9th Grade English

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:

Knowledge Targets     

• I can define inferring as deriving intended meaning based upon evidence.
• I can explain textual information.

Reasoning Targets

• 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.

Product Targets

• I can produce a verbal or written response that reveals my ability to cite textual evidence to support my analysis of a text.

 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.

The student 

• 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.
  

The student

• 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.

The student

• 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