10th ELA

Standards Alignment for Utah/Common Core and ACT for ELA Teachers This compares Utah’s ELA Core standards to the ACT standards on the English, reading, and writing tests. Where there is alignment between standards the Utah ELA Core standards andACT standardswill be side-by-side. ELACore standards in reddonot alignwithACT. ACT standards ingreen that do not alignwithUtah ELACore standards. The ELACore standards in speaking and listening are not includingbecause the standards in that domain align with the ACT. Strand Standard # Utah Core Standard ACT Standards Reading Literature and Informational Texts 9 th and 10 th Grade Standards R.L 1

CC.9-10.R.L.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CC.9-10.R.L.2Key IdeasandDetails:Determinea themeor central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CC.9-10.R.L.3KeyIdeasandDetails:Analyzehowcomplex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CC.9-10.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze 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). CC.9-10.R.L.5 Craft and Structure: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) createsuch effectsasmystery, tension, or surprise. CC.9-10.R.L.6Craft andStructure: Analyze aparticular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. CC.9-10.R.L.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

CLR 501 & 502. Locate and interpret minor or subtly stated details in somewhat challenging passages and important details in more challenging passages. IDT 501 & 502. Infer a central idea or theme in somewhat challenging passages or their paragraphs and identify a clear central idea or theme in more challenging passages or their paragraphs. IDT 503. Summarize key supporting ideas and details in more challenging passages. CLR 505 & 506. Paraphrase virtually any statement as it is used in somewhat challenging passages and some statements as they are used in more challenging passages. REL 502 & 503. Understand implied or subtly stated comparative relationships in somewhat challenging passages and identify clear comparative relationships in more challenging passages. WME 501 & 502. Analyze how the choice of a specific word or phrase shapes meaning or tone in somewhat challenging passages when the effect is subtle and in more challenging passages. WME 503 & 504. Interpret virtually any word or phrase as it is used in somewhat challenging passages and most words and phrasesas theyareusedinmorechallengingpassages, including determining technical, connotative, and figurative meanings. PPV 501 & 502. Infer a purpose in somewhat challenging passages and identify a clear purpose of more challenging passages and how that purpose shapes content and style.

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PPV 503. Understand point of view in more challenging passages.

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CLR 501 & 502. Locate and interpret minor or subtly stated details in somewhat challenging passages and important details in more challenging passages.

Courtesy of Bruce Eschler, CCHS

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