What does a student learn in StateVermont,GradeGrade 10,SubjectEnglish Language Arts?

Students back up every claim about a story or poem with a direct quote or paraphrased detail from the text. They also read between the lines to draw conclusions the author implies but never states outright.

Students identify the main idea or theme of a story or poem and trace how it builds across the text. They also summarize the details that support it.

Students trace how a character's choices, a story's key events, or a central idea shifts and connects across the whole text, then explain why those changes happen.

Students figure out what specific words really mean in context, including hidden feelings a word carries or a phrase used figuratively. Then they look at why the author chose those words and how the choice shifts the mood or meaning of the passage.

Students look at how a story or article is built, tracing how one paragraph sets up another and how those pieces shape the meaning of the whole piece.

Students figure out who is telling the story and why, then explain how that choice shapes what details appear, what gets left out, and how the writing sounds.

Students compare what a story or argument looks like across different formats, such as a film, a chart, and a written text, then judge which version makes the point most clearly or completely.

Students read a persuasive passage and judge whether the author's reasoning actually holds up and whether the evidence fits the argument. It's less about what the author says and more about whether they've earned the conclusion.

Two texts can explore the same idea in different ways. Students read both and explain how each author handles the theme, what choices they made, and what those differences reveal.

Students read full-length novels, plays, poems, and essays on their own without needing step-by-step support. The goal is handling challenging texts with real confidence.

Students back up their conclusions with direct quotes or details from the text, not just their own opinions. They also read between the lines to explain what the text implies but doesn't say outright.

Students read a nonfiction text, identify the main point the author is making, and trace how that point builds across paragraphs. Then they write a summary that captures the key details without losing the thread of the argument.

Students track how a person, event, or idea changes from the beginning of a text to the end, then explain why those changes happen. The focus is on how different parts of the text push each other forward.

Students figure out what words mean in context, including when an author uses technical language or indirect comparisons. They also look at how specific word choices shift the mood or message of a piece of writing.

Students look at how a single sentence or paragraph connects to the rest of an article or essay, and explain why the author placed it there. The goal is to see how the pieces build the whole argument.

Students read a nonfiction piece and figure out why the author wrote it and what they believe. Then students explain how those motives change what the author includes, leaves out, or how they phrase things.

Students read the same topic across different formats, such as a news article, a chart, and a video clip, then weigh what each one adds or leaves out.

Students read a nonfiction passage and decide whether the author's argument holds up. They check if the reasoning makes sense and if the facts and examples actually support the point being made.

Students read two or more nonfiction pieces on the same topic and compare how each author frames the subject, what each one emphasizes, and where they disagree. The goal is to build a clearer picture of the topic than any single piece gives.

Students read full-length articles, essays, and nonfiction books on their own, without help decoding the words or following the argument. The texts are challenging by design.

Students write a paper that takes a clear position on a real topic or text, then back it up with solid reasoning and evidence from reliable sources. The argument has to hold up, not just sound convincing.

Students write essays or reports that explain a complex topic clearly, using accurate details and organized thinking. The goal is a reader who finishes the piece actually understanding something they didn't before.

Students write a story, real or invented, with a clear sequence of events, specific details, and deliberate choices about how to tell it.

Writing fits the assignment. Students shape what they say, how they organize it, and how formal they sound based on who will read it and why.

Students return to a draft to make it better, whether that means reworking a weak argument, cutting a paragraph, or starting over with a different angle. The goal is a stronger final piece, not a polished first attempt.

Students use word processors, websites, and online tools to write, publish, and share their work with real readers. Collaboration can happen in shared documents or through online feedback.

Students pick a focused question and research it, using what they find to show real understanding of the topic. This applies to quick one-day investigations and longer multi-week projects.

Students find information from books, websites, and other sources, then check whether each source is trustworthy before weaving the details into their own writing without copying someone else's words.

Students pull quotes and details from what they've read to back up their own analysis or argument. This applies to both stories and nonfiction sources.

Students practice writing regularly, both in quick exercises and longer projects, for different reasons and different readers. The goal is to build writing stamina and flexibility across assignments.

Students come to discussions with notes or ideas ready, then build on what classmates say and make their own point clearly. The focus is on back-and-forth conversation, not just waiting for a turn to talk.

Students pull together information from sources like videos, charts, podcasts, and spoken presentations, then judge how well each source supports the topic. The goal is to make sense of a mix of formats, not just read one text.

Students listen to a speech or presentation and judge whether the speaker's argument holds up: Is the reasoning sound? Is the evidence real? Are persuasion tactics being used fairly?

Students organize a spoken presentation so the main point is clear and each piece of evidence connects to it. The structure, detail, and word choice fit the purpose and the audience listening in the room.

Students choose charts, images, or video clips to make a presentation clearer, not just more colorful. The visual does real work: it shows data or explains something the words alone can't.

Students adjust how they speak depending on the situation, using formal English for a class presentation or job interview and a more casual tone in a group discussion.

Students apply standard grammar rules when writing and speaking. This includes choosing the right word forms, keeping verb tenses consistent, and building sentences that hold together clearly.

Students apply correct capitalization, punctuation, and spelling in their writing. This standard covers the mechanical rules writers follow so readers can focus on the ideas, not the errors.

Word choice changes depending on where you write and who reads it. Students learn to spot those shifts in published writing and apply the same thinking to their own sentences.

When students hit an unfamiliar word, they figure out its meaning by reading the surrounding sentences, breaking the word into roots and prefixes, or looking it up in a dictionary or subject-specific reference.

Students read and explain figures of speech like metaphors and irony, and work out how shades of meaning separate words that seem nearly identical.

Students build a working vocabulary of formal and subject-specific words, the kind needed to read a textbook, write an argument, or hold a professional conversation. They use those words accurately in their own writing and speech.