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

9th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Key Ideas and Details

ELA-09.RI.02 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.

Student Learning Targets:

Knowledge Targets

• I can locate and define the central idea in a piece of informational text.

Reasoning Targets

• I can analyze how specific details support the central idea.

Skills (Performance) Targets

• I can indicate how specific details support the central idea.

Product Targets

 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

9th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Key Ideas and Details

ELA-09.RI.03 Analyze how and why individuals, events, and ideas develop and/or interact over the course of a text.

Student Learning Targets:

Knowledge Targets

• I can define text structure as the way an author organizes his/her information (cause/effect, problem/solution, persuasive, chronological, etc.)

Reasoning Targets

• I can analyze a set of ideas or events based upon the sequencing/structure of the text and its effect on meaning.

Skills (Performance) Targets

• I can draw connections between the author's style, structure, and intended meanings.
• I can interpret the author's position as it relates to the structure, sequencing, and development of ideas.
  

Product Targets

 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

9th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Craft and Structure

ELA-09.RI.04 Determine the meaning of words and phrases as they are used in a texts, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone (e.g., analyzing how the language of a court opinion differs from that of a newspaper; identifying bias…).

Student Learning Targets:

Knowledge Targets

• I can define and identify figurative and connotative language as well as technical terms in informational text.
• I can define tone.

Reasoning Targets

• I can analyze the impact of specific word choices on meaning and tone.
• I can evaluate figurative language, word relationships, and nuances in word meanings.

Skills (Performance) Targets

• I can explain the meaning of figurative, connotative, and technical language used in text.
• I can choose the correct meaning of words in context.
• I can differentiate between multiple word meanings based upon context clues.

Product Targets

Craft and Structure

• RI9-10.4 Determine the meaning of words and phrases as they are used in a texts, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone (e.g., analyzing how the language of a court opinion differs from that of a newspaper; identifying bias…).

• RI9-10.5 Analyze the structure of a specific paragraph in  a text, including the role of particular sentences in developing and refining a key concept.

• RI9-10.6 Determine an author’s point of view or purpose and possible biases in a text, and analyze how the author’s choices advance or detract from the effectiveness of the 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 can

• insightfully analyze meaning and impact of words (figurative, connotative, and technical) and phrases and the effects of an author’s choices in structuring a text

• recognize subtext and how it contributes to meaning, tone, and purpose

• compare craft and structure between texts to examine strategy behind author’s purpose and point of view.

The student can

• determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings.

• relates the author’s word choice and language to the overall effect on meaning and tone.

• analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.

• determine an author’s point of view or purpose and possible biases in a text.

• analyze how an author uses rhetoric to advance point of view or purpose.

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 can

• identify when an author uses purposeful language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning and tone.

• identify the author’s point of view and purpose.

9th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Craft and Structure

ELA-09.RI.05 Analyze the structure of a specific paragraph in  a text, including the role of particular sentences in developing and refining a key concept.

Student Learning Targets:

Knowledge Targets

• I can define and determine an author’s point of view or purpose in a text.
• I can refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza.
• I can identify the structural elements of a paragraph in a text, including the role of particular sentences in developing and refining key concepts.

Reasoning Targets

• I can analyze in detail how an author’s ideas or claims are developed by particular sentence structures, word choice, and/or rhetorical elements.
• I can compare and contrast differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., dialogue, stage directions) when writing or speaking about a text.
• I can analyze how style and structure contribute to the text.

Skills (Performance) Targets

         * I can review whether the text structure aids in making points clear and convincing.

Product Targets

Craft and Structure

• RI9-10.4 Determine the meaning of words and phrases as they are used in a texts, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone (e.g., analyzing how the language of a court opinion differs from that of a newspaper; identifying bias…).

• RI9-10.5 Analyze the structure of a specific paragraph in  a text, including the role of particular sentences in developing and refining a key concept.

• RI9-10.6 Determine an author’s point of view or purpose and possible biases in a text, and analyze how the author’s choices advance or detract from the effectiveness of the 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 can

• insightfully analyze meaning and impact of words (figurative, connotative, and technical) and phrases and the effects of an author’s choices in structuring a text

• recognize subtext and how it contributes to meaning, tone, and purpose

• compare craft and structure between texts to examine strategy behind author’s purpose and point of view.

The student can

• determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings.

• relates the author’s word choice and language to the overall effect on meaning and tone.

• analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.

• determine an author’s point of view or purpose and possible biases in a text.

• analyze how an author uses rhetoric to advance point of view or purpose.

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 can

• identify when an author uses purposeful language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning and tone.

• identify the author’s point of view and purpose.

9th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Craft and Structure

ELA-09.RI.06 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Student Learning Targets:

Knowledge Targets

• I can determine an author’s point of view or purpose in a text.
• I can define the term rhetoric in the broad sense.
• I can define ethos, logos, and pathos.

Reasoning Targets

• I can analyze a case in which grasping point of view requires distinguishing what is directly stated in a text as well as what is inferred (e.g., satire, sarcasm, irony, or understatement).
• I can analyze how an author uses rhetorical devices to persuade or advance his/her point of view.

Skills (Performance) Targets

• I can identify rhetorical devices such as alliteration, assonance, allusion, metaphor, etc.

Product Targets

Craft and Structure

• RI9-10.4 Determine the meaning of words and phrases as they are used in a texts, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone (e.g., analyzing how the language of a court opinion differs from that of a newspaper; identifying bias…).

• RI9-10.5 Analyze the structure of a specific paragraph in  a text, including the role of particular sentences in developing and refining a key concept.

• RI9-10.6 Determine an author’s point of view or purpose and possible biases in a text, and analyze how the author’s choices advance or detract from the effectiveness of the 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 can

• insightfully analyze meaning and impact of words (figurative, connotative, and technical) and phrases and the effects of an author’s choices in structuring a text

• recognize subtext and how it contributes to meaning, tone, and purpose

• compare craft and structure between texts to examine strategy behind author’s purpose and point of view.

The student can

• determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings.

• relates the author’s word choice and language to the overall effect on meaning and tone.

• analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.

• determine an author’s point of view or purpose and possible biases in a text.

• analyze how an author uses rhetoric to advance point of view or purpose.

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 can

• identify when an author uses purposeful language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning and tone.

• identify the author’s point of view and purpose.

9th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Integration of Knowledge and Ideas

ELA-09.RI.07 Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.

Student Learning Targets:

Knowledge Targets

• I can

Reasoning Targets

• I can analyze various accounts of the same subject and determine which details are emphasized in each medium.     
• I can evaluate the advantages and disadvantages of presenting a subject in different mediums.
  
• I can determine the credibility of the author and his/her purpose.
  

Skills (Performance) Targets

• I can 

  • identify the side of an argument, its claims and relevant evidence.

  • identify various accounts of the same subject that are presented in different mediums (e.g., audio, video, multimedia).

  • Identify what constitutes credibility.
    

  • distinguish between fact and opinion.

  • recognize or recall specific terminology that relates to literature.

Product Targets

• I can
• I can

Integration of Knowledge and Ideas

• RI.9-10.7 -- Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.    

• RI.9-10.8 -- Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

• RI.9-10.9  -- Analyze seminal U.S. documents of historical and literary significance  (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.how authors draw on other texts in a specific work (e.g., allusion, direct reference), including how they address related themes and/or concepts.

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

• analyze various accounts of the same subject and determine which details are emphasized in each medium.     

• evaluate the advantages and disadvantages of presenting a subject in different mediums.

• identify the side of an argument, its claims and relevant evidence.

• determine the credibility of the author and his/her purpose.

• recognize when an author introduces irrelevant evidence, false statements, and/or fallacious reasoning.

• analyze the power and purpose of allusions and direct references.

There are no major errors or omissions regarding the simpler details and processes as the student:

• identifies various accounts of the same subject that are presented in different mediums (e.g., audio, video, multimedia).

• identifies the side of an argument and supporting evidence.

• Identifies what constitutes credibility.

• distinguishes between fact and opinion.

• recognizes or recalls specific terminology that relates to literature.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 

9th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Integration of Knowledge and Ideas

ELA-09.RI.08 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Student Learning Targets:

Knowledge Targets

• I can 

Reasoning Targets

• I can 

Skills (Performance) Targets

• I can
• I can
  

Product Targets

• I can
• I can

Integration of Knowledge and Ideas

• RI.9-10.7 -- Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.    

• RI.9-10.8 -- Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

• RI.9-10.9  -- Analyze how authors draw on other texts in a specific work (e.g., through allusion, direct reference), including how they address related themes and/or concepts.

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

• analyze various accounts of the same subject and determine which details are emphasized in each medium.     

• evaluate the advantages and disadvantages of presenting a subject in different mediums.

• identify the side of an argument, its claims and relevant evidence.

• determine the credibility of the author and his/her purpose.

• recognize when an author introduces irrelevant evidence, false statements, and/or fallacious reasoning.

• analyze the power and purpose of allusions and direct references.

There are no major errors or omissions regarding the simpler details and processes as the student:

• identifies various accounts of the same subject that are presented in different mediums (e.g., audio, video, multimedia).

• identifies the side of an argument and supporting evidence.

• Identifies what constitutes credibility.

• distinguishes between fact and opinion.

• recognizes or recalls specific terminology that relates to literature.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 

9th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Integration of Knowledge and Ideas

ELA-09.RI.09 Analyze how authors draw on other texts in a specific work (e.g., through allusion, direct reference), including how they address related themes and/or concepts.

Student Learning Targets:

Knowledge Targets

• I can define the concepts of social, cultural, and historical context.

Reasoning Targets

• I can explain how a piece of literature is shaped by the period in which it was written.
• I can independently read and connect background information to literature.
• I can analyze foundational U.S. documents for their themes, purposes, and rhetorical features.

Skills (Performance) Targets

• I can explore the social, cultural, and historical influence on theme.
• I can demonstrate knowledge of foundational works of American Literature.

Product Targets

• I can develop a product that demonstrates an understanding of the connection between American literature and the context in which it was written.

Integration of Knowledge and Ideas

• RI.9-10.7 -- Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.    

• RI.9-10.8 -- Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

• RI.9-10.9  -- Analyze how authors draw on other texts in a specific work (e.g., through allusion, direct reference), including how they address related themes and/or concepts.

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

• analyze various accounts of the same subject and determine which details are emphasized in each medium.     

• evaluate the advantages and disadvantages of presenting a subject in different mediums.

• identify the side of an argument, its claims and relevant evidence.

• determine the credibility of the author and his/her purpose.

• recognize when an author introduces irrelevant evidence, false statements, and/or fallacious reasoning.

• analyze the power and purpose of allusions and direct references.

There are no major errors or omissions regarding the simpler details and processes as the student:

• identifies various accounts of the same subject that are presented in different mediums (e.g., audio, video, multimedia).

• identifies the side of an argument and supporting evidence.

• Identifies what constitutes credibility.

• distinguishes between fact and opinion.

• recognizes or recalls specific terminology that relates to literature.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.