9th Grade ELA Targeted Standards (W) Writing Strand Cluster: Research to Build and Present Knowledge
ELA-09.W.07 Conduct short as well as more sustained research projects to answer a question (including a self-generate 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.
Student Learning Targets:
Skills (Performance) Targets
Rubric - Resources
Measurement of Progress
Research to Build and Present Knowledge
W9-10.7 Conduct short as well as more sustained research projects to answer questions (including self-generated questions) or solve problems (a-c).
W9-10.8 Gather relevant information from multiple authoritative print and digital sources (a-e).
W9-10.9 Draw evidence from texts to support analysis, reflection, and research, using comprehension and analysis skills described in 9-10 reading standards.
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 can
investigate topics, problems, or questions posed by others or generated themselves as part of a short or a more extended research project.
limit or extend the scope of inquiry as needed.
assess usefulness of sources in answering the driving question or solving the problem.
synthesize different sources about the topic under investigation.
effectively search for and collect credible, useful information from a range of established sources.
demonstrate effective method of taking notes, categorizing, and tracking source information (e.g., note cards, annotated bibliographies, Cornell notes, self-generated method).
avoid plagiarism by quoting, paraphrasing, or summarizing the research and by citing sources appropriately (in-text and formal works cited), following a standard format.
integrate relevant information to maintain flow of ideas.
use textual evidence from literary or informational texts to strengthen analysis, reflection, or research.
There are no major errors or omissions regarding the simpler details and processes as the student
researches topics, problems, or questions as part of a short or a more extended research project.
narrows or broadens topic for adequate control of research.
searches for and chooses related sources to help explain topic or answer question.
takes notes and organizes information and sources.
uses details from limited sources to support claim or thesis statement.
avoids plagiarism by quoting, paraphrasing, or summarizing the research.
cites sources (in-text and formal works cited), following a standard format.
recognizes or recalls specific terminology that relates to research and presentation, such as: scope of inquiry, perspectives, synthesize, credible, claim/thesis, plagiarism, paraphrasing, summarizing, in-text citation, works cited, format, textual evidence, analysis, reflection
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.