9th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Text Types and Purposes

ELA-09.W.01 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 

a. Introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims; engage and orient the reader. 

b. Organize writing that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. 

c. Develop claim(s) and counterclaims, pointing out the strengths and limitations of both by supplying relevant and credible evidence.

d. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. 

e. Establish and maintain an appropriate style and tone suitable for the norms and conventions of the discipline in which they are writing. 

f. Provide a conclusion that follows from and supports the argument presented.

Student Learning Targets:

Knowledge Targets

• I can define claim, counterclaim, evidence, justify, argument, relevant, formal/informal style. 
• I can recognize multiple sides of an issue.
• I can identify solid supporting details in writing.
• I can choose a position in an argument.
• I can identify at least two sides of an argument.
• I can identify effective transition statements.
• I can distinguish (tell the difference) between formal and informal language.

Reasoning Targets

• I can develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
• I can justify my argument with relevant supporting details.
• I can use valid reasoning and relevant and sufficient evidence to support a claim.
• I can organize an argument through the use of a precise introduction, well developed body paragraphs (complete with claims, counterclaims, and evidence), and a concluding paragraph that reinforces the argument, extends beyond summary, and gives finality.

Skills (Performance) Targets

• I can introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
• I can use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
• stablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Product Targets

• I can create a persuasive text or presentation.
• I can develop and write an argument to support a claim using valid reasoning and relevant evidence.
• I can produce a written document that has supporting details.
• I can present a written or oral argument. 

 ELA-09-10.W.01 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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

• introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims; engage and orient the reader.
• organize writing that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
• develop claim(s) and counterclaims, pointing out the strengths and limitations of both by supplying relevant and credible evidence.
• use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
• establish and maintain an appropriate style and tone suitable for the norms and conventions of the discipline in which they are writing.
• provide a conclusion that follows from and supports the argument presented.

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. 

9th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Text Types and Purposes

ELA-09.W.02 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 

a. Introduce a topic and establish a clear focus, purpose, and thesis statement to and engage and orient the reader. 

b. Organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aid comprehension. 

c. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate for purpose and audience. 

d. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. 

e. Use precise language and domain-specific vocabulary to manage the complexity of the topic. 

f. Establish and maintain an appropriate style and tone suitable for the norms and conventions of the discipline in which they are writing. 

g. Provide a conclusion that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Student Learning Targets:

Knowledge Targets

• I can define expository texts as those that offer explanations.
• I can define and identify elements of formal style and objective tone.

Reasoning Targets

• I can develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
• I can synthesize information from various sources within the paragraphs.

Skills (Performance) Targets

• I can introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. 
• I can use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
• I can use precise language and domain-specific vocabulary to manage the complexity of the topic.
• I can establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
• I can provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Product Targets

• I can 

 ELA-09-10.W.02 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

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

• introduce a topic and establish a clear focus, purpose, and thesis statement to and engage and orient the reader.
• organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aid comprehension.
• develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate for purpose and audience.
• use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
• use precise language and domain-specific vocabulary to manage the complexity of the topic.
• establish and maintain an appropriate style and tone suitable for the norms and conventions of the discipline in which they are writing.
• provide a conclusion that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

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. 

9th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Text Types and Purposes

ELA-09.W.03 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 

a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters. 

b. Use a variety of techniques to sequence events in a smooth progression so that they build on one another to create a coherent whole. 

c. Use narrative techniques (e.g., dialogue, pacing, description, reflection, and complex plots) to develop experiences, events, and/or characters. 

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of experiences, events, setting, and/or characters. 

e. Provide a conclusion that follows from what is experienced, observed, or resolved over the course of the narrative.

Student Learning Targets:

Knowledge Targets

• I can 

Reasoning Targets

• I can 

Skills (Performance) Targets

• I can 

Product Targets

• I can 

 ELA-09-10.W.03 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

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

• engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.
• use a variety of techniques to sequence events in a smooth progression so that they build on one another to create a coherent whole.
• use narrative techniques (e.g., dialogue, pacing, description, reflection, and complex plots) to develop experiences, events, and/or characters.
• use precise words and phrases, telling details, and sensory language to convey a vivid picture of experiences, events, setting, and/or characters.
• provide a conclusion that follows from what is experienced, observed, or resolved over the course of the narrative.

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. 

9th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Production and Distribution of Writing

ELA-09.W.04 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Student Learning Targets:

Knowledge Targets

• I can 

Reasoning Targets

• I can 

Skills (Performance) Targets

• I can 

Product Targets

• I can 

 Production & Distribution

• W9-10.4 Produce clear and coherent writing in which the development, organization, style, and format (e.g., MLA, APA) are appropriate to a range of tasks, purposes, and audiences.

• W9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

• W9-10.6 Use technology … to produce, publish, and update individual or shared writing products. Use technology’s capacity to link to other information and to display information flexibly and effectively

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

• produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.

• develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, addressing those aspects which matter most to the purpose, audience, and context of the writing.

• use technology to enhance writing by linking to other information and/or displaying information flexibly and dynamically 

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.

• produces writing in which development, organization, and style are appropriate to task, purpose, and audience.

• develops and strengthens writing as needed by planning, revising, editing, rewriting.

• uses technology to generate writing.

• recognizes or recalls specific terminology that relates to research and presentation, such as: coherent, style, task, purpose, audience, context, revise, edit, feedback, flexible, dynamic.

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

9th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Production and Distribution of Writing

ELA-09.W.05 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 .)

Student Learning Targets:

Knowledge Targets

• I can 

Reasoning Targets

• I can 

Skills (Performance) Targets

• I can 

Product Targets

• I can 

 Production & Distribution

• W9-10.4 Produce clear and coherent writing in which the development, organization, style, and format (e.g., MLA, APA) are appropriate to a range of tasks, purposes, and audiences.

• W9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

• W9-10.6 Use technology … to produce, publish, and update individual or shared writing products. Use technology’s capacity to link to other information and to display information flexibly and effectively

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

• produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.

• develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, addressing those aspects which matter most to the purpose, audience, and context of the writing.

• use technology to enhance writing by linking to other information and/or displaying information flexibly and dynamically 

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.

• produces writing in which development, organization, and style are appropriate to task, purpose, and audience.

• develops and strengthens writing as needed by planning, revising, editing, rewriting.

• uses technology to generate writing.

• recognizes or recalls specific terminology that relates to research and presentation, such as: coherent, style, task, purpose, audience, context, revise, edit, feedback, flexible, dynamic.

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

9th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Production and Distribution of Writing

ELA-09.W.06 Use technology, including the Internet, to produce, publish, and update individual or shared writing products. Use technology’s capacity to link to other information and to display information flexibly and effectively

Student Learning Targets:

Knowledge Targets

• I can
• I can
  

Reasoning Targets

• I can
• I can
  

Skills (Performance) Targets

• I can
• I can
  

Product Targets

• I can
• I can

 Production & Distribution

• W9-10.4 Produce clear and coherent writing in which the development, organization, style, and format (e.g., MLA, APA) are appropriate to a range of tasks, purposes, and audiences.

• W9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

• W9-10.6 Use technology … to produce, publish, and update individual or shared writing products. Use technology’s capacity to link to other information and to display information flexibly and effectively

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

• produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.

• develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, addressing those aspects which matter most to the purpose, audience, and context of the writing.

• use technology to enhance writing by linking to other information and/or displaying information flexibly and dynamically 

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.

• produces writing in which development, organization, and style are appropriate to task, purpose, and audience.

• develops and strengthens writing as needed by planning, revising, editing, rewriting.

• uses technology to generate writing.

• recognizes or recalls specific terminology that relates to research and presentation, such as: coherent, style, task, purpose, audience, context, revise, edit, feedback, flexible, dynamic.

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

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:

Knowledge Targets

• I can 

Reasoning Targets

• I can 

Skills (Performance) Targets

• I can 

Product Targets

• I can 

 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. 

9th Grade ELA Targeted Standards

[W] Writing Strand
Cluster: Research to Build and Present Knowledge

ELA-10.W.08 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Student Learning Targets:

Knowledge Targets

• I can 

Reasoning Targets

• I can 

Skills (Performance) Targets

• I can 

Product Targets

• I can 

 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. 

9th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Research to Build and Present Knowledge

ELA-09.W.09 Draw evidence from literary or informational texts to support analysis, reflection, and research.

• a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
• b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “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 
• I can 

Skills (Performance) Targets

• I can 

Product Targets

• I can 

 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.