9th Grade ELA Targeted Standards (RI) Reading Information Strand Cluster: Key Ideas and Details
ELA-09.RI.01 STUDENTS CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they read closely to comprehend texts of grade-level appropriate complexity: a. Determine what the texts says explicitly and implicitly b. Provide an objective summary of the text.
Student Learning Targets:
I can define inferring as deriving intended meaning based upon evidence.
I can explain textual information.
I can analyze explicit ideas in the text.
I can derive accurate inferences for a piece of informational text.
Skills (Performance) Targets
I can write an in depth analysis of a piece of informational text.
I can effectively cite information from the text to support my analysis.
I can explain the meaning of informational text using relevant citations.
I can produce a verbal or written response that reveals my ability to cite textual evidence to support my analysis of a text.
Rubric - Resources
Measurement of Progress
Key Ideas and Details: STUDENTS CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they
RI9-10.1 Read closely to comprehend texts of grade-level appropriate complexity: a. Determine what the texts says explicitly and implicitly b. Provide an objective summary of the text.
RI9-10.2 Determine and analyze a theme and/or central idea over the course of the text, including how it emerges and is shaped and refined by specific details.
RI9-10.3 Analyze how and why individuals, events, and ideas develop and/or interact over the course of a text.
In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.
elicits strong and thorough textual evidence (often cross referencing with other sources) while insightfully analyzing the development of theme(s) development and/or
central idea(s) as well as the impact of the author’s choices on structure and development.
relies on strong and thorough textual evidence while
determining what the text says explicitly and implicitly.
analyzing the development of theme(s) and/or central idea(s).
analyzing the structure of the text and how the author develops individuals, events, and ideas.
provides an objective summary.
There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.
summarizes key ideas of a text, but struggles to consistently and relevantly draw from the text to support analysis.
recognizes or recalls specific terminology that relates to literature, such as:
textual evidence, setting, plot, characterization, theme vs. central idea and topic, analysis, summary
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.