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Welcome to
the Grade 10 English Language Arts
Home Page!
CORE Performance
Indicators
Core
Performance Indicators are descriptions of
student achievement: what students should know and be able to do
in PreK-Grade 12 as a result of skilled instruction. Core
performance indicators are common to all
four ELA standards and are specific to
grouped grade levels according to the
following configuration:
|
PreK K1 |
234 |
56 |
78 |
9101112 |
Throughout ninth,
tenth, eleventh and twelfth grades, students are developing the
following core performance indicators in the
skills of reading, writing, listening, and
speaking.
Reading
Identify the purpose for
reading
Adjust the reading rate
according to the purpose for reading
Determine the meaning of
unfamiliar words by using classroom and
other resources
Distinguish between
dictionary meaning and implied meaning of
the writers words
Follow the logic of
compound/complex sentence structure
Use knowledge of
punctuation to assist in comprehension
Identify transitional
words or phrases that make text cohesive
(e.g., finally, in addition, and in
contrast)
Recognize the
organizational format, such as hierarchical,
chronological, and cause/effect
Use strategies such as
discussing with others, reading guides and
summaries, and reading aloud to assist in
comprehension
Identify opportunities
for improvement of reading comprehension
skills; for example, exposure to seek a
wider range of writers, topics, and styles
Maintain a personal
reading list to reflect reading
accomplishments
Writing
Understand the purpose
for writing; the purpose may be to explain,
describe, narrate, persuade, or express
feelings
Identify the intended
audience
Use tone and language
appropriate to the audience and purpose
Use prewriting activities
(e.g., brainstorming, freewriting, note
taking, outlining, and paragraphing)
Use the writing process
(e.g., prewriting, drafting, revising,
proofreading, and editing)
Write clear, concise
sentences
Observe the rules of
punctuation, capitalization, and spelling
- punctuation of simple and
compound sentences, dialogue, titles of
articles
- capitalization of words
such as proper adjectives, titles of
persons, and words in quotes
- spelling of commonly
misspelled words, homonyms, content-area
vocabulary
Use correct grammatical
construction
- parts of speech, such as
nouns; adjectives and adverbs
(comparative/superlative); pronouns
(indefinite/nominative/objective);
conjunctions (coordinating/subordinating);
prepositions and prepositional phrases;
interjections; and conjunctions to connect
ideas
- complete simple,
compound, and complex sentences of varied
structure containing dependent clauses and
using correct subject-verb agreement,
correct verb tense, and pronouns with clear
antecedents
Use dictionaries,
thesauruses, and style manuals
Use an organizational
format that provides direction, coherence,
and/or unity
Use computer technology
to create, manipulate, and edit text
Listening
Listen respectfully and
responsively
Recognize the use and
impact of effective language
Demonstrate appropriate
body language as a listener
Identify own purpose for
listening
Recognize
content-specific vocabulary, terminology, or
jargon unique to particular groups of people
Speaking
Respond respectfully
Initiate communication
with peers and adults in the school and
local community
Use a presentational
format appropriate for the audience and
purpose
Use the conventions of
standard spoken English appropriate to the
message and audience
Apply delivery techniques
such as voice projection and demonstrate
physical poise
Use nonverbal
communication techniques to help disclose
message
Use visual aids and props
effectively
Respond to the audiences
reaction and adapt presentation
Establish and maintain
eye contact with audience
These core performance
indicators are reflected in grade-specific
performance indicators and literacy
competencies. To view them and lessons
aligned to them click on links below or on
quick links above.
• Grade 10 Reading • Grade 10 Writing • Grade 10 Listening • Grade 10 Speaking •
©2005 NYS Teacher Centers and
the New York Institute of Technology.
All rights reserved.
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