English Language Arts · 2026

Grades 9-10

24
standards
96
lettered parts
12
priority
5
new

Use these in PRISM

A PRISM PLC team can start from OSPI's 12 Priority standards for Grades 9-10: one step adds them as its Priority standards, ready for scales, assessments and plans.

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What changed

75 Common Core standards map onto this grade's 2026 standards.

New in 2026, with no Common Core match

Common Core to 2026, standard by standard75
Common Core2026
RL.9-10.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELA.9-10.R.4ELA.9-10.R.5
RL.9-10.2Determine a theme or 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.ELA.9-10.R.5ELA.9-10.W.3
RL.9-10.3Analyze how complex 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.ELA.9-10.R.4
RL.9-10.4Determine 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).ELA.9-10.R.4ELA.9-10.L.4
RL.9-10.5Analyze 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) create such effects as mystery, tension, or surprise.ELA.9-10.R.4
RL.9-10.6Analyze a particular 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.ELA.9-10.R.5ELA.9-10.RML.5
RL.9-10.7Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).ELA.9-10.R.5
RL.9-10.9Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).ELA.9-10.R.5
RL.9-10.10By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9—10 text complexity band independently and proficiently.ELA.9-10.R.4
RI.9-10.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.ELA.9-10.R.4ELA.9-10.R.5
RI.9-10.2Determine a central idea of a text and analyze 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.ELA.9-10.R.5ELA.9-10.W.3
RI.9-10.3Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.ELA.9-10.R.4
RI.9-10.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze 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).ELA.9-10.L.4ELA.9-10.R.4ELA.9-10.R.5
RI.9-10.5Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).ELA.9-10.R.4
RI.9-10.6Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.ELA.9-10.R.5ELA.9-10.RML.3ELA.9-10.RML.5
RI.9-10.7Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.ELA.9-10.R.5
RI.9-10.8Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.ELA.9-10.RML.4
RI.9-10.9Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.ELA.9-10.R.5
RI.9-10.10By the end of grade 9, read and comprehend literary nonfiction in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9—10 text complexity band independently and proficiently.ELA.9-10.R.4
W.9-10.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.ELA.9-10.W.1ELA.9-10.W.3ELA.9-10.W.4
W.9-10.1aIntroduce 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.ELA.9-10.W.3ELA.9-10.W.4
W.9-10.1bDevelop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.ELA.9-10.W.3
W.9-10.1cUse words, phrases, and 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.ELA.9-10.W.3
W.9-10.1dEstablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.ELA.9-10.W.5ELA.9-10.L.2
W.9-10.1eProvide a concluding statement or section that follows from and supports the argument presented.ELA.9-10.W.4
W.9-10.2Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.ELA.9-10.W.1ELA.9-10.W.3ELA.9-10.W.4
W.9-10.2aIntroduce 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 aiding comprehension.ELA.9-10.W.3ELA.9-10.W.4
W.9-10.2bDevelop 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.ELA.9-10.W.3
W.9-10.2cUse appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.ELA.9-10.W.4
W.9-10.2dUse precise language and domain-specific vocabulary to manage the complexity of the topic.ELA.9-10.W.3
W.9-10.2eEstablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.ELA.9-10.L.2
W.9-10.2fProvide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).ELA.9-10.W.4
W.9-10.3Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.ELA.9-10.W.1ELA.9-10.W.3ELA.9-10.W.4
W.9-10.3aEngage 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.ELA.9-10.W.2ELA.9-10.W.4
W.9-10.3bUse narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.ELA.9-10.W.3
W.9-10.3cUse a variety of techniques to sequence events so that they build on one another to create a coherent whole.ELA.9-10.W.3
W.9-10.3dUse precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.ELA.9-10.W.3
W.9-10.3eProvide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.ELA.9-10.W.4
W.9-10.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.ELA.9-10.W.4
W.9-10.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.ELA.9-10.W.2ELA.9-10.W.5
W.9-10.6Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.ELA.9-10.W.6ELA.9-10.SLDF.1
W.9-10.7Conduct 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.ELA.9-10.RML.1
W.9-10.8Gather 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.ELA.9-10.RML.1ELA.9-10.RML.5ELA.9-10.W.3
W.9-10.9Draw evidence from literary or informational texts to support analysis, reflection, and research.ELA.9-10.RML.1ELA.9-10.R.5
W.9-10.9aApply grades 9—10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]").No 2026 standard listed
W.9-10.9bApply grades 9—10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning").No 2026 standard listed
W.9-10.10Write 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 discipline-specific tasks, purposes, and audiences.No 2026 standard listed
SL.9-10.1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.ELA.9-10.SLDF.1
SL.9-10.1aCome 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.ELA.9-10.SLDF.1
SL.9-10.1bWork with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.ELA.9-10.SLDF.1
SL.9-10.1cPropel 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.ELA.9-10.SLDF.1
SL.9-10.1dRespond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.ELA.9-10.SLDF.1
SL.9-10.2Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.ELA.9-10.RML.1ELA.9-10.RML.4ELA.9-10.RML.5
SL.9-10.3Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.ELA.9-10.RML.4ELA.9-10.RML.5ELA.9-10.R.5
SL.9-10.4Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.ELA.9-10.SLDF.3
SL.9-10.5Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.ELA.9-10.SLDF.3
SL.9-10.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.ELA.9-10.SLDF.4
L.9-10.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.ELA.9-10.L.2ELA.9-10.L.3
L.9-10.1aUse parallel structure.ELA.9-10.L.2
L.9-10.1bUse 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.ELA.9-10.L.2
L.9-10.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.ELA.9-10.W.5
L.9-10.2aUse a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.ELA.9-10.L.2
L.9-10.2bUse a colon to introduce a list or quotation.ELA.9-10.L.2
L.9-10.2cSpell correctly.ELA.9-10.W.5
L.9-10.3Apply 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.ELA.9-10.L.1
L.9-10.3aWrite 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.ELA.9-10.W.5
L.9-10.4Determine 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.ELA.9-10.L.3
L.9-10.4aUse 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.ELA.9-10.L.3
L.9-10.4bIdentify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).ELA.9-10.L.3
L.9-10.4cConsult 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.ELA.9-10.L.3
L.9-10.4dVerify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).ELA.9-10.L.3
L.9-10.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.ELA.9-10.L.4
L.9-10.5aInterpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.ELA.9-10.L.4
L.9-10.5bAnalyze nuances in the meaning of words with similar denotations.ELA.9-10.L.4
L.9-10.6Acquire 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.ELA.9-10.L.3

ELA combines several Common Core standards into one, so one row often points to two or three 2026 standards, and one 2026 standard gathers many rows.

The standards

Reading R

ELA.9-10.R.1

New in 2026

Students know and use text/visual features.

  1. a.Use text/visual features to identify sections of a longer text that are likely to contain needed information.
  2. b.Describe how text/visual features represent, clarify, and/or add meaning to the written text.
  3. c.Describe how text/visual features cue the reader about how to interpret the text as one whole.

No Common Core standard maps here

ResourcesWIDA

WIDA language connections1

Narrate · Interpretivelistening, reading and viewing

ELD-LA.9-12.Narrate.Interpretive · Language for Language Arts, Grades 9-12

Interpret language arts narratives by…

  • Evaluating the impact of specific word choices on meaning, tone, and explicit vs. implicit points of view

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.9-10.R.4

Priority

Students comprehend and interpret texts using a variety of strategies.

  1. a.Preview the text while reflecting on their purposes for reading.
  2. b.Visualize, imagine, and/or otherwise engage the senses to make meaning of the text.
  3. c.Make inferences and predictions, checking them against textual evidence.
  4. d.Maintain motivation and reconnect to the flow of reading using a variety of strategies.
  5. e.Analyze how two authors who write in the same genre make different choices about text/visual features.
  6. f.Analyze literary techniques and their effects.
  7. g.Explain what they understand from the topic or story, including how information, ideas, or elements of a story interact and/or change.
  8. h.Analyze how the author's use of language, including figurative language and rhetorical devices, shapes meaning and affects reader understanding.
  9. i.Analyze complex text structures and how they guide readers' understanding, shape meaning, and create effects such as tension among others.

Common Core: RL.9-10.1 RL.9-10.3 RL.9-10.4 RL.9-10.5 RL.9-10.10 RI.9-10.1 RI.9-10.3 RI.9-10.4 RI.9-10.5 RI.9-10.10

ResourcesWIDAOSPI

WIDA language connections2

Narrate · Interpretivelistening, reading and viewing

ELD-LA.9-12.Narrate.Interpretive · Language for Language Arts, Grades 9-12

Interpret language arts narratives by…

  • Identifying themes or central ideas that develop over the course of a text
Inform · Interpretivelistening, reading and viewing

ELD-LA.9-12.Inform.Interpretive · Language for Language Arts, Grades 9-12

Interpret informational texts in language arts by…

  • Analyzing descriptions and inferences in textual evidence for key attributes, qualities, characteristics, activities, and conceptual relationships
  • Evaluating cumulative impact and refinement of author’s key word choices over the course of text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

  • Make and Support Inferences (Literary)
  • Reading (Literary) Target 1, Item Position: 1, 4, 5, 7
  • Reading (Literary) Target 4, Item Position: 3, 8
  • Text Analysis (Literary)
  • Reading (Literary) Target 5, Item Position: 1, 2, 6, 9
  • Reading (Literary) Target 6, Item Position: 3, 4, 5, 7, 8
  • Make and Support Inferences (Informational)
  • Reading (Informational) Target 8, Item Position: 2, 5, 8,
  • Reading (Informational) Target 11, Item Position: 3, 6
  • Text Analysis (Informational)
  • Reading (Informational) Target 12, Item Position: 2, 3, 5, 6, 7, 8
  • Reading (Informational) Target 13, Item Position: 1, 4, 9, 10

ELA.9-10.R.5

Priority

Students analyze complex texts, introducing and attributing textual evidence when relevant.

  1. a.Analyze how authors' choices influence readers' choices, beliefs, and/or actions.
  2. b.Analyze 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.
  3. c.Analyze the main idea, theme, or key information in a text, connecting to others' commentary and to their own experiences.
  4. d.Analyze the presentation of similar content in different genres, mediums, and platforms.

Common Core: RL.9-10.1 RL.9-10.2 RL.9-10.6 RL.9-10.7 RL.9-10.9 RI.9-10.1 RI.9-10.2 RI.9-10.4 RI.9-10.6 RI.9-10.7 RI.9-10.9 W.9-10.9 SL.9-10.3

ResourcesWIDAOSPI

WIDA language connections2

Argue · Interpretivelistening, reading and viewing

ELD-LA.9-12.Argue.Interpretive · Language for Language Arts, Grades 9-12

Interpret language arts arguments by…

  • Analyzing use of rhetoric and details to advance point of view or purpose
  • Evaluating and corroborating relevance and sufficiency of evidence as well as validity of reasoning to support claims
Inform · Interpretivelistening, reading and viewing

ELD-LA.9-12.Inform.Interpretive · Language for Language Arts, Grades 9-12

Interpret informational texts in language arts by…

  • Analyzing descriptions and inferences in textual evidence for key attributes, qualities, characteristics, activities, and conceptual relationships

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

  • Make and Support Inferences (Literary)
  • Reading (Literary) Target 2, Item Position: 2, 6, 9
  • Make and Support Inferences (Informational)
  • Reading (Informational) Target 9, Item Position: 1, 4, 7, 10, 11

ELA.9-10.R.6

PriorityNew in 2026

Students critically evaluate texts.

  1. a.Evaluate using relevant criteria how effectively a text invites the reader to visualize and/or empathize with concepts new to them.
  2. b.Evaluate using relevant criteria how effectively a text engages the reader or provokes thought, understanding, or action.

No Common Core standard maps here

ResourcesWIDA

WIDA language connections1

Explain

ELD-SI.4-12.Explain · Language for Social and Instructional Purposes, Grades 4-12

  • Generate and convey initial thinking
  • Compare changing variables, factors, and circumstances
  • Offer alternatives to extend or deepen awareness of factors that contribute to particular outcomes

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

Writing W

ELA.9-10.W.1

Priority

Students compose multimodal texts within a variety of genres across content areas for a variety of purposes.

  1. a.Compose in order to describe situations, experience, ideas, and imaginings.
  2. b.Compose in order to record observations and/or explain their observations and analysis of texts, ideas, and the world.
  3. c.Compose in order to make a claim about an issue.
  4. d.Compose in order to persuade others.
  5. e.Compose in order to tell narratives of stories and events.

Common Core: W.9-10.1 W.9-10.2 W.9-10.3

ResourcesWIDAOSPI

WIDA language connections1

Inform · Expressivespeaking, writing and representing

ELD-LA.9-12.Inform.Expressive · Language for Language Arts, Grades 9-12

Construct informational texts in language arts that…

  • Introduce and define topic and/or entity for audience
  • Establish an objective or neutral stance

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

  • Performance Task (Explanatory): How We Learn
  • Writing Target 4, Item Position: 3

ELA.9-10.W.2

Students manage and complete writing projects, connecting to interests, experiences, needs, or perspectives.

  1. a.Analyze the prompt and communicative situation to determine the purpose and appropriate strategies for developing and communicating ideas.
  2. b.Analyze the intended audience and anticipate how their background knowledge, expectations, perspectives, beliefs, and/or values may influence interpretations of the text.
  3. c.Manage writing projects by establishing goals, selecting processes, and allocating resources to meet goals.
  4. d.Integrate feedback from multiple sources and make purposeful shifts in focus and timeline when needed.

Common Core: W.9-10.3a W.9-10.5

ResourcesWIDA

WIDA language connections2

Narrate

ELD-SI.4-12.Narrate · Language for Social and Instructional Purposes, Grades 4-12

  • Share ideas about one’s own and others’ lived experiences and previous learning
  • Connect stories with images and representations to add meaning
  • Identify and raise questions about what might be unexplained, missing, or left unsaid
Explain

ELD-SI.4-12.Explain · Language for Social and Instructional Purposes, Grades 4-12

  • Act on feedback to revise understandings of how or why something is or works in particular ways

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.9-10.W.3

Priority

Students draft content within the genre, purpose, and discipline, using technology appropriately.

  1. a.Generate ideas for topics, genres, and material.
  2. b.Curate 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.
  3. c.Follow, adapt, combine, and/or break from genre-specific text elements.
  4. d.Develop 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.
  5. e.Develop critical analysis of experience, events, information, ideas, and/or texts.
  6. f.Develop and strengthen analysis by integrating relevant evidence from multiple texts.
  7. g.Develop and defend claims with relevant and credible evidence from multiple sources connected by sound and valid reasoning and challenge counterclaims and alternative interpretations.
  8. h.Use persuasive techniques, including arguments, evaluations, and appeals to emotion, reason, and authority.
  9. i.Use 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.
  10. j.Attribute sources in ways consistent with the genre and discipline, using technology appropriately.

Common Core: RL.9-10.2 RI.9-10.2 W.9-10.1 W.9-10.1a W.9-10.1b W.9-10.1c W.9-10.2 W.9-10.2a W.9-10.2b W.9-10.2d W.9-10.3 W.9-10.3b W.9-10.3c W.9-10.3d W.9-10.8

ResourcesWIDAOSPI

WIDA language connections1

Argue · Expressivespeaking, writing and representing

ELD-LA.9-12.Argue.Expressive · Language for Language Arts, Grades 9-12

Construct language arts arguments that…

  • Introduce and develop precise claims and address counterclaims
  • Support claims and refute counterclaims with valid reasoning and relevant and sufficient evidence
  • Establish and maintain a formal style and objective tone
  • Logically organize claims, counterclaims, reasons, and evidence; offer a conclusion with recommendation

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

  • Write and Revise Narrative Texts
  • Writing Target 1a, Item Position: 1, 10
  • Write and Revise Explanatory Texts
  • Writing Target 3a, Item Position: 7
  • Research: Use Evidence
  • Research Target 4, Item Position: 4, 9
  • Performance Task (Explanatory): How We Learn
  • Writing Target 4, Item Position: 3
  • Write and Revise Argumentative Texts
  • Writing Target 6a, Item Position: 3

ELA.9-10.W.4

Students organize content by using, adapting, and/or breaking the genre's structure based on purpose and discipline.

  1. a.Craft engaging introductions based on genre, purpose, and/or discipline.
  2. b.Organize content using strategies specific to the genre, purpose, and/or discipline.
  3. c.Compose conclusions based on genre, purpose, and/or discipline.

Common Core: W.9-10.1 W.9-10.1a W.9-10.1e W.9-10.2 W.9-10.2a W.9-10.2c W.9-10.2f W.9-10.3 W.9-10.3a W.9-10.3e W.9-10.4

ResourcesWIDAOSPI

WIDA language connections1

Inform · Expressivespeaking, writing and representing

ELD-LA.9-12.Inform.Expressive · Language for Language Arts, Grades 9-12

Construct informational texts in language arts that…

  • Introduce and define topic and/or entity for audience
  • Establish an objective or neutral stance
  • Develop coherence and cohesion throughout text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

  • Write and Revise Narrative Texts
  • Writing Target 1a, Item Position: 5
  • Write and Revise Explanatory Texts
  • Writing Target 3a, Item Position: 3, 12
  • Performance Task (Explanatory): How We Learn
  • Writing Target 4, Item Position: 3
  • Write and Revise Argumentative Texts
  • Writing Target 6a, Item Position: 8

ELA.9-10.W.5

Priority

Students evaluate, revise, and edit their compositions using a variety of strategies, including appropriate use of technology.

  1. a.Re-read to determine whether the draft is ready for next steps, including by identifying potential differences between intended meaning and audience interpretation.
  2. b.Gather and consider using feedback about their compositions.
  3. c.Use what they learned from re-reading and feedback to strengthen their compositions in ways that support their intentions and/or improve readers’ understanding.
  4. d.Edit for conventions and consistency of text/visual features, including attributions. [Demonstrate command of Language standards in grades 1 through 9–10.]

Common Core: W.9-10.1d W.9-10.5 L.9-10.2 L.9-10.2c L.9-10.3a

ResourcesWIDAOSPI

WIDA language connections1

Inform · Expressivespeaking, writing and representing

ELD-LA.9-12.Inform.Expressive · Language for Language Arts, Grades 9-12

Construct informational texts in language arts that…

  • Add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships
  • Develop coherence and cohesion throughout text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

  • Write and Revise Narrative Texts
  • Writing Target 1b, Item Position: 2
  • Write and Revise Explanatory Texts
  • Writing Target 3b, Item Position: 5, 10, 11
  • Write and Revise Argumentative Texts
  • Writing Target 6b, Item Position: 2, 3, 4, 6

ELA.9-10.W.6

Students share and publish compositions in person and/or on digital or non-digital platforms.

  1. a.Determine 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.
  2. b.Monitor and update published works when appropriate.

Common Core: W.9-10.6

ResourcesWIDA

WIDA language connections2

Argue

ELD-SI.4-12.Argue · Language for Social and Instructional Purposes, Grades 4-12

  • Evaluate changes in thinking, identifying trade-offs
Explain

ELD-SI.4-12.Explain · Language for Social and Instructional Purposes, Grades 4-12

  • Follow and describe cycles and sequences of steps or procedures and their causes and effects
  • Compare changing variables, factors, and circumstances

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

Speaking, Listening, and Digital Forums SLDF

ELA.9-10.SLDF.1

Priority

Students listen thoughtfully, respond respectfully, and contribute meaningfully to well-reasoned exchanges during face-to-face discussions and/or in digital forums.

  1. a.Model expectations for engaging in civil discourse, including other participants, and considering diverse perspectives, especially in digital forums.
  2. b.Express ideas clearly by presenting and interpreting textual evidence, research, experience, and/or prior knowledge to construct claims and counterarguments, attributing evidence and ideas.
  3. c.Develop arguments and/or common understanding by connecting to others’ contributions.
  4. d.Ask questions that clarify or verify a speaker’s point or perspective and/or share their interpretation of others’ contributions.
  5. e.Clarify or expand on their points or perspectives and/or respond to feedback about how others are interpreting them, especially in digital forums.
  6. f.Challenge ideas and conclusions based on contradictory evidence or experience.
  7. g.Respond to questions that challenge their evidence and reasoning.
  8. h.Analyze changes in their opinion and understanding.
  9. i.Summarize conclusions, questions, and points of agreement or disagreement from the discussion.

Common Core: W.9-10.6 SL.9-10.1 SL.9-10.1a SL.9-10.1b SL.9-10.1c SL.9-10.1d

ResourcesWIDA

WIDA language connections1

Argue

ELD-SI.4-12.Argue · Language for Social and Instructional Purposes, Grades 4-12

  • Generate questions about different perspectives
  • Support or challenge an opinion, premise, or interpretation
  • Clarify and elaborate ideas based on feedback
  • Evaluate changes in thinking, identifying trade-offs
  • Refine claims and reasoning based on new information or evidence

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.9-10.SLDF.2

New in 2026

Students collaborate effectively on projects and tasks.

  1. a.Determine expectations, reviewing, evaluating, and adapting them when needed.
  2. b.Contribute productively by building on strengths and taking on challenges.
  3. c.Communicate to build community by addressing concerns, considering others’ strengths and perspectives, navigating conflict, and/or negotiating compromise.

No Common Core standard maps here

ResourcesWIDA

WIDA language connections1

Narrate

ELD-SI.4-12.Narrate · Language for Social and Instructional Purposes, Grades 4-12

  • Share ideas about one’s own and others’ lived experiences and previous learning
  • Identify and raise questions about what might be unexplained, missing, or left unsaid
  • Recount and restate ideas to sustain and move dialogue forward
  • Create closure, recap, and offer next steps

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.9-10.SLDF.3

Students present reports, speeches, and creative work in a variety of genres such that listeners can empathize and/or follow the line of reasoning.

  1. a.Identify and refine topics from the situation, experience, imagination, reading, research, media, conversations, and/or products from ELA.9-10.W.1.
  2. b.Develop content by considering their purpose, context, and the audience’s background knowledge and/or position.
  3. c.Make strategic use of supporting images and/or multimedia artifacts in presentations to clarify content and support the audience’s engagement.
  4. d.Attribute sources used.

Common Core: SL.9-10.4 SL.9-10.5

ResourcesWIDA

WIDA language connections2

Inform · Expressivespeaking, writing and representing

ELD-LA.9-12.Inform.Expressive · Language for Language Arts, Grades 9-12

Construct informational texts in language arts that…

  • Introduce and define topic and/or entity for audience
  • Add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships
Narrate

ELD-SI.4-12.Narrate · Language for Social and Instructional Purposes, Grades 4-12

  • Share ideas about one’s own and others’ lived experiences and previous learning
  • Connect stories with images and representations to add meaning

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.9-10.SLDF.4

Priority

Students determine how to present themselves and their ideas in different contexts.

  1. a.Express a distinct voice through intentional word choice by drawing on their assets, experience, attitudes, and perspectives.
  2. b.Analyze how their presentation of self, including their digital identities, may impact future goals and opportunities.
  3. c.Analyze the benefits, drawbacks, and effects of anonymity and of different degrees of authenticity in digital forums.

Common Core: SL.9-10.6

ResourcesWIDA

WIDA language connections1

Inform · Interpretivelistening, reading and viewing

ELD-LA.9-12.Inform.Interpretive · Language for Language Arts, Grades 9-12

Interpret informational texts in language arts by…

  • Analyzing descriptions and inferences in textual evidence for key attributes, qualities, characteristics, activities, and conceptual relationships
  • Evaluating cumulative impact and refinement of author’s key word choices over the course of text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.9-10.SLDF.5

New in 2026

Students use voice, intonation, gesture, and pacing to illuminate the content and engage the audience and lead them through the speaker’s thinking.

No Common Core standard maps here

ResourcesWIDA

WIDA language connections2

Narrate · Expressivespeaking, writing and representing

ELD-LA.9-12.Narrate.Expressive · Language for Language Arts, Grades 9-12

Construct language arts narratives that…

  • Orient audience to context and one or multiple point(s) of view
Inform

ELD-SI.4-12.Inform · Language for Social and Instructional Purposes, Grades 4-12

  • Summarize most important aspects of information

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

Language L

ELA.9-10.L.1

Priority

Students identify and discuss when and why language is used differently according to the context.

  1. a.Analyze how English varies across communities, cultures, contexts, and time.
  2. b.Analyze how authors and speakers adapt their use of English across genres, audiences, and purposes.

Common Core: L.9-10.3

ResourcesWIDA

WIDA language connections2

Narrate

ELD-SI.4-12.Narrate · Language for Social and Instructional Purposes, Grades 4-12

  • Share ideas about one’s own and others’ lived experiences and previous learning
  • Identify and raise questions about what might be unexplained, missing, or left unsaid
Explain

ELD-SI.4-12.Explain · Language for Social and Instructional Purposes, Grades 4-12

  • Compare changing variables, factors, and circumstances
  • Act on feedback to revise understandings of how or why something is or works in particular ways

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.9-10.L.2

Students strategically vary sentence patterns for meaning, clarity, and style in conversations and writing about experiences, events, and ideas.

  1. a.Manipulate syntax to clarify relationships among ideas, strengthen style, and communicate meaning.
  2. b.Use phrases, clauses, and transitions with punctuation to add precision, variety, and complexity and to increase specificity.
  3. c.Form and use verb moods to communicate emphasis, certainty, conditions, or perspective.
  4. d.Form and use active and passive voice to communicate emphasis and meaning.

Common Core: W.9-10.1d W.9-10.2e L.9-10.1 L.9-10.1a L.9-10.1b L.9-10.2a L.9-10.2b

ResourcesWIDAOSPI

WIDA language connections1

Inform · Expressivespeaking, writing and representing

ELD-LA.9-12.Inform.Expressive · Language for Language Arts, Grades 9-12

Construct informational texts in language arts that…

  • Add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships
  • Develop coherence and cohesion throughout text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

  • Editing
  • Writing Target 9, Item Position: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13

ELA.9-10.L.3

Priority

Students determine the meaning of and use new and multiple-meaning words and phrases acquired through conversations, reading, viewing, and research.

  1. a.Determine meanings of words and phrases by using context, knowledge of word parts, and reference materials strategically.
  2. b.Use discipline-specific and academic language purposefully across contexts.
  3. c.Distinguish among related words and phrases to communicate precise meaning, tone, and emphasis.

Common Core: L.9-10.1 L.9-10.4 L.9-10.4a L.9-10.4b L.9-10.4c L.9-10.4d L.9-10.6

ResourcesWIDAOSPI

WIDA language connections2

Inform · Interpretivelistening, reading and viewing

ELD-LA.9-12.Inform.Interpretive · Language for Language Arts, Grades 9-12

Interpret informational texts in language arts by…

  • Analyzing descriptions and inferences in textual evidence for key attributes, qualities, characteristics, activities, and conceptual relationships
Inform · Expressivespeaking, writing and representing

ELD-LA.9-12.Inform.Expressive · Language for Language Arts, Grades 9-12

Construct informational texts in language arts that…

  • Add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships
  • Develop coherence and cohesion throughout text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

  • Word Meanings and Language Use (Literary)
  • Target 3, Item Position: 1, 6, 9
  • Target 7, Item Position: 3
  • Language and Vocabulary Use
  • Writing Target 8, Item Position: 1, 2, 3, 4, 5, 7, 9, 10, 11, 12, 13, 14, 15
  • Editing
  • Writing Target 9, Item Position: 14
  • Word Meanings and Language Use (Informational)
  • Target 10, Item Position: 2, 4, 5, 6, 7, 10

ELA.9-10.L.4

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.

  1. a.Recognize, interpret, and use figures of speech, including euphemism and oxymoron, in context and analyze their role in communicating nuanced meaning.
  2. b.Select and use rhetorical language for different purposes and audiences.
  3. c.Analyze nuances in the meaning of words with similar denotations.

Common Core: RL.9-10.4 RI.9-10.4 L.9-10.5 L.9-10.5a L.9-10.5b

ResourcesWIDAOSPI

WIDA language connections2

Inform · Interpretivelistening, reading and viewing

ELD-LA.9-12.Inform.Interpretive · Language for Language Arts, Grades 9-12

Interpret informational texts in language arts by…

  • Analyzing descriptions and inferences in textual evidence for key attributes, qualities, characteristics, activities, and conceptual relationships
Inform · Expressivespeaking, writing and representing

ELD-LA.9-12.Inform.Expressive · Language for Language Arts, Grades 9-12

Construct informational texts in language arts that…

  • Add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships
  • Develop coherence and cohesion throughout text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

  • Word Meanings and Language Use (Literary)
  • Target 3, Item Position: 5
  • Target 7, Item Position: 2, 4, 7, 8
  • Word Meanings and Language Use (Informational)
  • Target 14, Item Position: 1, 3, 8, 9

Research and Media Literacy RML

ELA.9-10.RML.1

Priority

Students engage in research and inquiry by asking questions and seeking answers from information sources.

  1. a.Ask different types of questions, refining and asking new questions as understanding of the topic evolves.
  2. b.Generate ideas for how to initiate their search based on prior knowledge.
  3. c.Select and access print, digital, and human information sources most relevant to the discipline and context of the inquiry.
  4. d.Select and use digital tools that search for or generate information effectively.
  5. e.Gather and determine the most relevant information using a variety of strategies.
  6. f.Synthesize new learning to use and/or share.

Common Core: W.9-10.7 W.9-10.8 W.9-10.9 SL.9-10.2

ResourcesWIDAOSPI

WIDA language connections2

Argue · Interpretivelistening, reading and viewing

ELD-LA.9-12.Argue.Interpretive · Language for Language Arts, Grades 9-12

Interpret language arts arguments by…

  • Identifying and summarizing central ideas of primary or secondary sources
  • Evaluating and corroborating relevance and sufficiency of evidence as well as validity of reasoning to support claims
Inform · Interpretivelistening, reading and viewing

ELD-LA.9-12.Inform.Interpretive · Language for Language Arts, Grades 9-12

Interpret informational texts in language arts by…

  • Analyzing descriptions and inferences in textual evidence for key attributes, qualities, characteristics, activities, and conceptual relationships

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

  • Research: Use Evidence
  • Research Target 4, Item Position: 4, 9

ELA.9-10.RML.2

New in 2026

Students explain how people’s reactions to and interpretations of media messages are affected.

  1. a.Explain how perspectives affect reactions to and interpretations of media messages.
  2. b.Explain how emotional responses to media messages affect reactions and interpretations.
  3. c.Explain how relevant cognitive biases affect reactions to and interpretations of media messages.

No Common Core standard maps here

ResourcesWIDA

WIDA language connections1

Argue · Interpretivelistening, reading and viewing

ELD-LA.9-12.Argue.Interpretive · Language for Language Arts, Grades 9-12

Interpret language arts arguments by…

  • Analyzing use of rhetoric and details to advance point of view or purpose
  • Evaluating and corroborating relevance and sufficiency of evidence as well as validity of reasoning to support claims

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.9-10.RML.3

Students analyze the purposes of media messages and the techniques used to create them.

  1. a.Determine whether the main purpose of a media message is to inform, persuade, provoke, sell, or entertain.
  2. b.Analyze the techniques, including appeals and integration of multimedia, used to achieve the media message’s purpose.

Common Core: RI.9-10.6

ResourcesWIDA

WIDA language connections1

Inform · Interpretivelistening, reading and viewing

ELD-LA.9-12.Inform.Interpretive · Language for Language Arts, Grades 9-12

Interpret informational texts in language arts by…

  • Identifying and/or summarizing central ideas

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.9-10.RML.4

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.

  1. a.Determine whether statements can be verified as true or false or need to be evaluated another way.
  2. b.Evaluate the accuracy of information that is either true or false by comparing what multiple reliable sources say about it.
  3. c.Determine whether the visual or audio components of a media message represent its subject accurately and/or fairly, considering how digital media can be manipulated.
  4. d.Evaluate the strength of claims.

Common Core: RI.9-10.8 SL.9-10.2 SL.9-10.3

ResourcesWIDAOSPI

WIDA language connections2

Argue · Interpretivelistening, reading and viewing

ELD-LA.9-12.Argue.Interpretive · Language for Language Arts, Grades 9-12

Interpret language arts arguments by…

  • Evaluating and corroborating relevance and sufficiency of evidence as well as validity of reasoning to support claims
Inform · Interpretivelistening, reading and viewing

ELD-LA.9-12.Inform.Interpretive · Language for Language Arts, Grades 9-12

Interpret informational texts in language arts by…

  • Analyzing descriptions and inferences in textual evidence for key attributes, qualities, characteristics, activities, and conceptual relationships

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

  • Research: Analyze and Integrate Information
  • Research Target 2, Item Position: 1, 2, 3, 7, 8, 9, 10
  • Research: Evaluate Information and Sources
  • Research Target 3, Item Position: 2, 3, 5, 6
  • Research: Use Evidence
  • Research Target 4, Item Position: 1, 2, 3, 5, 6, 7, 8, 10, 11, 12

ELA.9-10.RML.5

Priority

Students evaluate the credibility of those responsible for media messages, as well as content-generating technology.

  1. a.Identify the individuals or organizations responsible for creating or amplifying media messages.
  2. b.Evaluate the expertise of those responsible for media messages.
  3. c.Evaluate the reputations for accuracy, logic, and fairness of those responsible for media messages.
  4. d.Determine 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.

Common Core: RL.9-10.6 RI.9-10.6 W.9-10.8 SL.9-10.2 SL.9-10.3

ResourcesWIDAOSPI

WIDA language connections1

Argue · Interpretivelistening, reading and viewing

ELD-LA.9-12.Argue.Interpretive · Language for Language Arts, Grades 9-12

Interpret language arts arguments by…

  • Identifying and summarizing central ideas of primary or secondary sources
  • Analyzing use of rhetoric and details to advance point of view or purpose
  • Evaluating and corroborating relevance and sufficiency of evidence as well as validity of reasoning to support claims

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

  • Research: Evaluate Information and Sources
  • Research Target 3, Item Position: 10

Language demands

What these standards ask students to do with language, from OSPI's connections to the WIDA ELD Standards Framework. Each standard's own connections are under its Resources. How the connections work.

Narrate

7 standards

Telling what happened: stories, events and experiences, in order.

Interpretive · listening, reading and viewing

2

Interpret language arts narratives by…

  • Evaluating the impact of specific word choices on meaning, tone, and explicit vs. implicit points of view
  • Identifying themes or central ideas that develop over the course of a text
Show the 2 standards

Expressive · speaking, writing and representing

1

Construct language arts narratives that…

  • Orient audience to context and one or multiple point(s) of view
Show the 1 standard

Social and instructional · WIDA Standard 1

4
  • Share ideas about one’s own and others’ lived experiences and previous learning×4
  • Identify and raise questions about what might be unexplained, missing, or left unsaid×3
  • Connect stories with images and representations to add meaning×2
  • Recount and restate ideas to sustain and move dialogue forward
Show the 4 standards

Inform

14 standards

Giving facts about a topic: defining, describing, comparing and classifying.

Interpretive · listening, reading and viewing

8

Interpret informational texts in language arts by…

  • Analyzing descriptions and inferences in textual evidence for key attributes, qualities, characteristics, activities, and conceptual relationships×7
  • Evaluating cumulative impact and refinement of author’s key word choices over the course of text×2
  • Identifying and/or summarizing central ideas
Show the 8 standards

Expressive · speaking, writing and representing

7

Construct informational texts in language arts that…

  • Develop coherence and cohesion throughout text×5
  • Add precision, details, and clarity about complex attributes, qualities, characteristics, activities, and conceptual relationships×5
  • Introduce and define topic and/or entity for audience×3
  • Establish an objective or neutral stance×2
Show the 7 standards

Social and instructional · WIDA Standard 1

1
  • Summarize most important aspects of information
Show the 1 standard

Explain

4 standards

Accounting for how or why: how something works, why it happens, how a problem was solved.

Social and instructional · WIDA Standard 1

4
  • Compare changing variables, factors, and circumstances×3
  • Act on feedback to revise understandings of how or why something is or works in particular ways×2
  • Generate and convey initial thinking
  • Offer alternatives to extend or deepen awareness of factors that contribute to particular outcomes
Show the 4 standards

Argue

8 standards

Taking a position, backing it with evidence and reasoning, and weighing other positions.

Interpretive · listening, reading and viewing

5

Interpret language arts arguments by…

  • Evaluating and corroborating relevance and sufficiency of evidence as well as validity of reasoning to support claims×5
  • Analyzing use of rhetoric and details to advance point of view or purpose×3
  • Identifying and summarizing central ideas of primary or secondary sources×2
Show the 5 standards

Expressive · speaking, writing and representing

1

Construct language arts arguments that…

  • Introduce and develop precise claims and address counterclaims
  • Support claims and refute counterclaims with valid reasoning and relevant and sufficient evidence
  • Establish and maintain a formal style and objective tone
  • Logically organize claims, counterclaims, reasons, and evidence; offer a conclusion with recommendation
Show the 1 standard

Social and instructional · WIDA Standard 1

2
  • Evaluate changes in thinking, identifying trade-offs×2
  • Generate questions about different perspectives
  • Support or challenge an opinion, premise, or interpretation
  • Clarify and elaborate ideas based on feedback
Show the 2 standards

Standards text, priority flags, the Common Core crosswalk and the linked resources are published by the Washington Office of Superintendent of Public Instruction (OSPI). PRISM is an independent tool, not affiliated with or endorsed by OSPI. The Standards for Mathematical Practice text is from the Common Core State Standards.

Check OSPI's documents before anything official. Back to the standards hub