9th Grade ELA Targeted Standards
(L) Language Strand
Cluster: Conventions of Standard English

ELA-09.L.01: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

•  Uses phrases and clauses to enhance specific meaning and add variety

The student can

• demonstrate command of the conventions of standard English grammar and usage as well as capitalization, punctuation, and spelling when writing and speaking.

  • continue to implement correct use of previously introduced conventions: punctuation usage, subject-verb agreement, pronoun-antecedent agreement, frequently confused words, verb tense, placement of modifiers, etc.

  • correctly use semicolons, conjunctive adverbs, colons, various types of phrases (noun, verb, adjective, adverb, participial, prepositional, absolute) and clauses (independent, dependent: noun, relative, adverb).

• use parallel structure, various types of phrases and clauses to convey a specific effect and add variety, and appropriate verb choices (voice and tense).

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

• demonstrates basic application of the conventions of standard English grammar and usage as well as capitalization, punctuation, and spelling when writing and speaking.

• Identifies parallel structure, various types of phrases and clauses, and appropriate verb choice (voice and tense).

• recognizes or recalls specific terminology that relates to knowledge of language, such as:  

  • subject-verb agreement, pronoun-antecedent agreement, verb tense.

  • semicolons, conjunctive adverbs, colons, various types of phrases (noun, verb, adjective, adverb, participial, prepositional, absolute) and clauses (independent, dependent: noun, relative, adverb).

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

9th Grade ELA Targeted Standards
(L) Language Strand
Cluster: Conventions of Standard English

ELA-09.L.02 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Student Learning Targets:

Knowledge Targets

• I can identify correct usage of different types of punctuation.
• I can identify spelling errors in writing.
  

Reasoning Targets

• I can evaluate and edit writing for capitalization, punctuation, and spelling.

Skills (Performance) Targets

• I can capitalize correctly when writing.
• I can punctuate correctly when writing.
• I can spell correctly when writing.

Product Target

• I can produce writing that demonstrates correct use of conventions: punctuation (e.g., end punctuation, possessive apostrophes, colons to introduce a list or quote, and semi-colons to connect independent clauses), capitalization, and spelling. 

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

• Uses phrases and clauses to enhance specific meaning and add variety

The student can

• demonstrate command of the conventions of standard English grammar and usage as well as capitalization, punctuation, and spelling when writing and speaking.

  • continue to implement correct use of previously introduced conventions: punctuation usage, subject-verb agreement, pronoun-antecedent agreement, frequently confused words, verb tense, placement of modifiers, etc.

  • correctly use semicolons, conjunctive adverbs, colons, various types of phrases (noun, verb, adjective, adverb, participial, prepositional, absolute) and clauses (independent, dependent: noun, relative, adverb).

• use parallel structure, various types of phrases and clauses to convey a specific effect and add variety, and appropriate verb choices (voice and tense).

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

• demonstrates basic application of the conventions of standard English grammar and usage as well as capitalization, punctuation, and spelling when writing and speaking.

• Identifies parallel structure, various types of phrases and clauses, and appropriate verb choice (voice and tense).

• recognizes or recalls specific terminology that relates to knowledge of language, such as:  

  • subject-verb agreement, pronoun-antecedent agreement, verb tense.

  • semicolons, conjunctive adverbs, colons, various types of phrases (noun, verb, adjective, adverb, participial, prepositional, absolute) and clauses (independent, dependent: noun, relative, adverb).

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

9th Grade ELA Targeted Standards
(L) Language Strand
Cluster: Knowledge of Language

ELA-09.L.03 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 

a. Maintain consistency in style and tone. 

b. Vary syntax for effect. 

c. Apply an understanding of syntax to the study of complex texts when reading. 

d. Use verbs in the active and passive voice to achieve particular effects (e.g., emphasizing the actor or the action).

Student Learning Targets:

Knowledge Targets

• I can identify the style and purpose in different types of writing.

Reasoning Targets

• I can evaluate language and its context when writing, speaking, reading, or listening.

Skills (Performance) Targets

• I can demonstrate a consistency in style for effective speaking and writing with a clear purpose.
• I can write and edit work so it conforms to a specific style.

Product Targets

• I can produce a written product or speech using proper language for a specific style or purpose.

 Knowledge of Language  

L9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening (a-d).

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

• explain how language functions in different contexts.

• analyze the context of various texts and determine how language choice (syntax) affects meaning, style, and comprehension.

• maintain consistency in style and tone.

• vary syntax for effect.

• use active and passive voice for a specific 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 examples of how language functions in different contexts.

• determine how language choice varies between or within texts.

• recognize or recall key vocabulary that contributes to understanding language use:  function, context, style, syntax, active voice, passive voice, tone.

9th Grade ELA Targeted Standards
(L) Language Strand
Cluster: Vocabulary Acquisition and Use

ELA-09.L.04 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. 

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

Student Learning Targets:

Knowledge Targets

• I can understand the context of the sentence, paragraph, or passage.
• I can identify and correctly use patterns of word changes that indicate different meanings or parts of speech.

Reasoning Targets

• I can determine meaning of unknown words based upon the surrounding context clues.

Skills (Performance) Targets

• I can choose the correct meaning of words in context.
• I can clarify and verify word meanings using reference materials.
• I can recognize prefix/suffixes and use them to make meaning.
• I can explain common roots and use them to make meaning.

 Vocabulary Acquisition and Use

• L.9-10.4 --Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

• L.9-10.5-- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in grades 9–10 reading and content.

• L.9-10.6-- Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the grade-appropriate level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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

  • use context clues to determine the meaning of a word or a phrase.

  • identify and correctly use patterns of word changes (conjugation) that indicate different meaning or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

  • consult reference materials for guidance in how to use, speak, or better understand a given word.

  • interpret figures of speech and analyze their overall role in the text.

  • analyze how certain words and phrases that have similar denotations can carry different nuances.

  • acquire and use college- and career-readiness level academic and domain-specific words and phrases. 

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

• uses context clues to determine the meaning of a word or a phrase.

• identifies how words change when used in different ways.

• consults reference materials for guidance in how to better understand a given word.

• recognizes or recalls specific terminology that relates to knowledge of vocabulary, such as context clues and conjugation.  

• defines and identifies various forms of figurative language.

• recognizes the difference between denotative and connotative meanings.

• consults reference materials to accurately use college- and career-readiness level academic and domain-specific words and phrases.

• recognizes or recalls specific terminology that relates to knowledge of vocabulary, such as: context clues, figurative language, conjugation, denotative, connotative   

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

9th Grade ELA Targeted Standards
(L) Language Strand
Cluster: Vocabulary Acquisition and Use

ELA-09.L.05 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

• a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
• b. Analyze nuances in the meaning of words with similar denotations.

Student Learning Targets:

Knowledge Targets

• I know that nuance means a subtle or slight degree of difference in meaning.
• I can define connotation and denotation.
• I understand that word choice is important in constructing meaning.
• I can identify/recognize euphemism, oxymoron, and various types of figurative language.

Reasoning Targets

• I can analyze (explain how a specific technique or literary device contributes to the meaning of the larger work) the author's use of literary techniques and devices and provide extensive textual support for the analysis.
• I can interpret figurative language, imagery, and symbolism.
• I can determine the meaning of words and phrases, including figurative and connotative meanings.

Skills (Performance) Targets

• I can demonstrate an understanding of figurative language and word nuances by taking part in class discussion or writing a response to an appropriate prompt.

Product Targets

• I can create a product using effective word choices and figurative language to suit the tone and purpose.

 Vocabulary Acquisition and Use

• L.9-10.4 -- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies (context clues, reference materials, patterns of words, verification of inferred meaning).

• L.9-10.5-- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.  

• L.9-10.6-- Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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

  • use context clues to determine the meaning of a word or a phrase.

  • identify and correctly use patterns of word changes (conjugation) that indicate different meaning or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

  • consult reference materials for guidance in how to use, speak, or better understand a given word.

  • interpret figures of speech and analyze their overall role in the text.

  • analyze how certain words and phrases that have similar denotations can carry different nuances.

  • acquire and use college- and career-readiness level academic and domain-specific words and phrases. 

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

• uses context clues to determine the meaning of a word or a phrase.

• identifies how words change when used in different ways.

• consults reference materials for guidance in how to better understand a given word.

• recognizes or recalls specific terminology that relates to knowledge of vocabulary, such as context clues and conjugation.  

• defines and identifies various forms of figurative language.

• recognizes the difference between denotative and connotative meanings.

• consults reference materials to accurately use college- and career-readiness level academic and domain-specific words and phrases.

• recognizes or recalls specific terminology that relates to knowledge of vocabulary, such as: context clues, figurative language, conjugation, denotative, connotative   

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

9th Grade ELA Targeted Standards
(L) Language Strand
Cluster: Vocabulary Acquisition and Use

ELA-09.L.06 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Student Learning Targets:

Knowledge Targets

• I can recognize and define ELA specific academic vocabulary.
• I can locate the appropriate reference material for comprehending words or phrases.
  
• I can independently record unfamiliar vocabulary I encounter when reading, speaking and listening.

Reasoning Targets

• I can analyze grade-level academic vocabulary in literature and informational text.

Skills (Performance) Targets

• I can independently locate and use the necessary resources for grade-level vocabulary in reading, writing, and speaking.
• I can demonstrate proficient use of appropriate academic language when reading, writing, speaking, and listening.

 Vocabulary Acquisition and Use

• L.9-10.4 -- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies (context clues, reference materials, patterns of words, verification of inferred meaning).

• L.9-10.5-- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.  

• L.9-10.6-- Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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

  • use context clues to determine the meaning of a word or a phrase.

  • identify and correctly use patterns of word changes (conjugation) that indicate different meaning or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

  • consult reference materials for guidance in how to use, speak, or better understand a given word.

  • interpret figures of speech and analyze their overall role in the text.

  • analyze how certain words and phrases that have similar denotations can carry different nuances.

  • acquire and use college- and career-readiness level academic and domain-specific words and phrases. 

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

• uses context clues to determine the meaning of a word or a phrase.

• identifies how words change when used in different ways.

• consults reference materials for guidance in how to better understand a given word.

• recognizes or recalls specific terminology that relates to knowledge of vocabulary, such as context clues and conjugation.  

• defines and identifies various forms of figurative language.

• recognizes the difference between denotative and connotative meanings.

• consults reference materials to accurately use college- and career-readiness level academic and domain-specific words and phrases.

• recognizes or recalls specific terminology that relates to knowledge of vocabulary, such as: context clues, figurative language, conjugation, denotative, connotative   

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