audiences, newspapers and magazines, entering contests).

Critical Reading and Writing: Reading

7 standards
Students will analyze, interpret, and evaluate increasingly complex literary and informational texts that include a wide range of historical, cultural, ethnic, and global perspectives from a variety of genres.
10.3.R.1
Analyze how history, culture, or global events influence the style choices authors make in literary and informational texts, like a war memoir's spare language.
Official wording
Students will analyze the extent to which historical, cultural, and/or global perspectives affect authors’ stylistic choices in grade-level literary and informational texts.
10.3.R.2
Evaluate the viewpoint an author brings and explain how it adds to a text's meaning, like how a reformer's beliefs shape a speech.
Official wording
Students will evaluate authors’ perspectives and explain how those perspectives contribute to the meanings of texts.
10.3.R.3
Evaluate how setting, plot moves like flashback, conflict, characters, narrator reliability, and archetypes affect theme, mood, or tone, with text evidence.
Official wording
Students will evaluate how literary elements impact theme, mood, and/or tone, using textual evidence:•setting•plot structure (e.g., foreshadowing, flashback, in media res)•conflict (i.e., internal, external)•characters (e.g., protagonist, antagonist)•characterization (i.e., direct, indirect)•point of view (e.g., narrator reliability)•archetypes
10.3.R.4
Evaluate how imagery, symbolism, and other figurative language, sound devices like assonance, and irony affect theme, mood, or tone, with text evidence.
Official wording
Students will evaluate how literary devices impact theme, mood, and/or tone, using textual evidence:•figurative language (i.e., simile, metaphor, personification, hyperbole, imagery, symbolism)•sound devices (i.e., onomatopoeia, alliteration, assonance)•irony (i.e., verbal, situational, dramatic)
10.3.R.5
Weigh whether a speaker's argument holds up by telling logical, factual, and anecdotal evidence apart, checking claims for support, and spotting appeals, bias, and fallacies.
Official wording
Students will evaluate the validity of a speaker’s argument:•distinguish the kinds of evidence (e.g., logical, empirical, anecdotal)•distinguish substantiated from unsubstantiated claims•analyze rhetorical appeals (i.e., ethos, logos, pathos)•identify bias•identify logical fallacies
10.3.R.6
Analyze how an informational text's structure, like problem and solution or comparison, serves what the author wants to achieve.
Official wording
Students will analyze how informational text structures support the author’s purpose.
10.3.R.7
Analyze how several texts handle the same theme or topic, using quotes to support claims and inferences, like a novel and a speech on justice.
Official wording
Students will analyze how two or more texts address similar themes or topics, using textual evidence to support their claims and inferences.

Critical Reading and Writing: Writing

4 standards
Students will thoughtfully and intentionally write, addressing a range of modes, purposes, and audiences.
10.3.W.1
Write true or imagined narratives with complex characters in conflict, an effective narrator, a deliberate order of events, sensory detail, dialogue, and varied syntax.
Official wording
Students will compose narratives reflecting real or imagined experiences that:•include engaging plots involving well-developed, complex characters resolving conflicts•establish narrator(s) that enhance(s) the narrative•are intentionally sequenced in a way to achieve a specific effect•provide clear descriptions, using precise language, sensory details, and dialogue•include varied syntax to enhance readability•emulate literary elements and/or literary devices from mentor texts
10.3.W.2
Write reports, informative essays, or technical pieces that present topics objectively with a defensible thesis, evidence, clear structure, and a formal, concise style.
Official wording
Students will compose informative essays, reports, or technical writing that:•objectively introduce and develop topics•include a defensible thesis•incorporate evidence•maintain an organized structure•use sentence variety and word choice to create clarity and concision•establish and maintain a formal style•emulate literary devices from mentor texts
10.3.W.3
Write argumentative essays, reviews, or op-eds that make informed claims, answer opposing views, order evidence logically, and use credible sources and a fitting tone.
Official wording
Students will compose argumentative essays, reviews, or op-eds that:•introduce precise, informed claims•include a defensible thesis•acknowledge counterclaims or alternate perspectives•organize claims, counterclaims, and evidence in a logical sequence•provide the most relevant evidence to develop balanced arguments, using credible sources•use sentence variety and word choice to create clarity and concision•use style and tone that suits the audience and purpose
10.3.W.4
Combine narrative, informative, and argument writing in a single piece to suit readers and purpose, like a feature article mixing anecdote, facts, and opinion.
Official wording
Students will blend narrative, informative, and argumentative writing to suit their audience and purpose.

Vocabulary: Reading

4 standards
Students will expand their grade-level vocabularies through reading, word study, and class discussion.
10.4.R.1
Compare how words connect as synonyms, antonyms, or analogy pairs, like frugal versus stingy or author is to novel as composer is to symphony.
Official wording
Students will analyze the relationships among synonyms, antonyms, and analogies.
10.4.R.2
Use surrounding text plus a word's literal meaning and emotional shading to pin down meaning, like telling apart the senses of charge in a news story.
Official wording
Students will use context clues, connotation, and denotation to determine or clarify the meaning of words or distinguish among multiple-meaning words.
10.4.R.3
Break harder words into affixes, stems, and Latin, Greek, or Anglo-Saxon roots to define them, like chrono and meter in chronometer.
Official wording
Students will use word parts (e.g., affixes, Anglo-Saxon, Greek, and Latin roots, stems) to define and determine the meaning of increasingly complex words.
10.4.R.4
Consult a dictionary, glossary, or thesaurus to clarify a word's meaning, syllables, pronunciation, synonyms, part of speech, or history, like the origin of quarantine.
Official wording
Students will use resources (e.g., dictionary, glossary, thesaurus, etc.) to determine or clarify the meanings, syllabication, pronunciation, synonyms, parts of speech, and etymology of words or phrases.

Vocabulary: Writing

2 standards
Students will apply knowledge of vocabulary to speak and write effectively.
10.4.W.1
Use precise grade-level words to state complex ideas clearly in writing, like ambivalent rather than kind of unsure.
Official wording
Students will use precise, grade-level vocabulary in writing to clearly communicate complex ideas.
10.4.W.2
Choose language for the effect you want given the purpose and audience, like formal terms in a letter to the principal or punchy words in a blog post.
Official wording
Students will select language to create a specific effect in writing according to purpose and audience.

Language: Reading

2 standards
Students will expand and apply knowledge of grammar, usage, mechanics, and style to comprehend, analyze, and/or evaluate a variety of texts.
10.5.R.1
Analyze how parallel structure, active and passive voice, and different phrases and clauses shape meaning in texts, like repeated clauses in a famous speech.
Official wording
Students will recognize and analyze the effect of parallel structure, active and passive voice, and various types of phrases and clauses to convey specific meanings.
10.5.R.2
Identify noun, verb, adjective, and adverb phrases in sentences and explain the effect each one has, like a vivid verb phrase in a poem.
Official wording
Students will recognize noun, verb, adjectival, and adverbial phrases and explain their effect in particular sentences.

Language: Writing

11 standards
Students will expand and apply knowledge of grammar, usage, mechanics, and style to speak and write effectively, demonstrating standard usage when appropriate.
10.5.W.1
Use or revise active and passive voice and parallel words, phrases, and clauses on purpose for effect, like balancing three clauses in a closing line.
Official wording
Students will use or revise for active/passive voice and parallel structure in words, phrases, and/or clauses for effect.
10.5.W.2
Make writing and presentations clearer and more varied by using parts of speech and different phrases and clauses, like starting with a participial phrase.
Official wording
Students will add clarity, variety, and/or style to their writing and presentations with parts of speech and various types of phrases and clauses.
10.5.W.3
Show control of standard English grammar, mechanics, and usage in writing, talks, and media, breaking the rules on purpose for effect, like a fragment for emphasis.
Official wording
Students will demonstrate their use of Standard American English (i.e., grammar, mechanics, and usage) in writing, presentations, and/or multimodal literacies to convey specific meanings and ideas, intentionally departing from standard usage to achieve a specific effect.
10.5.W.4
Use capital letters correctly, like for names of historical events, organizations, and languages.
Official wording
Students will write using correct capitalization mechanics.
10.5.W.5
Punctuate the end of every sentence correctly, like a question mark for a direct question but a period for an indirect one.
Official wording
Students will write using correct end mark mechanics.
10.5.W.6
Place apostrophes correctly, like in plural possessives such as the teams' coaches and in contractions such as they're.
Official wording
Students will write using correct apostrophe mechanics.
10.5.W.7
Use commas correctly in writing, like after introductory clauses, between items in a series, and around nonessential details.
Official wording
Students will write using correct comma mechanics.
10.5.W.8
Use a colon to lead into information the sentence builds toward, like a list or a surprising final detail.
Official wording
Students will use a colon to reveal information.
10.5.W.9
Use an ellipsis to show words were cut from a quotation and brackets to show words you inserted to clarify it, like when quoting in an essay.
Official wording
Students will use an ellipsis to indicate omission from quoted material and brackets to indicate an addition or clarification to quoted material.
10.5.W.10
Apply italics correctly, like for titles of long works such as novels and albums and for foreign words.
Official wording
Students will write using correct italics mechanics.
10.5.W.11
Punctuate with semicolons correctly, like between two related independent clauses or between list items that already contain commas.
Official wording
Students will write using correct semicolon mechanics.

Research: Reading

3 standards
Students will gather, comprehend, evaluate, and synthesize researched information to acquire and refine knowledge.
10.6.R.1
Locate and understand information on a topic using research questions of your own that can be answered, like what drives teen voter turnout.
Official wording
Students will find and comprehend information about a topic, using their own viable research questions.
10.6.R.2
Combine useful information from many primary and secondary sources, like letters, data sets, and articles, and cite them ethically and legally.
Official wording
Students will synthesize relevant information from a variety of primary and secondary sources, following ethical and legal citation guidelines.
10.6.R.3
Evaluate whether research information is relevant, trustworthy, and sound, like comparing a peer-reviewed study with a sponsored post.
Official wording
Students will evaluate the relevance, reliability, and validity of the information gathered.

Research: Writing

4 standards
Students will synthesize information ethically through speaking and writing.
10.6.W.1
Create a research question that can be answered and keep refining it, like narrowing school lunches to whether free breakfast improves attendance.
Official wording
Students will formulate and refine a viable research question.
10.6.W.2
Craft a thesis statement that is clear, brief, and arguable with evidence, like a claim a research essay sets out to prove.
Official wording
Students will develop a clear, concise, defensible thesis statement.
10.6.W.3
Blend quotes, paraphrases, and summaries into your writing with consistent MLA or APA citations so all borrowed ideas are credited.
Official wording
Students will integrate quotes, paraphrases, and summaries from research, following a consistent citation style (e.g., MLA, APA) to avoid plagiarism.
10.6.W.4
Present research both in long projects like a research paper and in short, informal ways like a quick class discussion, adapting to different audiences.
Official wording
Students will present research in longer formats (e.g., sustained research projects, process essays) and shorter, informal formats (e.g., single-day research projects, informal discussion) to a variety of audiences.

Multimodal Literacies: Reading

1 standard
Students will comprehend and evaluate multimodal content.
10.7.R
Analyze and evaluate how the techniques in mixed media, like images, sound, and text in an ad or website, work together to create meaning.
Official wording
Students will analyze and evaluate the techniques used in a variety of multimodal content and how they contribute to meaning.

Multimodal Literacies: Writing

1 standard
Students will create multimodal content to communicate effectively.
10.7.W
Produce engaging media that combines text, visuals, or sound to reach a chosen audience and meet a purpose, like an infographic or short video.
Official wording
Students will create engaging multimodal content that intentionally addresses an audience and accomplishes a purpose.

Independent Reading and Writing: Reading

1 standard
Students will read self-selected texts independently, choosing genres to suit and expand their personal preferences and purposes.
10.8.R
Pick texts to serve a goal and read independently for long periods, like a biography chosen to learn about a career.
Official wording
Students will select texts for specific purposes and read independently for extended periods of time.

Independent Reading and Writing: Writing

1 standard
Students will write independently, intentionally selecting modes, purposes, and audiences.
10.8.W
Write on your own by hand or by typing for varied lengths of time, blending modes and genres for your readers and goals, like a short story or editorial.
Official wording
Students will write independently using print, cursive, and/or typing for various lengths of time, intentionally selecting and combining modes and genres to suit their audiences and purposes.

The official Oklahoma documents

Oklahoma Academic Standards for English Language Arts, Oklahoma State Department of Education.

The plain-English lines are EMStudio's own explanations, shown beside the official wording. They are not part of the standards.