9th Grade English


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ELA-09.L.01

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. 

Student Learning Targets:

Knowledge Targets

  • I can identify correct standard English sentence structure as well as errors (involving parallel structure and placement of phrases and clauses) in sentence structure.

Reasoning Targets

  • I can analyze and classify conventions of grammar.
  • I can choose writing strategies to create sentences with various types of phrases and clauses.

Skills (Performance) Targets

  • I can use correct conventions of grammar to create effective sentences.

Product Targets

  • I can produce a piece of writing that uses correct conventions of grammar and usage.
  • I can demonstrate the use of the various types of phrases and clauses in my writing.

Proficiency Scale

Measurement of Progress Conventions of Language: L9-10. 1 & 2  Within the context of authentic English writing and speaking,demonstrate command of the conventions of standard English grammar and usage as well as capitalization, punctuation, and spelling. Sample Activity
Advanced Proficient

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
-
Proficient

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).

-
Progressing

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.

-
Novice With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-09.L.02

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. 
Rubric - Resources

 

 

Proficiency Scale

Measurement of Progress Conventions of Language: L9-10. 1 & 2  Within the context of authentic English writing and speaking,demonstrate command of the conventions of standard English grammar and usage as well as capitalization, punctuation, and spelling. Sample Activity
Advanced Proficient

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
-
Proficient

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).

-
Progressing

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.

-
Novice With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-09.L.03

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.

 

Proficiency Scale

Measurement of Progress

 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).

Sample Activity
Advanced 

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

-
Proficient

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.       

-
Progressing 

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.
-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-09.L.04

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.

 

 

 

Proficiency Scale

Measurement of Progress

 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.

Sample Activity
Advanced 

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

-
Proficient
  • 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. 

-
Progressing 

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.

-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-09.L.05

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.

 

 

Proficiency Scale

Measurement of Progress

 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.

Sample Activity
Advanced 

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

-
Proficient
  • 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. 

-
Progressing 

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.

-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-09.L.06

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.
Rubric - Resources

Proficiency Scale

Measurement of Progress

 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.

Sample Activity
Advanced 

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

-
Proficient
  • 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. 

-
Progressing 

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.

-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-09.RI.01

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.
Rubric - Resources

Proficiency Scale

Measurement of Progress

 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.
Sample Activity
Advanced 

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.
-
Proficient

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.  

-
Progressing 

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

-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-09.RI.02

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

 

Rubric - Resources

Proficiency Scale

Measurement of Progress

 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.
Sample Activity
Advanced 

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.
-
Proficient

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.  

-
Progressing 

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

-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-09.RI.03

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

Rubric - Resources

Proficiency Scale

Measurement of Progress

 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.
Sample Activity
Advanced 

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.
-
Proficient

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.  

-
Progressing 

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

-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-09.RI.04

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

 

Rubric - Resources

 

 

Proficiency Scale

Measurement of Progress

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.
Sample Activity
Advanced 

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.

-
Proficient

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.

-
Progressing 

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.


-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary



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