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Washington Standards

Washington Grades 9–10 ELA Standards

All 24 Washington English language arts standards for grades 9–10, each explained in plain English. The official wording is one click away under each one.

24 standards

Reading

4 standards
Students read, comprehend, interpret, analyze, evaluate, and appreciate multimodal texts, including those of historical and literary significance, from a broad range of genres, cultures, and mediums in the context of grade-level content to understand themselves, others, and the world. Genres include fiction, poetry, nonfiction, and a variety of genres beyond these categories. Standards 4, 5, and 6 are prioritized. This is the first year standard 6 is prioritized.
ELA.9–10.R.1
Find needed sections with text features, and describe how visuals clarify the words and cue readers on how to read the text as a whole.
Official wording
Students know and use text/visual features.aUse text/visual features to identify sections of a longer text that are likely to contain needed information.bDescribe how text/visual features represent, clarify, and/or add meaning to the written text.cDescribe how text/visual features cue the reader about how to interpret the text as one whole.
ELA.9–10.R.4
Read with active strategies, and analyze how authors in one genre make different design choices and how rhetoric, techniques and structure build effects like tension.
Official wording
Students comprehend and interpret texts using a variety of strategies.aPreview the text while reflecting on their purposes for reading.bVisualize, imagine, and/or otherwise engage the senses to make meaning of the text.cMake inferences and predictions, checking them against textual evidence.dMaintain motivation and reconnect to the flow of reading using a variety of strategies.eAnalyze how two authors who write in the same genre make different choices about text/visual features.fAnalyze literary techniques and their effects.gExplain what they understand from the topic or story, including how information, ideas, or elements of a story interact and/or change.hAnalyze how the author's use of language, including figurative language and rhetorical devices, shapes meaning and affects reader understanding.iAnalyze complex text structures and how they guide readers' understanding, shape meaning, and create effects such as tension among others.
ELA.9–10.R.5
Analyze complex texts with cited evidence, looking at how authors sway beliefs, how audience and platform shape them, and how the theme ties to others' commentary.
Official wording
Students analyze complex texts, introducing and attributing textual evidence when relevant.aAnalyze how authors' choices influence readers' choices, beliefs, and/or actions.bAnalyze the communicative situation in which an author writes a text, including their purposes, their perspectives, the genre and platform they choose, and their intended audience's background and reception of the text.cAnalyze the main idea, theme, or key information in a text, connecting to others' commentary and to their own experiences.dAnalyze the presentation of similar content in different genres, mediums, and platforms.
ELA.9–10.R.6
Critically judge, with fitting criteria, how well a text helps readers picture unfamiliar ideas, feel empathy, or think and act differently.
Official wording
Students critically evaluate texts.aEvaluate using relevant criteria how effectively a text invites the reader to visualize and/or empathize with concepts new to them.bEvaluate using relevant criteria how effectively a text engages the reader or provokes thought, understanding, or action.

Writing

6 standards
Students compose multimodal texts in a variety of genres for a range of communicative situations in the context of grade-level content, in which the development, organization, and language use are appropriate to genre, task, purpose, and audience. Standards 1, 3, and 5 are prioritized.
ELA.9–10.W.1
Write in many genres across subjects, such as a history analysis, a policy argument, a persuasive speech or a short story, to describe, explain, argue and narrate.
Official wording
Students compose multimodal texts within a variety of genres across content areas for a variety of purposes.aCompose in order to describe situations, experience, ideas, and imaginings.bCompose in order to record observations and/or explain their observations and analysis of texts, ideas, and the world.cCompose in order to make a claim about an issue.dCompose in order to persuade others.eCompose in order to tell narratives of stories and events.
ELA.9–10.W.2
Run writing projects by analyzing the prompt and situation, predicting how readers' beliefs may color their reading, setting goals and processes, and blending feedback.
Official wording
Students manage and complete writing projects, connecting to interests, experiences, needs, or perspectives.aAnalyze the prompt and communicative situation to determine the purpose and appropriate strategies for developing and communicating ideas.bAnalyze the intended audience and anticipate how their background knowledge, expectations, perspectives, beliefs, and/or values may influence interpretations of the text.cManage writing projects by establishing goals, selecting processes, and allocating resources to meet goals.dIntegrate feedback from multiple sources and make purposeful shifts in focus and timeline when needed.
ELA.9–10.W.3
Draft for a discipline by curating sources legally, bending genre rules when useful, integrating evidence from several texts and defending claims against alternatives.
Official wording
Students draft content within the genre, purpose, and discipline, using technology appropriately.aGenerate ideas for topics, genres, and material.bCurate ideas and material, including findings from research and/or multimedia artifacts, identifying when and how it's fair and legal to use media created by others.cFollow, adapt, combine, and/or break from genre-specific text elements.dDevelop detailed descriptions with analogy, metaphor, reflection, and/or other appeals to help the audience imagine and empathize with the content and to activate the senses.eDevelop critical analysis of experience, events, information, ideas, and/or texts.fDevelop and strengthen analysis by integrating relevant evidence from multiple texts.gDevelop and defend claims with relevant and credible evidence from multiple sources connected by sound and valid reasoning and challenge counterclaims and alternative interpretations.hUse persuasive techniques, including arguments, evaluations, and appeals to emotion, reason, and authority.iUse a variety of narrative techniques and devices consistent with the genre to develop complex characters, relationships, events, and themes while shaping readers’ understanding and responses.jAttribute sources in ways consistent with the genre and discipline, using technology appropriately.
ELA.9–10.W.4
Shape a piece's structure to its purpose and subject, following, adjusting or departing from genre norms in openings, body and conclusions.
Official wording
Students organize content by using, adapting, and/or breaking the genre's structure based on purpose and discipline.aCraft engaging introductions based on genre, purpose, and/or discipline.bOrganize content using strategies specific to the genre, purpose, and/or discipline.cCompose conclusions based on genre, purpose, and/or discipline.
ELA.9–10.W.5
Reread drafts to compare meaning with likely reader takeaways, revise with feedback to serve their goals, and edit using all conventions learned through 10th grade.
Official wording
Students evaluate, revise, and edit their compositions using a variety of strategies, including appropriate use of technology.aRe-read to determine whether the draft is ready for next steps, including by identifying potential differences between intended meaning and audience interpretation.bGather and consider using feedback about their compositions.cUse what they learned from re-reading and feedback to strengthen their compositions in ways that support their intentions and/or improve readers’ understanding.dEdit for conventions and consistency of text/visual features, including attributions. [Demonstrate command of Language standards in grades 1 through 9–10.]
ELA.9–10.W.6
Decide whether to publish at all, weighing how lasting it is and its effects on readers and themselves, and update published pieces when needed.
Official wording
Students share and publish compositions in person and/or on digital or non-digital platforms.aDetermine whether to share compositions given the potential permanence of published environments and the impact it may have on intended and unintended audiences and/or on the writer.bMonitor and update published works when appropriate.

Speaking, Listening, and Digital Forums

5 standards
Students engage in and learn from collaborative discussions, presentations, and public speaking for a range of communicative situations in the context of grade-level content. Standards 1 and 4 are prioritized. This is the first time standard 4 is prioritized.
ELA.9–10.SLDF.1
Model civil discussion in person and online, using cited evidence to build claims and counterarguments, challenging weak conclusions and analyzing how their views change.
Official wording
Students listen thoughtfully, respond respectfully, and contribute meaningfully to well-reasoned exchanges during face-to-face discussions and/or in digital forums.aModel expectations for engaging in civil discourse, including other participants, and considering diverse perspectives, especially in digital forums.bExpress ideas clearly by presenting and interpreting textual evidence, research, experience, and/or prior knowledge to construct claims and counterarguments, attributing evidence and ideas.cDevelop arguments and/or common understanding by connecting to others’ contributions.dAsk questions that clarify or verify a speaker’s point or perspective and/or share their interpretation of others’ contributions.eClarify or expand on their points or perspectives and/or respond to feedback about how others are interpreting them, especially in digital forums.fChallenge ideas and conclusions based on contradictory evidence or experience.gRespond to questions that challenge their evidence and reasoning.hAnalyze changes in their opinion and understanding.iSummarize conclusions, questions, and points of agreement or disagreement from the discussion.
ELA.9–10.SLDF.2
Collaborate effectively by setting and evaluating expectations, building on strengths, addressing concerns and negotiating compromise to keep the team working.
Official wording
Students collaborate effectively on projects and tasks.aDetermine expectations, reviewing, evaluating, and adapting them when needed.bContribute productively by building on strengths and taking on challenges.cCommunicate to build community by addressing concerns, considering others’ strengths and perspectives, navigating conflict, and/or negotiating compromise.
ELA.9–10.SLDF.3
Present findings or creative work on a refined topic so listeners can follow the reasoning, using media strategically and crediting every source, like a research talk.
Official wording
Students present reports, speeches, and creative work in a variety of genres such that listeners can empathize and/or follow the line of reasoning.aIdentify and refine topics from the situation, experience, imagination, reading, research, media, conversations, and/or products from ELA.9-10.W.1.bDevelop content by considering their purpose, context, and the audience’s background knowledge and/or position.cMake strategic use of supporting images and/or multimedia artifacts in presentations to clarify content and support the audience’s engagement.dAttribute sources used.
ELA.9–10.SLDF.4
Use a distinct voice that fits the setting, and analyze how their digital identity and choices about anonymity may shape future opportunities.
Official wording
Students determine how to present themselves and their ideas in different contexts.aExpress a distinct voice through intentional word choice by drawing on their assets, experience, attitudes, and perspectives.bAnalyze how their presentation of self, including their digital identities, may impact future goals and opportunities.cAnalyze the benefits, drawbacks, and effects of anonymity and of different degrees of authenticity in digital forums.
ELA.9–10.SLDF.5
Control tone, pitch, gestures and pacing to highlight key content and walk the audience through their reasoning, as in a persuasive speech or seminar.
Official wording
Students use voice, intonation, gesture, and pacing to illuminate the content and engage the audience and lead them through the speaker’s thinking.

Language

4 standards
Students demonstrate command of the English language to speak and write clearly, and to comprehend more fully when reading, listening, or viewing. Standards 1 and 3 are prioritized.
ELA.9–10.L.1
Analyze how English shifts across communities, cultures, settings and eras, and how writers and speakers adjust it for genre, audience and purpose.
Official wording
Students identify and discuss when and why language is used differently according to the context.aAnalyze how English varies across communities, cultures, contexts, and time.bAnalyze how authors and speakers adapt their use of English across genres, audiences, and purposes.
ELA.9–10.L.2
Vary sentence patterns on purpose, rearranging syntax for clarity and style, adding precise phrases and clauses, and choosing verb moods and active or passive voice.
Official wording
Students strategically vary sentence patterns for meaning, clarity, and style in conversations and writing about experiences, events, and ideas.aManipulate syntax to clarify relationships among ideas, strengthen style, and communicate meaning.bUse phrases, clauses, and transitions with punctuation to add precision, variety, and complexity and to increase specificity.cForm and use verb moods to communicate emphasis, certainty, conditions, or perspective.dForm and use active and passive voice to communicate emphasis and meaning.
ELA.9–10.L.3
Work out new words with context, word parts and references, use academic language with purpose, and choose among related words for exact meaning and tone.
Official wording
Students determine the meaning of and use new and multiple-meaning words and phrases acquired through conversations, reading, viewing, and research.aDetermine meanings of words and phrases by using context, knowledge of word parts, and reference materials strategically.bUse discipline-specific and academic language purposefully across contexts.cDistinguish among related words and phrases to communicate precise meaning, tone, and emphasis.
ELA.9–10.L.4
Interpret and use figures of speech like euphemism and oxymoron, choose rhetorical language for the audience, and analyze shades of meaning in near-synonyms.
Official wording
Students demonstrate understanding of figurative language, word relationships, and nuances in meaning in the context of conversations, reading, and writing about experiences, events, and ideas.aRecognize, interpret, and use figures of speech, including euphemism and oxymoron, in context and analyze their role in communicating nuanced meaning.bSelect and use rhetorical language for different purposes and audiences.cAnalyze nuances in the meaning of words with similar denotations.

Research and Media Literacy

5 standards
Students develop a variety of questions, seek answers by appropriately using relevant tools and techniques, adjust their inquiry methods as needed, and use their learning. Students think critically about reactions to media messages, purposes, accuracy, logic, and fairness of media messages, and credibility of those responsible for media messages. Standards 1 and 5 are prioritized.
ELA.9–10.RML.1
Research by revising questions, picking print, digital and human sources suited to the field, using search and AI tools well, and synthesizing the strongest findings.
Official wording
Students engage in research and inquiry by asking questions and seeking answers from information sources.aAsk different types of questions, refining and asking new questions as understanding of the topic evolves.bGenerate ideas for how to initiate their search based on prior knowledge.cSelect and access print, digital, and human information sources most relevant to the discipline and context of the inquiry.dSelect and use digital tools that search for or generate information effectively.eGather and determine the most relevant information using a variety of strategies.fSynthesize new learning to use and/or share.
ELA.9–10.RML.2
Explain how viewpoints, emotions and cognitive biases like confirmation bias shape how people react to and interpret media messages.
Official wording
Students explain how people’s reactions to and interpretations of media messages are affected.aExplain how perspectives affect reactions to and interpretations of media messages.bExplain how emotional responses to media messages affect reactions and interpretations.cExplain how relevant cognitive biases affect reactions to and interpretations of media messages.
ELA.9–10.RML.3
Analyze what a media message is trying to do and the appeals and multimedia techniques it uses, like music and close-ups in a campaign ad.
Official wording
Students analyze the purposes of media messages and the techniques used to create them.aDetermine whether the main purpose of a media message is to inform, persuade, provoke, sell, or entertain.bAnalyze the techniques, including appeals and integration of multimedia, used to achieve the media message’s purpose.
ELA.9–10.RML.4
Evaluate media and AI-made content for accuracy, logic and fairness by checking claims across reliable sources, judging edited visuals and weighing how strong claims are.
Official wording
Students evaluate components of media messages, as well as content generated by technology, in the context of a need for information that’s accurate, logical, and/or fair.aDetermine whether statements can be verified as true or false or need to be evaluated another way.bEvaluate the accuracy of information that is either true or false by comparing what multiple reliable sources say about it.cDetermine whether the visual or audio components of a media message represent its subject accurately and/or fairly, considering how digital media can be manipulated.dEvaluate the strength of claims.
ELA.9–10.RML.5
Evaluate the credibility of a media source or AI tool by finding who created or spread it, judging their expertise and track record, and gauging bias in its stance.
Official wording
Students evaluate the credibility of those responsible for media messages, as well as content-generating technology.aIdentify the individuals or organizations responsible for creating or amplifying media messages.bEvaluate the expertise of those responsible for media messages.cEvaluate the reputations for accuracy, logic, and fairness of those responsible for media messages.dDetermine whether a perspective or stance relevant to the topic is exhibited in media messages and, if so, to what extent it has been affected by bias.

The official Washington documents

Washington State Learning Standards for English Language Arts by the Office of Superintendent of Public Instruction are available under a Creative Commons Attribution License (CC BY 4.0).

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.