Mississippi College and Career Readiness Standards for
English Language Arts Scaffolding Document
Ninth Grade
College- and Career-Readiness Standards for English Language Arts
Page 2 of 69-September 2016
Ninth Grade
CCR.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
RL.9.1
Cite strong and thorough
textual evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from the
text.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
A reader draws inferences from
a text based on his/her ability to
read and comprehend.
A reader must use textual
evidence to support/prove
his/her inference because
inferences are NOT explicitly
stated evidence.
A reader must consider
personal experience to draw
conclusions.
That details within a text
contribute to the key ideas of
the text.
That details within a text
provide the basis for analysis
and comprehension.
A student should understand
(Conceptual Understanding)
That authors include critical and
extraneous details.
That in order to thoroughly
analyze a text, a reader must be
able to identify not only key
ideas, but also the details that
contribute to those key ideas.
That authors imply; so, readers
must infer.
The process of annotation is a
reader’s opportunity to interact
with a text by:
o Identifying unfamiliar words
o Questioning the author’s
purpose
o Predicting what will happen
next
o Identifying potential bias
and false information
A student should be able to do
(Evidence of Knowledge)
Annotate a text while reading.
Make inferences based on
textual evidence.
Distinguish important facts from
“extra” details.
Draw from personal experience.
Identify strong evidence to
support an inference or claim
from a text.
Cite evidence from a text both
verbally and with standard
citation format (i.e. MLA, APA,
Turabian, etc.).
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
cite, evidence, analysis, inference, detail, annotate, support
College- and Career-Readiness Standards for English Language Arts
Page 3 of 69-September 2016
Ninth Grade
CCR.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
and ideas.
RL.9.2
Determine the theme(s) or
central idea(s) of a text and
analyze in detail its
development over the
course of the text, including
how details of a text
interact and build on one
another to shape and refine
the theme(s) or central
idea(s); provide an accurate
summary of the
text based upon this
analysis.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
The theme of a text is the
unifying, recurring idea or
truth related in a text.
That key details within a text
typically contribute to the
overall theme or central idea.
That theme is larger than the
individual characters and
events unlike a main idea or
topic.
How to develop an accurate
summary.
A student should understand
(Conceptual Understanding)
The author develops the
theme.
The theme or central idea of
a text may change over the
course of a text as the author
develops the plot:
o Characters
o Conflict
An accurate summary is free
from bias or personal opinion
and must utilize specific
details from the text.
A student should be able to do
(Evidence of Knowledge)
Identify the theme based on
the details from the text.
Articulate the theme or
central idea of a text.
Trace the development of the
theme or central idea by
identifying specific details
from the text.
Compose an accurate
summary of a text that
includes how the central
idea/theme:
o Emerges
o Is shaped
o Is refined by specific
details
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
theme, central idea, analyze, detail, development, emerges, refined, accurate, summary, bias
College- and Career-Readiness Standards for English Language Arts
Page 4 of 69-September 2016
Ninth Grade
CCR.R.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
RL.9.3
Analyze how complex
characters (e.g., those with
multiple or conflicting
motivations) develop over
the course of a text, interact
with other characters,
and advance the plot or
develop the theme.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That authors use DIRECT and
INDIRECT characterization to
develop characters over the
course of a text.
That characters within a text
can be classified as:
o Static or dynamic
o Flat or round
That characters with
different motivations are
often classified as:
o Protagonist
o Antagonist
That conflict causes the
forward movement of the
plot (rising action) and,
ultimately, the climax.
A student should understand
(Conceptual Understanding)
The interaction between
characters provides the
conflict that fuels a text’s
plot.
That authors intentionally
develop some characters
more fully than others in
order to advance the plot in a
certain way (author’s
purpose).
That advances in the plot
and/or development of the
theme can be traced through
the decisions, actions, and
dialogue of character(s).
A student should be able to do
(Evidence of Knowledge)
Identify complex characters
in a text.
Cite evidence in a text that
shows the complexity of a
character.
Identify the motivation(s) of
characters within a text, and
determine when those
motivations are conflicting.
Explain how complex
characters contribute to the
theme or central idea of the
text as a whole.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
analyze, complex character, motivation, conflict, interact, plot (introduction, rising action, climax, falling action, resolution), theme, direct, indirect,
static, dynamic, flat, round, protagonist, antagonist
College- and Career-Readiness Standards for English Language Arts
Page 5 of 69-September 2016
Ninth Grade
CCR.R.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
RL.9.4
Determine the meaning of
words and phrases as they
are used in the text,
including figurative and
connotative meanings;
analyze the cumulative
impact of specific word
choices on meaning and
tone (e.g., how the language
evokes a sense of time and
place; how it sets a formal
or informal tone).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That words often have multiple
meanings (connotation,
denotation, figures of speech).
That figurative language refers to
words/phrases that are not
intended to be understood literally:
o Simile
o Metaphor
o Personification
o Hyperbole
That tone is the overall attitude
toward the theme and audience
that is implied in a literary text.
That poetic devices contribute to
the tone of a text:
o Alliteration
o Assonance
o Consonance
o Onomatopoeia
o Rhyme
o Rhythm
o Repetition
A student should understand
(Conceptual Understanding)
That authors craft texts by
specifically selecting words and
phrases that contribute not only to
the reader’s understanding, but
also to the theme or central idea of
the text as a whole.
An author’s word choices, over the
course of a text, can establish:
o Formal vs informal tone
o Sense of time and place
o Potential bias
That authors intentionally use
sound devices (i.e. alliteration,
assonance, consonance, etc.),
rhyme, rhythm, and repetition to
develop tone.
The cumulative impact of word
choice directly relates to the tone
and theme of the text.
A student should be able to do
(Evidence of Knowledge)
Define unfamiliar and/or critical
words within a text through
context “clues.”
Translate figurative language into
concrete language.
List multiple meanings of a word or
phrase and identify the author’s
intended meaning based on
connotation.
Identify the tone of a text.
Explain how an author’s word
choice and/or use of figurative or
connotative meaning contribute to
the meaning and tone of a specific
text.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
connotation, denotation, figurative meaning/language, simile, metaphor, personification, hyperbole, tone, theme, alliteration, assonance,
consonance, onomatopoeia, rhyme, rhythm, repetition, formal and informal tone, bias, cumulative impact, context
College- and Career-Readiness Standards for English Language Arts
Page 6 of 69-September 2016
Ninth Grade
CCR.R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text
(e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RL.9.5
Analyze how an author’s
choices concerning how to
structure a text, order
events within it (e.g.,
parallel plots), and
manipulate time (e.g.,
pacing, flashbacks) create
such effects as mystery,
tension, or surprise.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
A text is divided into structural
segments (i.e. stanzas, chapters,
scenes, etc.)
That plot refers to the
elemental structure of a text
and the progression of events
from beginning to end.
o Introduction/ Exposition
o Rising Action/
Complications
o Climax
o Falling Action
o Resolution/ Denouement
The terms mystery, tension, and
surprise, as well as the nuances
of meaning between them.
A student should understand
(Conceptual Understanding)
That authors hold ultimate
control over the structure of a
text (i.e. plot, time, etc.);
therefore, an author’s
manipulation of structure is
intentional.
That parallel plots can exist
within the same text, and those
plots often relate to or provide
contrast to one another (i.e. the
love story between Romeo and
Juliet paired with the subplot of
the feud between the
Montagues and Capulets).
That manipulation of time
contributes to the overall tone
and mood of a text:
o Flashback
o Flashforward
o Beginning in medias res
o Foreshadowing
o Pacing
A student should be able to do
(Evidence of Knowledge)
Identify elements of plot within
a text.
Explain the relationship
between the main plot and sub-
plot(s).
Identify manipulations of time
within a text.
Analyze how an author’s
choices (plot structure, order of
events, manipulation of time,
etc.) create dramatic effects
such as mystery, tension, or
surprise.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
structure, plot (introduction, exposition, rising action, complications, climax, falling action, resolution, denouement), mystery, tension, surprise,
flashback, flashforward, beginning in medias res, foreshadowing, pacing, dramatic effect, manipulation
College- and Career-Readiness Standards for English Language Arts
Page 7 of 69-September 2016
Ninth Grade
CCR.R.6: Assess how point of view or purpose shapes the content and style of a text.
RL.9.6
Analyze a particular point of
view or cultural experience
reflected in a work of
literature from outside the
United States, drawing on a
wide reading of world
literature.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
An author’s point of view or
cultural experience
influences his/her treatment
of a topic or issue.
That cultures share common
literary traditions
(archetypes, foundational
documents, written laws,
etc.).
A student should understand
(Conceptual Understanding)
That cultural experience
refers to a specific incident or
interaction within a culture.
That many cultures use
mythology to explain
common experiences:
o Creation
o Geography/ topography
o Weather
o Plants and animals
A student should be able to do
(Evidence of Knowledge)
Identify and explain the point
of view or cultural experience
reflected in a literary text.
Examine and explain the
relationship between two or
more pieces of world
literature in terms of point of
view or cultural experience.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
point of view, cultural experience, archetype, foundational document, mythology
College- and Career-Readiness Standards for English Language Arts
Page 8 of 69-September 2016
Ninth Grade
CCR.R.7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as
well as in words.
RL.9.7
Analyze the representation
of a subject or a key scene in
two different artistic
mediums, including what is
emphasized or absent in
each treatment (e.g.,
Auden’s “Musée des Beaux
Arts” and Breughel’s
Landscape with the Fall of
Icarus).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That artistic mediums can
include (but are not limited to):
o Film
o Drama
o Drawing
o Painting
o Sculpture
o Song
o Poetry
A student should understand
(Conceptual Understanding)
That artists and authors choose
what information to include,
exclude, and emphasize based
on their specific purpose.
That theme or central idea can
be present in all artistic
mediums.
A student should be able to do
(Evidence of Knowledge)
Identify the theme or central
idea of a work of art.
Compare and contrast the
treatment of a subject or key
scene in two or more artistic
representations.
Explain how the
author’s/artist’s emphasis OR
exclusion of detail(s)
contributes to the overall
meaning or theme of the piece.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
representation, subject, key scene, artistic medium, emphasized, excluded, treatment, theme, central idea
College- and Career-Readiness Standards for English Language Arts
Page 9 of 69-September 2016
Ninth Grade
CCR.R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as
the relevance and sufficiency of the evidence.
RL.9.8
(Not applicable to literature)
Desired Student Performance
A student should know
(Prerequisite Knowledge)
A student should understand
(Conceptual Understanding)
A student should be able to do
(Evidence of Knowledge)
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD
College- and Career-Readiness Standards for English Language Arts
Page 10 of 69-September 2016
Ninth Grade
CCR.R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.
RL.9.9
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).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That author’s and artists often
draw from source material such
as previously written texts,
plays, songs, etc., to create
something new (allusion,
allegory, parody, parable, etc.)
A student should understand
(Conceptual Understanding)
A primary text is an authentic,
first-hand account; conversely,
source material refers to a text
that is referenced in a later
work.
That authors use techniques
such as allusion, allegory, and
parody to draw from and
transform source material.
o Allusion is an explicit or
implied reference to an
external event, person, or
text.
o Allegory is an extended
metaphor or symbolic
treatment of a complex
concept.
o Parody is a “spoof” or
humorous re-interpretation
of an event, person, or text.
A student should be able to do
(Evidence of Knowledge)
Compare and contrast the
treatment of a topic or theme in
two or more texts/mediums.
Identify and explain allusions,
allegorical elements, parodies,
etc. within a text.
Write an analysis of how an
author uses/transforms source
material within a specific work.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
source material, draw(s) on, transform, theme, topic, subject, allusion, allegory, parody, parable, metaphor, simile
College- and Career-Readiness Standards for English Language Arts
Page 11 of 69-September 2016
Ninth Grade
CCR.R.10: Read and comprehend complex literary and informational texts independently and proficiently.
RL.9.10
By the end of grade 9, read
and comprehend literature,
including stories, dramas,
and poems, in the grades 9–
10 text complexity band
proficiently, with scaffolding
as needed at the high end of
the range.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to recognize in a literary
text:
o Key ideas and details
o Structural elements
o Intentional choices made by
the author (word choice,
figurative/connotative
meaning, etc.)
A student should understand
(Conceptual Understanding)
How to comprehend and
analyze:
o Key ideas and details
o Structural elements
o Intentional choices made by
the author (word choice,
figurative/connotative
meaning, etc.)
A student should be able to do
(Evidence of Knowledge)
Read and demonstrate
comprehension of texts of
increasing complexity.
Read and demonstrate
comprehension of high-end
grade-level appropriate
literature with scaffolding as
needed.
Set personal reading goals to
self-select and explore texts of
different genres and increasing
complexity
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
comprehend, proficiently, scaffolding, key ideas, details, structural elements, grade-level appropriate
College- and Career-Readiness Standards for English Language Arts
Page 12 of 69-September 2016
Ninth Grade
CCR.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
RI.9.1
Cite strong and thorough
textual evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from the
text.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to draws inferences from a
text based on his/her ability to
read and comprehend.
How to use textual evidence to
support/prove his/her inference
because inferences are NOT
explicitly stated evidence.
What denotation and
connotation are.
That details within a text
contribute to the key ideas of
the text.
That details within a text
provide the basis for analysis
and comprehension.
A student should understand
(Conceptual Understanding)
That authors include critical and
extraneous details.
How to identify not only key
ideas, but also the details that
contribute to those key ideas in
order to thoroughly analyze a
text.
The process of annotation is a
reader’s opportunity to interact
with a text by:
o Identifying unfamiliar words
o Questioning the author’s
purpose
o Predicting what will happen
next
o Identifying potential bias
and false information
A student should be able to do
(Evidence of Knowledge)
Annotate a text while reading.
Analyze relevant denotative,
connotative, and figurative
language
Analyze text clues that affect
meaning
Make inferences based on
textual evidence.
Distinguish important facts from
“extra” details.
Identify strong evidence to
support an inference or claim
from a text.
Cite evidence from a text both
verbally and with standard
citation format (i.e. MLA, APA,
Turabian, etc.).
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
cite, evidence, analysis, inference, detail, annotate, support
College- and Career-Readiness Standards for English Language Arts
Page 13 of 69-September 2016
Ninth Grade
CCR.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
and ideas.
RI.9.2
Determine the central
idea(s) of a text and analyze
in detail the development
over the course of the text,
including how details of a
text interact and build on
one another to shape and
refine the central idea(s);
provide an accurate
summary of the text.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
The central idea(s) (or main
idea(s) of an informational text
is the recurring, specific concept
on which the text focuses.
Key details within a text
contribute to the central
idea(s).
A student should understand
(Conceptual Understanding)
The writer develops the central
idea(s) through supporting
details.
The central idea(s) is the key
point the author is trying to
make.
The central idea(s) can be
stated or implied.
Development of the central idea
is related to the author’s
purpose.
All the details in the text
develop and support the central
idea by:
o Proving it
o Explaining it
o Illustrating it
o Providing more details
A student should be able to do
(Evidence of Knowledge)
Articulate the central idea(s) of
a text.
Trace the development of the
central idea(s) by identifying
specific details from throughout
the text.
Compose an accurate summary
of a text that includes how the
central idea:
o Emerges
o Is shaped
o Is refined by specific details
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
theme, central idea, analyze, detail, development, emerges, refined, accurate, summary, bias
College- and Career-Readiness Standards for English Language Arts
Page 14 of 69-September 2016
Ninth Grade
CCR.R.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
RI.9.3
Analyze how the author
unfolds an analysis or series
of ideas or events,
including the order in which
the points are made, how
they are introduced and
developed, and the
connections that are drawn
between them.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That key details contribute to
the overall central idea of a
text.
That authors intentionally
sequence information to
accomplish a specific purpose.
That within a text, authors
create intentional connections
between key points through
transitions, references, etc.
That authors use text structures
(i.e. cause and effect, problem
and solution, procedures, etc.)
to achieve the desired goal for
writing.
A student should understand
(Conceptual Understanding)
That authors determine the
sequence of information that
most effectively accomplishes
their purpose, or goal, in
writing.
An author may choose to omit
information that does not
support or lead to his/her
desired conclusion.
The evidence and/or details
provided in a text are directly
related to the purpose of the
text. For example, a scientific
journal requires much more
factual, detailed information
than a personal diary.
A student should be able to do
(Evidence of Knowledge)
Outline the analysis or series of
ideas or events presented in a
text.
Distinguish between important
facts (based on the author’s
purpose for writing) and
extraneous information.
Identify the organizational
structure used in a text, and
evaluate how effectively that
structure accomplishes the
purpose for writing.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
analysis, series, connections, evidence, details, sequence, purpose
College- and Career-Readiness Standards for English Language Arts
Page 15 of 69-September 2016
Ninth Grade
CCR.R.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
RI.9.4
Determine the meaning of
words and phrases as they
are used in a text,
including figurative,
connotative, and technical
meanings; analyze the
cumulative impact of
specific word choices on
meaning and tone (e.g., how
the language of a court
opinion differs from that of
a newspaper).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That words often have
multiple meanings
(connotation, denotation,
figures of speech).
That figurative language
refers to words/phrases that
are not intended to be
understood literally:
o Simile
o Metaphor
o Personification
o Hyperbole
That technical meaning refers
to the words (or jargon)
specific to a discipline or skill.
That tone is the overall
attitude toward the theme
and audience that is implied
in a literary text.
A student should understand
(Conceptual Understanding)
That authors craft texts by
specifically selecting words and
phrases that contribute not only
to the reader’s understanding,
but also to the central idea of
the text as a whole.
An author’s word choices, over
the course of a text, can
establish:
o Formal vs. informal tone
o Sense of time and place
o Potential bias
That authors of informational
texts use specific words and
phrases to effectively “target”
the intended audience (i.e.
using specific, technical words
in a textbook).
A student should be able to do
(Evidence of Knowledge)
Define unfamiliar and/or critical
words within a text through
context “clues.”
List multiple meanings of a
word or phrase and identify the
author’s intended meaning
based on textual clues.
Identify the tone of a text.
Explain how an author’s word
choice and/or use of figurative
or connotative meaning
contribute cumulatively to the
meaning and tone of a specific
text.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
connotation, denotation, figurative meaning/language, tone, formal and informal tone, bias, cumulative impact, context, jargon, technical meaning
College- and Career-Readiness Standards for English Language Arts
Page 16 of 69-September 2016
Ninth Grade
CCR.R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text
(e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RI.9.5
Analyze in detail how an
author’s ideas or claims are
developed and refined by
particular sentences,
paragraphs, or larger
portions of a text (e.g., a
section or chapter).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
A text is divided into structural
segments (i.e. sentence, paragraph,
section, etc.)
An author’s claim is the position
he/she takes in regards to a given
topic.
That informational texts can be
presented as:
o Letters
o Journals and diaries
o Speeches
o Essays
o Procedures
A student should understand
(Conceptual Understanding)
That authors use specific text
structures to organize ideas and
claims:
o Sequential Order
o Chronological Order
o Procedural Order
o Cause and Effect
o Problem and Solution
o Spatial Order
o Order of Importance
o Description
The structural segments of a text
(i.e. sentences, paragraphs, etc.)
develop and refine the larger text
structure and the overall aim of the
text.
A student should be able to do
(Evidence of Knowledge)
Identify and explain the structural
patterns within a text.
o Sentence structure
o Organization patterns
o Syntax
o Diction
Analyze and explain how an
author’s ideas or claim are
developed and refined by
individual sections of the text.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
developed, refined, claims, structural segments, sequential order, chronological order, procedural order, cause and effect, problem and solution,
spatial order, order of importance, description, syntax, diction
College- and Career-Readiness Standards for English Language Arts
Page 17 of 69-September 2016
Ninth Grade
CCR.R.6: Assess how point of view or purpose shapes the content and style of a text.
RI.9.6
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
An argument or claim is often
backed with reasoned, logical
evidence.
That authors write from a
specific point of view with a
specific purpose in mind.
A student should understand
(Conceptual Understanding)
That rhetoric refers to writing or
speech that is intentionally
persuasive.
That rhetoric can be reasoned
and logical, or it can appeal to
emotions (i.e. propaganda
techniques).
That authors may employ
rhetorical techniques to
advance their point of view:
o Appeals to emotion
o Appeals to intelligence
o Appeals to authority
o Exaggeration
o Logical fallacies
A student should be able to do
(Evidence of Knowledge)
Identify the author’s point of
view or purpose in a text.
Identify and evaluate the
author’s use of rhetoric and
how that rhetoric advances or
detracts from the point of view
or purpose.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
argument, claim, rhetoric, purpose, point of view
College- and Career-Readiness Standards for English Language Arts
Page 18 of 69-September 2016
Ninth Grade
CCR.R.7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as
well as in words.
RI.9.7
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That literary nonfiction can be
presented in various mediums,
such as:
o Text/print
o Photographs
o Illustrations
o Film
o Audio recording
A student should understand
(Conceptual Understanding)
When presenting accounts of
the same subject in different
medium, writers/producers/etc.
make choices as to which
details to emphasize,
marginalize, or exclude.
When evaluating which details
are emphasized, the reader
must carefully consider the
purpose for writing/presenting
(i.e. to inform, to entertain, to
persuade).
A student should be able to do
(Evidence of Knowledge)
Compare and contrast a subject
presented in two or more
mediums.
Identify what information is
emphasized, marginalized, or
excluded, and explain how
those choices contribute to the
overall function of the text.
Analyze print, non-print, and
digital text for relevant details
that are emphasized in an
informational text and that
contribute to meaning.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
multimedia, details, emphasized, marginalized
College- and Career-Readiness Standards for English Language Arts
Page 19 of 69-September 2016
Ninth Grade
CCR.R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as
the relevance and sufficiency of the evidence.
RI.9.8
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
An argument is a reasoned,
evidence-based position on a
debatable topic.
A claim is a specific detail or
piece of evidence provided to
support an argument.
A logical fallacy is an error of
reasoning.
That rhetoric is the art of
effective and persuasive use of
language.
A student should understand
(Conceptual Understanding)
An effective argument depends
upon valid reasoning and
relevant, sufficient evidence.
That false statements and
fallacious reasoning (reasoning
contrary to fact) weaken even
the most appealing argument.
That authors use rhetoric (both
positive and negative) to further
advance an argument.
A student should be able to do
(Evidence of Knowledge)
Identify the primary argument
of a text.
Trace the specific claims that
support the argument.
Assess the reasoning and
evidence provided to support a
claim and/or argument.
Distinguish between valid
reasoning and fallacious
reasoning.
Analyze an author’s implicit and
explicit assumptions/beliefs
about a subject.
Evaluate the credibility of an
author’s argument by analyzing
the manipulation of language.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
delineate, evaluate, argument, claims, valid, relevant, sufficient, false statements, fallacious reasoning, rhetoric
College- and Career-Readiness Standards for English Language Arts
Page 20 of 69-September 2016
Ninth Grade
CCR.R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.
RI.9.9
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That unlike central ideas,
themes express broader truths
about life and/or human nature
that go beyond a specific time,
place, and circumstance.
That influential, historical U.S.
documents often deal with
similar themes and concepts.
A student should understand
(Conceptual Understanding)
That although these seminal
documents deal with related
themes and concepts, the
treatment of those themes and
concepts depends a great deal
on the perspective and purpose
of the author.
How to evaluate seminal
historical texts critically, paying
particular attention to historical
context, potential bias, and
author’s purpose.
A student should be able to do
(Evidence of Knowledge)
Analyze U.S. documents of
historical and literary
significance in terms of literary
merit (diction, syntax, word
choice, rhetoric, etc.).
Evaluate how historically
significant documents address
related themes and concepts.
Compare, contrast, and analyze
the treatment of themes,
concepts, and rhetorical devices
in seminal U.S. documents.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
seminal, significance, related themes and concepts, rhetoric, context, bias, purpose
College- and Career-Readiness Standards for English Language Arts
Page 21 of 69-September 2016
Ninth Grade
CCR.R.10: Read and comprehend complex literary and informational texts independently and proficiently.
RI.9.10
By the end of grade 9, read
and comprehend literary
nonfiction in the grades
9–10 text complexity band
proficiently, with scaffolding
as needed at the high
end of the range.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to identify in a literary
nonfiction text:
o Key ideas and details
o Structural elements
o Intentional choices made by
the author (word choice,
figurative/connotative
meaning, etc.)
A student should understand
(Conceptual Understanding)
How to comprehend and
analyze:
o Key ideas and details
o Structural elements
o Intentional choices made by
the author (word choice,
figurative/connotative
meaning, etc.)
A student should be able to do
(Evidence of Knowledge)
Read and demonstrate
comprehension of grade-level
appropriate literature.
Read and demonstrate
comprehension of high-end
grade-level appropriate
literature with scaffolding as
needed.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
comprehend, proficiently, scaffolding, key ideas, details, structural elements, grade-level appropriate
College- and Career-Readiness Standards for English Language Arts
Page 22 of 69-September 2016
Ninth Grade
CCR.W.1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and
sufficient evidence.
W.9.1a
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
A claim is a specific opinion or
viewpoint expressed by a writer.
A counterclaim is an opinion or
viewpoint that is different from
that of the writer.
That reasons and evidence are
provided to support a claim.
That related ideas are grouped to
support the author’s purpose.
A student should understand
(Conceptual Understanding)
An argument is a reasoned, logical
way of demonstrating that the
writer’s position, belief, or
conclusion is valid.
That arguments are used to:
o Change the reader’s point of
view
o Bring about some action on
the reader’s part
o Ask the reader to accept the
writer’s evaluation of a topic
A claim takes a specific stance
concerning a topic.
That opposing viewpoints exist for
every argument.
A strong argument acknowledges
and disproves counterclaims.
That organizational structure must
reflect the author’s purpose
showing a relationship between
and among ideas.
A student should be able to do
(Evidence of Knowledge)
Choose a stance from which to
argue and gather information.
Write precise controlling idea,
thesis or claim(s) in response to a
specific topic.
Identify alternate or opposing
claims and state those claims
within writing.
Supply reasoned evidence to
disprove/discredit opposing claims
(counterclaims).
Organize ideas to show the
relationship between claim(s),
counterclaims, reasons, and
evidence.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
argument, precise, claim, counterclaim, organization, reasons, evidence, substantiate, support, acknowledge
College- and Career-Readiness Standards for English Language Arts
Page 23 of 69-September 2016
Ninth Grade
CCR.W.1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and
sufficient evidence.
W.9.1b
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
A claim is a specific opinion
or viewpoint.
A counterclaim is an opinion
or viewpoint that is different
from that of the writer.
That reasons and evidence
are provided to support and
develop a claim.
That task and audience
should inform the decisions
of the writer concerning
what information to include
in an argument.
That bias, intentional
favoring one claim over
another, can weaken a
writer’s stance.
A student should understand
(Conceptual Understanding)
That argumentative writing is
not simple persuasion; instead,
an argument should give the
audience adequate, reliable
information about both claims
and counterclaims to promote
informed decision-making.
How providing strengths and
limitations of both claims and
counterclaims strengthens the
validity of the argument.
The background knowledge and
potential concerns of the
audience should inform the
writer’s decisions.
A student should be able to do
(Evidence of Knowledge)
Write a reasoned, unbiased
explanation of both claim(s) and
counterclaim(s).
Identify and discuss the
strengths and limitations of
both claims and counterclaims
refuting opposing positions
fairly.
Anticipate the audience’s
knowledge level and provide
adequate background.
Anticipate and address the
audience’s concerns.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
claim, counterclaim, supply, anticipate, knowledge level, concerns
College- and Career-Readiness Standards for English Language Arts
Page 24 of 69-September 2016
Ninth Grade
CCR.W.1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
W.9.1c
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That words are used to connect
ideas and clarify relationships
within a text:
o Transition words
o Coordinating Conjunctions
o Correlative Conjunctions
o Conjunctive Adverbs
That phrases are used to connect
ideas and clarify relationships
within a text:
o Prepositional Phrases
o Verbal Phrases (Gerund,
Participial, and Infinitive)
That clauses are used to connect
ideas and clarify relationships
within a text:
o Subordinate Clauses
o Noun Clauses
o Adjective Clauses
o Adverb Clauses
A student should understand
(Conceptual Understanding)
That words, phrases, and clauses
can:
o Strengthen the connection
between the major sections of
a text.
o Make a text more unified, or
cohesive.
o Clarify the relationship
between elements of a text.
That reasons are provided to
support claim(s).
That evidence is provided to
support reason(s) through:
o Examples
o Statistics
A student should be able to do
(Evidence of Knowledge)
Manipulate language and integrate
ideas effectively.
Use parallel structure.
Use consistent style, tone, voice,
and mood.
Write sentences that use words,
phrases, and clauses to link major
sections of a text to promote
cohesion.
Write sentences that use words,
phrases, and clauses to clarify the
relationships between:
o Claim(s) and reasons
o Reason(s) and evidence
o Claim(s) and
counterclaims
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
connect, phrase, clause, clarify, relationship, reasons, evidence, claims, counterclaims
College- and Career-Readiness Standards for English Language Arts
Page 25 of 69-September 2016
Ninth Grade
CCR.W.1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and
sufficient evidence.
W.9.1d
Establish and maintain a
formal style and objective
tone while attending to the
norms and conventions of
the discipline in which they
are writing.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That formal style is different
from everyday discourse.
That formal, objective writing
is usually written from the
third-person point of view.
That writers use different
techniques depending upon
the intended audience,
subject, and purpose.
When quoting a text,
citations are included in the
written text.
That plagiarism is the act of
using another’s work or ideas
with providing proper credit.
A student should understand
(Conceptual Understanding)
That each discipline (i.e.
mathematics, science, etc) has
specific norms and conventions
for writing, including (but not
limited to):
o Headings
o Subheadings
o Numbered Lists
o Charts/Graphs
o Illustrations
o Maps
An objective tone presents
information without bias or
prejudice, with both claims and
counterclaims being discussed
and evaluated.
That there is a standard format
for citations.
How appropriately citing others’
work prevents plagiarism.
A student should be able to do
(Evidence of Knowledge)
Identify discipline-specific
norms and conventions within a
document.
Write a discipline-specific
document that demonstrates
use of formal style and
objective tone.
Integrate quotations and
citations in a written text.
Incorporate appropriate
quotations, paraphrasing, and
summarizations of source
material.
Use print or digital references to
clarify correct vocabulary usage.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
establish, maintain, formal style, objective tone, norms, conventions, discipline
College- and Career-Readiness Standards for English Language Arts
Page 26 of 69-September 2016
Ninth Grade
CCR.W.1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and
sufficient evidence.
W.9.1e
Provide a concluding
statement or section that
follows from and supports
the argument presented.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
A conclusion gives closure to
an argument by:
o Restating the thesis/main
idea.
o Providing a call to action.
o Expressing a final thought
or opinion.
o Publishing can occur via
print, non-print, and
digital format
The publishing phase of the
writing process can occur in
print, non-print, and digital
formats.
A student should understand
(Conceptual Understanding)
The conclusion must provide a
logical ending and sense of
closure to an argument.
A student should be able to do
(Evidence of Knowledge)
Write a concluding statement or
paragraph that supports the
argument presented.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
conclusion, follows from, supports
College- and Career-Readiness Standards for English Language Arts
Page 27 of 69-September 2016
Ninth Grade
CCR.W.2: 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.
W.9.2a
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That informative/expository
writing focuses on one topic
and develops it fully.
That ideas, concepts, and
supporting information are
connected.
That organizational structure
helps to clarify and connect
complex ideas, concepts, and
information.
A student should understand
(Conceptual Understanding)
That authors intentionally use
text structures (e.g., compare/
contrast, cause and effect,
procedure) to show connections
and distinctions within complex
texts.
How purposeful use of text
features (e.g., headings, figures,
tables, pictures, and
multimedia) can help a reader
better comprehend complex
information.
A student should be able to do
(Evidence of Knowledge)
Write an introductory sentence
and/or paragraph that presents
the topic, central idea, or
concept.
Determine and gather reliable
and valid facts, details,
examples, and quotations from
print, non-print, and digital
sources.
Utilize formatting (e.g.,
headings), graphics, and
multimedia to aid in
comprehension.
Evaluate information for
relevancy.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
claim, counterclaim, supply, anticipate, knowledge level, concerns
College- and Career-Readiness Standards for English Language Arts
Page 28 of 69-September 2016
Ninth Grade
CCR.W.2: 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.
W.9.2b
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That relevant, sufficient facts are
necessary to develop a topic.
That quotations should be
punctuated properly depending
upon their use in a sentence.
That writers choose supporting
information that is appropriate to
the audience’s knowledge of a
topic.
That writers paraphrase and
summarize source materials
appropriately in written text.
A student should understand
(Conceptual Understanding)
That writers develop ideas and
concepts through text structure,
rhetorical patterns, appropriate
strategies and supporting evidence.
A topic can be supported with a
variety of types of supporting
information:
o Facts
o Extended definitions
o Concrete details
o Quotations
o Examples
o Other appropriate information
That citations are necessary when
integrating quotations from source
material.
A student should be able to do
(Evidence of Knowledge)
Distinguish between relevant and
irrelevant facts that help develop
the topic.
Write a paragraph that uses at
least one type of supporting
information.
Develop ideas and concepts
through text structures, rhetorical
patterns, appropriate strategies,
and supporting evidence
Integrate quotations and citations
appropriately into written text.
Evaluate the audience’s prior
knowledge of the topic.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
claim, counterclaim, supply, anticipate, knowledge level, concerns
College- and Career-Readiness Standards for English Language Arts
Page 29 of 69-September 2016
Ninth Grade
CCR.W.2: 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.
W.9.2c
Use appropriate and varied
transitions to link the major
sections of the text, create
cohesion, and clarify the
relationships among complex
ideas and concepts.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That authors use transition
words to signal a change from
one idea to the next.
That transitions are needed to
connect ideas within sentences,
within paragraphs, and between
paragraphs.
A student should understand
(Conceptual Understanding)
That signal words and
transitional phrases can be used
to connect major sections of a
text.
How coordinating and
correlative conjunctions, along
with conjunctive adverbs can
serve as transitions within and
between sentences.
A student should be able to do
(Evidence of Knowledge)
Use appropriate and varied
transitions to link paragraphs
within a text.
Use appropriate and varied
transitions to create cohesion
within a text.
Use appropriate and varied
transitions to clarify
relationships among complex
ideas and concepts.
Use a wide range of academic
and domain-specific vocabulary
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
transition, cohesion, clarify, complex ideas and concepts
College- and Career-Readiness Standards for English Language Arts
Page 30 of 69-September 2016
Ninth Grade
CCR.W.2: 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.
W.9.2d
Use precise language and
domain-specific vocabulary
to manage the complexity of
the topic.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That precise language and
domain-specific vocabulary are
used to inform about and
explain complex topics.
That literal words are true to
their defined meaning.
Figurative language exaggerates
or alters usual meaning or literal
interpretation.
A student should understand
(Conceptual Understanding)
That precise and domain-
specific vocabulary gives the
reader more detailed
information about topics that
may be difficult to understand.
That figurative language departs
from literal meaning to achieve
special effect or meaning.
A student should be able to do
(Evidence of Knowledge)
Identify precise and domain-
specific vocabulary within a
text.
Use precise and domain-specific
vocabulary to write about a
complex topic.
Demonstrate an appropriate
use of figurative language and
understanding of nuances of
meanings of words
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
precise, domain-specific vocabulary, complexity
College- and Career-Readiness Standards for English Language Arts
Page 31 of 69-September 2016
Ninth Grade
CCR.W.2: 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.
W.9.2e
Establish and maintain a
formal style and objective
tone while attending to the
norms and conventions of the
discipline in which they are
writing.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That formal style is different
from everyday discourse.
That formal, objective writing
is usually written from the
third-person point of view.
How to use different
techniques depending upon
the intended audience and
subject.
The author controls the tone
of a written work.
A student should understand
(Conceptual Understanding)
That each discipline (i.e.
mathematics, science, etc.) has
specific norms and conventions
for writing, including (but not
limited to):
o Headings
o Subheadings
o Numbered Lists
o Charts/Graphs
o Illustrations
o Maps
An objective tone presents
information without bias or
prejudice, with both claims and
counterclaims being discussed
and evaluated.
That citations are necessary
with quotations, paraphrases,
and summarizations of source
material are used in written
text.
A student should be able to do
(Evidence of Knowledge)
Identify discipline-specific
norms and conventions within a
document.
Write a discipline-specific
document that demonstrates
use of formal style and
objective tone.
Use a standard format
appropriately for citations.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
establish, maintain, formal style, objective tone, norms, conventions, discipline
College- and Career-Readiness Standards for English Language Arts
Page 32 of 69-September 2016
Ninth Grade
CCR.W.2: 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.
W.9.2f
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).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
A concluding statement or
sections should logically support
the information in the rest of
the text.
A conclusion should provide
closure for the information or
explanation that has already
been presented.
A student should understand
(Conceptual Understanding)
A concluding statement or
section, in an
informative/explanatory text,
can:
o Articulate implications
o Point out significance.
A student should be able to do
(Evidence of Knowledge)
Determine what type of
conclusion is effective and
supportive based on the
information or explanation
provided.
Write a conclusion that follows
from and supports the
information or explanation
presented.
Write a concluding statement or
section that articulates the
implications of an issue/topic.
Write a concluding statement or
section that points out the
significance of an issue/topic.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
conclusion, articulate, implication, significance
College- and Career-Readiness Standards for English Language Arts
Page 33 of 69-September 2016
Ninth Grade
CCR.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,
and well-structured event sequences.
W.9.3a
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; create a smooth
progression of experiences or
events.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to chooses the point of
view from which to write based
on the task, audience, and
purpose.
o 1
st
Person
o 2
nd
Person
o 3
rd
Person (limited,
omniscient)
A narrator (1
st
or 3
rd
person)
relates the events of a
narrative.
How to use organizational
structure to develop ideas and
support the writing purpose.
A student should understand
(Conceptual Understanding)
The introduction of a text
should:
o engage/orient the reader
o introduce the problem,
situation, or observation
o introduce a narrator and/or
characters
That point of view can change
over the course of a text.
That experiences and/or events
in a text should progress
smoothly and logically.
A student should be able to do
(Evidence of Knowledge)
Write an introduction for a
narrative (real or imagined)
that:
o Is engaging
o Sets out a problem,
situation, or observation
o Establishes point of view
o Introduces a narrator
and/or characters
o Progresses smoothly and
logically from one event to
the next
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
imagined narrative, engage, orient, point of view, narrator, characters, progression, sequence
College- and Career-Readiness Standards for English Language Arts
Page 34 of 69-September 2016
Ninth Grade
CCR.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,
and well-structured event sequences.
W.9.3b
Use narrative techniques,
such as dialogue, pacing,
description, reflection, and
multiple plot lines, to
develop experiences, events,
and/or characters.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That narrative writers use a
variety of techniques to develop
the plot.
That plot typically follows a
predictable pattern:
o introduction
o rising action
o climax
o falling action
o resolution
How to use direct and indirect
characterization to develop
characters.
A writer’s voice is the author’s
individual writing style
incorporating syntax, diction,
punctuation, character
development, dialogue, etc.
A student should understand
(Conceptual Understanding)
That narrative techniques
include:
o Dialogue
o Pacing
o Description
o Reflection
o Multiple plot lines
A variety of techniques should
be used to effectively develop
the plot and characters.
That voice is used to maintain
the character or narrator.
A student should be able to do
(Evidence of Knowledge)
Write a real or imagined
narrative focuses on one
narrative technique at a time:
o Dialogue
o Pacing
o Description
o Reflection
o Multiple plot lines
Write a real or imagined
narrative that incorporates a
variety of narrative techniques.
Develop and sustain an
authentic voice that maintains
the character or narrator.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
narrative, dialogue, pacing, description, reflection, multiple plot lines, direct characterization, indirect characterization
College- and Career-Readiness Standards for English Language Arts
Page 35 of 69-September 2016
Ninth Grade
CCR.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,
and well-structured event sequences.
W.9.3c
Use a variety of techniques to
sequence events so that they
build on one another to
create a coherent whole.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That narratives are often
written in
chronological/sequential order
because they relay events with
time as the deep structure.
That writers sometimes
manipulate time to develop a
coherent story.
A student should understand
(Conceptual Understanding)
A variety of techniques can be
used to manipulate time in a
narrative:
o Flashback
o Flashforward
o Dreams
o Memories
That events should build on one
another to create a well-
organized, logical sequence.
That transitions show that
events build on one another.
A student should be able to do
(Evidence of Knowledge)
Use a variety of techniques to
logically sequence and connect
events.
Write a narrative using a variety
of transitions to develop a
coherent sequence of events.
Demonstrate understanding
and application of appropriate
usage to address audience, task,
and purpose.
Use and punctuate dialogue and
dialect appropriately.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
sequence, chronological, manipulate, flashback, flashforward, coherent, logical, transitions
College- and Career-Readiness Standards for English Language Arts
Page 36 of 69-September 2016
Ninth Grade
CCR.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,
and well-structured event sequences.
W.9.3d
Use precise words and
phrases, telling details, and
sensory language to convey a
vivid picture of the
experiences, events, setting,
and/or characters.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That writers choose words that
are PRECISE, relaying exactly
what is meant.
That details should be relevant
and specific to the task.
That imagery is created through
the use of sensory language and
vivid vocabulary.
A student should understand
(Conceptual Understanding)
The development of characters,
setting, and events relies on an
author’s intentional use of:
o Vivid language
o Precise and purposeful
words
o Specific details
o Sensory language
An author can appeal to a
reader’s senses in multiples
ways through incorporating a
variety of sensory details:
o Visual imagery
o Auditory imagery
o Olfactory imagery
o kinesthetic imagery
o gustatory imagery
A student should be able to do
(Evidence of Knowledge)
Identify an author’s use of
precise words, specific details,
figurative and sensory language.
Evaluate the effect of precise
words, specific details, and
sensory language on a text.
Utilize a variety of techniques to
convey a vivid picture of
experiences, events, setting,
and/or characters in a narrative.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
precise, sensory, vivid, imagery, visual, auditory, olfactory, kinesthetic, gustatory
College- and Career-Readiness Standards for English Language Arts
Page 37 of 69-September 2016
Ninth Grade
CCR.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,
and well-structured event sequences.
W.9.3e
Provide a conclusion that
follows from and reflects on
what is experienced,
observed, or resolved over
the course of the narrative.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
The conclusion provides a
logical resolution to the events
of the narrative.
A conclusion should support the
overall theme/focus of the
narrative.
A student should understand
(Conceptual Understanding)
That often in the narrative
mode, writers use reflection to
conclude a writing.
That through reflection, writers
are able to convey experience,
observations, and resolutions.
A student should be able to do
(Evidence of Knowledge)
Develop a conclusion that
reflects on what is experienced,
observed, or resolved in a
narrative.
Write a narrative that provides
a reflective conclusion that
follows from and supports what
is experiences, observed, and
resolved.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
conclusion, reflection, resolution
College- and Career-Readiness Standards for English Language Arts
Page 38 of 69-September 2016
Ninth Grade
CCR.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
W.9.4
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.)
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That task, audience, and
purpose should inform a
writer’s decisions.
That style is an individual
writer’s pattern of writing
(diction, syntax, word choice,
sentence patterns, etc.)
A student should understand
(Conceptual Understanding)
That writing is organized in
various ways depending upon
task, audience, and purpose:
o Sequence/ chronological
o Cause and Effect
o Problem and Solution
o Compare and Contrast
o Spatial
o Order of Importance
o Description
That academic writing is free
from slang, abbreviations,
texting language, etc.
A student should be able to do
(Evidence of Knowledge)
Analyze a writing prompt to
identify:
o Task
o Audience
o Purpose
Select an organization structure
that is appropriate to task,
audience, and purpose.
Produce clear and coherent
writing with fully-developed
ideas, organization, and style
that are appropriate to the task,
audience, and purpose.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
coherent, development, organization, style, sequence, chronological, cause and effect, problem and solution, compare and contrast,
spatial, order of importance, description
College- and Career-Readiness Standards for English Language Arts
Page 39 of 69-September 2016
Ninth Grade
CCR.W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.9.5
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.
(Editing for conventions
should demonstrate
command of Language
standards 1–3 up to and
including grades 9–10 on
page 55.)
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to plan, revise, edit,
rewrite, and sometimes try a
new approach.
How to identify the audience
and purpose of writing in order
to determine the appropriate
response.
A student should understand
(Conceptual Understanding)
That successful writers rarely
produce a polished text in one
writing session. Rather, a
process of planning, writing,
rereading, revising, and editing
is used to ensure that the
finished product is appropriate,
complete, and free of errors.
That conventions of standard
English grammar should be
utilized to strengthen writing.
How planning, editing, and
revising should take into
consideration the audience and
purpose.
That acceptable style and tone
vary from audience to audience.
A student should be able to do
(Evidence of Knowledge)
Identify the audience and
purpose for writing, along with
any expectations concerning
style and tone.
Identify if/when writing requires
planning, revising, editing,
rewriting, or a new approach.
Develop and strengthen writing
by engaging in the writing
process.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
planning, revising, editing, rewriting, new approach, significant, audience, purpose
College- and Career-Readiness Standards for English Language Arts
Page 40 of 69-September 2016
Ninth Grade
CCR.W.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
W.9.6
Use technology, including the
Internet, to produce, publish,
and update individual or
shared writing products,
taking advantage of
technology’s capacity to link
to other information and to
display information flexibly
and dynamically.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That basic keyboarding and
computing skills are necessary
for mastery of this standard.
That all texts, including those
published online, must utilize
appropriate citations.
A student should understand
(Conceptual Understanding)
In addition to print publishing,
technology can be used to
produce and publish writing.
That information and sources
can be linked through
hyperlinks and embedded
objects to produce dynamic and
flexible products.
That technology offers a variety
of platforms for collaboration
and shared work:
o Blogs
o Podcasts
o Prezis
o Wikis
o Websites
o Discussion boards
A student should be able to do
(Evidence of Knowledge)
Use technology (i.e. the
internet) to produce, revise,
edit, and publish writing.
Use technology to interact and
collaborate with peers.
Demonstrate use of technology
to update individual and shared
writing.
Use technology to link
appropriate sources of
information.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
produce, publish, update, shared writing, link, hyperlink, blog, podcast. Prezi, wiki, website, discussion board, cite
College- and Career-Readiness Standards for English Language Arts
Page 41 of 69-September 2016
Ninth Grade
CCR.W.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating
understanding of the subject under investigation.
W.9.7
Conduct short as well as
more sustained research
projects to answer a question
(including a self-generated
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That not all sources are reliable,
and a researcher must be able
to distinguish credible sources
from sources that are not
credible or reliable.
That sources used in research
must be cited in the appropriate
format (MLA, APA, Turabian,
etc.).
A student should understand
(Conceptual Understanding)
A research topic or question can
be altered based on the
information available
o Narrowed if too much
information is available
o Broadened if too little
information is available
That successful writers “weave”
a variety of research materials
into a text to provide a
thorough discussion of the
topic.
How to share
findings/conclusions in an
appropriate format and
evaluate the product and the
process in an ethical manner.
A student should be able to do
(Evidence of Knowledge)
Generate and refine research
questions.
Evaluate the credibility of
sources.
Conduct short and more
sustained research to answer a
question or solve a problem.
Routinely incorporate (or
synthesize) cited material,
quotations, inferences, and
other support into research
writing.
Interpret recorded
data/information to create new
understandings, and knowledge
related to the information
needed in an ethical manner.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
research, self-generated question, narrow/broaden inquiry, synthesize, investigation
College- and Career-Readiness Standards for English Language Arts
Page 42 of 69-September 2016
Ninth Grade
CCR.W.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each
source, and integrate the information while avoiding plagiarism.
W.9.8
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That not all sources
(print/digital/multimedia) are
accurate or reliable.
That information is accessed
through online search engines,
databases, encyclopedias,
libraries, etc.
To plagiarize is to use another
person’s words or ideas as
one’s own.
That textual evidence
(sources) must be
documented in the
appropriate style and citation
format (MLA, APA, Turabian,
etc.)
A student should understand
(Conceptual Understanding)
That footnotes and endnotes
can be used in citing evidence,
based on the appropriate style
guide.
That multiple sources increase
the reliability of one’s
research.
That sources be evaluated
based on their usefulness in
answering the research
question.
That information must be
integrated selectively and
intentionally to maintain the
flow of ideas:
o Lead-ins
o Indirect quotations
o Block quotes
A student should be able to do
(Evidence of Knowledge)
Evaluate and choose multiple
research sources based on
relevancy and reliability.
Avoid plagiarism by correctly
quoting and citing sources.
Follow a standard citation
formation (MLA, APA,
Turabian, etc.) based on the
subject under investigation.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
relevant, authoritative, print and digital sources, advanced search, integrate, flow of ideas, plagiarism, standard format (MLA, APA, etc.),
textual evidence, documented, footnotes, endnotes, reliability, lead-ins, direct quotes, indirect quotes, block quotes
College- and Career-Readiness Standards for English Language Arts
Page 43 of 69-September 2016
Ninth Grade
CCR.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.9.9a
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]”).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That writing requires
substantiation (text evidence)
from literary or informational
texts.
That textual evidence can
provide support for analysis,
reflection, and research.
A student should understand
(Conceptual Understanding)
That analysis depends on the
writer’s interpretation of textual
evidence.
That during reflection, a writer
must evaluate his/her
conclusion(s)/claim(s) based on
the evidence provided.
That if a writer’s conclusion(s)/
claim(s) is/are found to be
unsound, revision is necessary.
That research is a synthesis of
text-based evidence from a
variety of sources.
A student should be able to do
(Evidence of Knowledge)
Incorporate textual evidence
from literary and/or
informational sources when
writing.
Evaluate a writer’s
conclusion(s)/claim(s) based on
textual evidence.
Correctly incorporate textual
evidence in research writing.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
substantiation, text evidence, analysis, reflection, research, literary source, informational source
College- and Career-Readiness Standards for English Language Arts
Page 44 of 69-September 2016
Ninth Grade
CCR.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
W.9.9b
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”).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to provide textual
evidence to support claims.
That information is accessed
through online search engines,
databases, encyclopedias,
libraries, etc.
To plagiarize is to use another
person’s words or ideas as
one’s own.
A student should understand
(Conceptual Understanding)
That successful writers do not
write to a specified page length.
Rather, successful writers write
until the task is complete.
That careful revision is part of
the writing process that can
take an extended amount of
time.
That footnotes and endnotes
can be used in citing evidence,
based on the appropriate style
guide.
That multiple sources increase
the reliability of one’s
research.
That sources be evaluated
based on their usefulness in
answering the research
question.
A student should be able to do
(Evidence of Knowledge)
Incorporate textual evidence
from literary and/or
informational sources when
writing.
Evaluate a writer’s
conclusion(s)/claim(s) based on
textual evidence.
Correctly incorporate textual
evidence in research writing.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
research, evidence, reflection, analysis
College- and Career-Readiness Standards for English Language Arts
Page 45 of 69-September 2016
Ninth Grade
CCR.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
W.9.10
Write routinely over
extended time frames (time
for research, reflection, and
revision) and shorter time
frames (a single sitting or a
day or two) for a range of
tasks, purposes, and
audiences.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That writing is conducted for a
specific purpose.
That depending on the purpose
and task, writing will require
varying amounts of time.
A student should understand
(Conceptual Understanding)
That successful writers do not
write to a specified page length.
Rather, successful writers write
until the task is complete.
That careful revision is part of
the writing process that can
take an extended amount of
time.
A student should be able to do
(Evidence of Knowledge)
Write for a specific purpose.
Write daily for a variety of
purposes.
Write over extended time
frames:
o Research
o Reflection
o Revision
Write for short time frames:
o One class period
o An extended writing
block
o Two or more class
periods
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
routinely, extended, task, audience, purpose, revision
College- and Career-Readiness Standards for English Language Arts
Page 46 of 69-September 2016
SL.9.1a
Come to discussions
prepared having read and
researched material under
study; explicitly draw on
that preparation by
referring to evidence from
texts and other research on
the topic or issue to
stimulate a thoughtful,
well-reasoned exchange of
ideas.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
When it is appropriate to
speak and when to listen.
How to read a text
independently and pick out
evidence from a text that is
relevant to the discussion.
How to reference texts in a
discussion with their peers.
A student should understand
(Developing Understanding)
That there is an appropriate
time to speak and listen.
That not all material is
unbiased.
That it is important to
contribute to class
discussions prepared rather
than simply relying on their
opinion on a topic.
That organizational structure
must be appropriate for
purpose.
A student should be able to do
(Evidence of Knowledge)
Support their claims verbally
with evidence from texts.
Contribute to discussion using
claims that are based on their
independent research rather
than simply on opinion.
Evaluate the quality of
information presented by
their peers in a discussion.
Analyze the reasoning in their
statements and those of their
peers.
Make claims free of fallacies.
Identify fallacies in claims.
College- and Career-Readiness Standards for English Language Arts
Page 47 of 69-September 2016
SL.9.1b
Work with peers to set rules
for collegial discussions and
decision-making (e.g.,
informal consensus, taking
votes on key issues,
presentation of alternate
views), clear goals and
deadlines, and individual
roles as needed.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That civil discussion means polite
discussions where everyone gets a
voice and all opinions are heard.
That democratic means everyone
is equal.
How following protocol is
important when working with
small or whole groups accomplish
a goal.
That individual goals are
important.
How to be respectful of alternate
or opposing viewpoints in a class
or group discussion.
That an informal consensus could
be a show of hands or roll-call
vote. .
A student should understand
(Developing Understanding)
How setting and tracking goals is
necessary when working with
peers.
How setting and meeting deadlines
is essential to achieve certain goals
when working with peers or
individually.
How listening to their peers is
essential in collaboration.
That collaboration is a norm in a
college or workplace setting.
A student should be able to do
(Evidence of Knowledge)
Track their progress (through a
chart or other form of self-
evaluation) when meeting
deadlines and following protocol
for collegial discussions and
decision- making.
Set/write individual goals for
themselves to help achieve group
goals.
Understand their role in a group
and how that role fits into the goal
of the group.
Present alternative views on a
topic.
College- and Career-Readiness Standards for English Language Arts
Page 48 of 69-September 2016
SL.9.1c
Propel conversations by
posing and responding to
questions that relate the
current discussion to
broader themes or larger
ideas; actively incorporate
others into the discussion;
and clarify, verify, or
challenge ideas and
conclusions.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How Purposeful asking of
questions contributes to a
discussion in a productive way.
How to speak when it is their
turn to speak and not to
interrupt others.
How to stay on topic when
having class discussions.
How to appropriately disagree
or challenge an idea made by a
member of the class in a
respectful way.
A student should understand
(Developing Understanding)
How to posing meaningful
questions when having a
class/group discussion
How the current discussion fits
into the larger theme of the
unit of instruction or a larger
topic/universal theme
How to listen and hear from
others in a discussion setting
How to acquire clarification
when discussing a topic
That collaboration is a norm in
a college or workplace setting.
A student should be able to do
(Evidence of Knowledge)
Contribute to a discussion and
stay on topic.
Extend conversation by asking
questions that are relevant and
thought-provoking.
Ask for clarification of an idea
or conclusion when in a
discussion setting.
Verify their own claims and
those of others.
Challenge ideas and conclusions
of others with backup and
evidence from their
reading/research.
Hold other group members
accountable for backing up
their ideas and claims.
Engage less vocal students into
the conversation.
College- and Career-Readiness Standards for English Language Arts
Page 49 of 69-September 2016
SL.9.1d
Respond thoughtfully to
diverse perspectives,
summarize points of
agreement and
disagreement, and, when
warranted, qualify or justify
their own views and
understanding and make
new connections in light of
the evidence and reasoning
presented.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How most topics will have
different sides or perspectives.
What a summary is and how to
summarize the main points of an
argument
How to justify their own views with
evidence from a text.
How to justify their own views with
logical reasoning not just feelings.
What logical reasoning is.
A student should understand
(Developing Understanding)
That they are to take an active role
in discussions rather than being a
passive listener.
The importance of hearing diverse
perspectives before they decide on
a stance.
That most topics are not simple,
black- and-white issues, that there
are multiple viewpoints to
consider, which makes listening to
all sides important.
That they will have to work with
peers in a college or workplace
setting.
A student should be able to do
(Evidence of Knowledge)
Summarize what a speaker’s
message.
Determine whether a speaker uses
logical reasoning or fallacious
reasoning.
Determine whether what a
speaker says is relevant to the
argument or not.
Justify their personal reasoning
logically and free of fallacies.
Integrate new knowledge from
discussion and personal ideas to
connect and make adjustments as
needed.
Understand and use appropriate
professional persuasive techniques
and conflict-resolution skills
Qualify or set boundaries for their
beliefs and reasoning.
College- and Career-Readiness Standards for English Language Arts
Page 50 of 69-September 2016
SL.9.2
Integrate multiple sources
of information presented in
diverse media or formats
(e.g., visually,
quantitatively, orally)
evaluating the credibility
and accuracy of each
source.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That media means a form of
communication, which can
include things like written texts,
videos, newspapers, and online
sources.
That information can be
presented in various forms
besides just written text such as
charts, graphics, audio, and art.
That quantitatively means that
the information can be
measured.
That orally means spoken.
How to determine if a speaker’s
reasoning and claims are sound
or not.
That credible and valid sources
are those that use reliable data
and are free from bias.
A student should understand
(Developing Understanding)
What a reliable source is and
what makes it a reliable source.
How to find valid and credible
sources for a given topic.
That not all sources are valid or
credible.
Where to find credible and valid
sources.
That finding credible and valid
sources in important for
research in college and in the
workplace.
A student should be able to do
(Evidence of Knowledge)
Synthesize information from
different sources, recognized
similarities and differences.
Evaluate the validity of sources.
Identify information in sources
that is false.
Identify information in sources
that may be biased.
Check the validity of statements
they believe to be false.
College- and Career-Readiness Standards for English Language Arts
Page 51 of 69-September 2016
SL.9.3
Evaluate a speaker’s point
of view, reasoning, and use
of evidence and rhetoric,
identifying any fallacious
reasoning or exaggerated or
distorted evidence.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That point of view means the
perspective from which something
is told.
That reasoning is a speaker’s use of
logic. Good reasoning should be
based on facts and free of fallacies.
That rhetoric deals with speaking
and the way a speaker uses
language to achieve a purpose.
A fallacy is something that is false
or misleading.
If information presented is
relevant to a discussion or not.
That exaggerated means
presenting information in a way to
make it appear better or worse
than it is.
That distorted information is
information that is false or
misrepresented in some way.
A student should understand
(Developing Understanding)
What fallacies are and some
common logical fallacies: slippery
slope, straw man, etc.
What the speaker’s point of view is
and if his/her point of view might
lead him/her to be biased.
That being able to discern whether
a speaker is biased or not is
important in college and in the
workplace.
A student should be able to do
(Evidence of Knowledge)
Evaluate if what a speaker says is
valid and true.
Identify fallacies in a speaker’s
reasoning.
Verify if what a speaker says is true
or not.
College- and Career-Readiness Standards for English Language Arts
Page 52 of 69-September 2016
SL.9.4
Present information,
findings, and supporting
evidence clearly, concisely,
and logically such that
listeners can follow the line
of reasoning and the
organization, development,
substance, and style are
appropriate to purpose,
audience, and task.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
What research for a presentation
entails.
How to synthesize information
from different sources into one
product.
That concisely means to shorten
information without changing the
meaning.
That different organizational
structures and how to use them to
achieve a purpose – i.e.
cause/effect, process,
chronological, problem/solution.
What their purpose, audience, and
task are for a presentation.
A student should understand
(Developing Understanding)
The importance of providing
information appropriate to a
specific audience, purpose, and
task.
How to adjust their presentation
for information to fit a specific
audience.
How to transition from presenting
information as writer to presenting
information as a speaker.
That they will have to present
information orally in college and in
many careers.
That good public speaking requires
not only speaking loud enough for
all to hear but also using tone and
inflection in delivery to help
achieve a purpose.
That good presentations and
public speaking requires
preparation and practice.
A student should be able to do
(Evidence of Knowledge)
Write an outline for their
presentation.
Synthesize information from
multiple sources, organizing that
information in a way that is easy
for listeners to follow.
Adjust their style of delivery to be
appropriate for their audience.
Use PowerPoint, Prezi, websites,
and other digital media and
sources to present information to
an audience.
Judge what information is
appropriate for the task and what
information is extraneous when
preparing a presentation.
Support the information they
present with sources that are
reputable and valid.
Cite those sources in a
presentation in an appropriate
College- and Career-Readiness Standards for English Language Arts
Page 53 of 69-September 2016
way. By saying, “According to. . .”
of having a bibliography/works
cited when needed.
Deliver a presentation in a clear
voice, speaking loud enough for all
to hear.
Add tone and inflection to their
voice in a presentation to help
achieve their purpose.
Practice their presentations before
delivering them.
College- and Career-Readiness Standards for English Language Arts
Page 54 of 69-September 2016
SL.9.5
Make strategic use of digital
media (e.g., textual,
graphical, audio, visual, and
interactive elements) in
presentations to enhance
understanding of findings,
reasoning, and evidence
and to add interest.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
What various multimedia are –
PowerPoint, Prezi, etc. and how
to find other forms of digital
media – videos, graphs, etc.
The same process of outlining,
organizing, and deliver apply for
researching information to be
used digitally.
How to find information that is
appropriate for their topic and
presentation.
A student should understand
(Developing Understanding)
That the use of digital media in
a presentation should be used
to support their purpose and/or
claim or to provide background
information.
The use of digital media is not
simply to make a presentation
“look good” but it should add to
or support the information in
the presentation.
That in our world of technology,
being able to incorporate digital
media into a presentation is not
only essential for college
readiness but also a marketable
job skill.
A student should be able to do
(Evidence of Knowledge)
Use textual evidence from
reputable sources in a
presentation and cite those
sources.
Locate or make their own
graphs and charts to present
information in a visual way.
Locate and use audio and video
clips in a presentation (such as
PowerPoint, Prezi, etc.) and cite
the source of those clips.
Present information in a way
(either through PowerPoint,
Prezi or other forms of media)
that allows the viewers to
explore the information at their
own pace.
Find digital media that is
reputable and valid and use
that media to enhance their
College- and Career-Readiness Standards for English Language Arts
Page 55 of 69-September 2016
presentation rather than to
simply make it visually pleasing.
Select digital media that is
appropriate for the task and the
audience.
College- and Career-Readiness Standards for English Language Arts
Page 56 of 69-September 2016
SL.9.6
Adapt speech to a variety of
contexts and tasks,
demonstrating command of
formal English when
indicated or appropriate
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That formal English is that
which is used in business and
academics settings.
That formal English is free from
slang, contractions or
abbreviations, instant
messaging use of words or
spellings, idioms, and other
colloquialisms.
That ‘context’ is the text
surrounds a word or passage;
surrounding conditions
That their given task will
determine the purpose of their
speech and presentation.
A student should understand
(Developing Understanding)
The need to adapt their speech
to suit a specific audience or
topic.
That formal English is used in
college classrooms and in most
work environments.
The importance of using formal
English so that one presents
oneself in a professional
manner.
A student should be able to do
(Evidence of Knowledge)
Use formal English when
making presentations.
Use formal English in writing
including any written aspect of
a presentation.
Use different styles of speech
to adapt to different audiences.
Adapt speech, word choice, and
delivery depending on the
purpose of the task – for
example, using persuasive
appeals when trying to
convince an audience versus
using facts and data when
trying to inform.
College- and Career-Readiness Standards for English Language Arts
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L.9.1a
Use parallel structure.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
The parts of speech – i.e. noun,
pronoun, verb, adjective,
adverb, conjunctions,
prepositions, interjections.
The sentence parts – subjects,
verbs, direct objects, predicate
adjectives, indirect objects.
The different types of phrases –
i.e. prepositional, participial,
noun, verb, adjective, adverb,
infinitive, and gerund.
The rules for comma usage to
separate items in a series.
A student should understand
(Developing Understanding)
When using items in a series, all
of the items need to be the
same form – i.e. all nouns,
verbs, adjectives, adverbs,
prepositional phrases,
infinitives, gerunds, participles,
etc.
That correlative conjunctions
(either/or, neither/ nor, not
only/but also, whether/or,
but/also) join two parallel parts.
That sentences within a
passage can also have parallel
structure for emphasis.
A student should be able to do
(Evidence of Knowledge)
Use correct parallel structure in
items in a series.
Identify errors in parallel
structure.
Demonstrate correct use of
parallel structure in their
writing.
Use correct parallel structure
when speaking.
Analyze the purpose of parallel
structure (compare or contrast)
and choose the correct
conjunction for that purpose.
College- and Career-Readiness Standards for English Language Arts
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L.9.1b
Demonstrate command of
the conventions of standard
English grammar and usage
when writing or speaking.
b. Use various types of phrases
(noun, verb, adjectival,
adverbial, participial,
prepositional, absolute) and
clauses (independent,
dependent; noun, relative,
adverbial) to convey specific
meanings and add variety
and interest to writing or
presentations.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
What phrases are and the
different types - noun, verb,
adjectival, adverbial, participial,
prepositional, and absolute.
That clauses contain a subject
and a verb.
The different types of clauses -
independent, dependent; noun,
relative, adverbial.
The sentence parts – subjects,
verbs, direct objects, predicate
adjectives, indirect objects.
The sentence types – simple,
compound, complex,
compound-complex.
A student should understand
(Developing Understanding)
That good writing contains a
variety of sentence structure.
That phrases and clauses can
function as parts of a sentence
just like a single word.
That writers use sentence
variety to achieve a purpose.
A student should be able to do
(Evidence of Knowledge)
Recognize a variety of phrases
and clauses in a selection.
Evaluate how the use of
different phrases and clauses
contributes to the effectiveness
of the selection.
Evaluate a writer’s use of
different phrases and clauses to
achieve a purpose.
Use a variety of phrases and
clauses in their own writing.
Justify their choice of using
different phrases and clauses.
Revise their writing to improve
their variety of sentence
structure.
College- and Career-Readiness Standards for English Language Arts
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L.9.2a
a. Use a semicolon (and
perhaps a conjunctive
adverb) to link two or more
closely related independent
clauses.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
What independent clauses are.
The difference between
independent and dependent
clauses.
That a comma and a
coordinating conjunction (for,
and, nor, but or, yet, so) can
separate two independent
clauses.
That semicolons can also
separate two independent
clauses.
A variety of conjunctive
adverbs. For example, however,
likewise, next, nonetheless,
consequently, etc.
A student should understand
(Developing Understanding)
That a semicolon rather than a
comma and coordinating
conjunction can join two
independent clauses in a more
concise way.
That conjunctive adverbs show
different relationships between
the two independent clauses –
cause and effect, comparison,
contrast, and sequence.
A student should be able to do
(Evidence of Knowledge)
Evaluate the best use of a
comma and coordinating
conjunction or a semicolon to
join two independent clauses.
Choose an appropriate
conjunctive adverb to
demonstrate the relationship
between the two independent
clauses.
Analyze and evaluate
professional, peer, and
personal writing for the effect
of varying sentence types in
creating and sustaining interest.
College- and Career-Readiness Standards for English Language Arts
Page 60 of 69-September 2016
L.9.2b
Use a colon to introduce a
list or quotation.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
What an independent clause is.
The multiple uses of a colon –
in expression of time and after
a salutation in a business letter.
That direct quotations require
the use of quotation marks and
commas.
A student should understand
(Developing Understanding)
That a colon can be used to set
off a list if the clause before the
colon is independent (can stand
alone).
That a colon can introduce a
quotation if the statement
before the quotation is an
independent clause.
A student should be able to do
(Evidence of Knowledge)
Use a colon to set off a list in
their own writing. Students
should be able to evaluate
whether or not they use a colon
or not when writing a list.
Write direct quotations using a
colon.
Evaluate whether to set off a
direct quotation with a comma
or a colon.
College- and Career-Readiness Standards for English Language Arts
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L.9.2c
Spell correctly.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
The Latin prefixes and suffixes: ab,
abs, ad, bi, circum, com, con ,
contra, de, ex, in, inter, intra, per,
pro, re, retro, semi, sub, super,
trans.
How to spell common easily
confused words.
That adding -s or -es forms the
plural of a word.
The plural form of words that end
with the letters, s, x, z, ch, sh.
How to form the plural of nouns
that end in a consonant and y.
How to form the plural of nouns
that end in a vowel and y.
How to form the plural of nouns
that end in - f or- fe.
How to form the plural of nouns
that end in 0.
How to correctly spell and use
different homophones. For
example: hear, here, there, their,
they’re, etc.
A student should understand
(Developing Understanding)
That spelling correctly is part of
good writing.
That good word choice enhances
writing and makes it more
enjoyable to read.
That contractions are not used in
formal writing.
A student should be able to do
(Evidence of Knowledge)
Correctly spell grade appropriate
words.
Recognize misspellings when
editing their writing and the
writing of their peers.
Apply the rules of spelling to
unfamiliar words.
Determine the meaning of
unfamiliar words based on context.
Use print, digital, and internalized
knowledge resources to support
correct spelling.
College- and Career-Readiness Standards for English Language Arts
Page 62 of 69-September 2016
L.9.3a
a. Write and edit work so that
it conforms to the
guidelines in a style manual
(e.g., MLA Handbook,
Turabian’s Manual for
Writers) appropriate for the
discipline and writing type.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
The use of margins for their
document.
A works cited page is a list of
sources.
A student should understand
(Developing Understanding)
That there are different style
manuals used for different
subject matters.
How to refer to a style manual
in order to format a paper.
That proper documentation
helps the reader to understand
from where the information
presented comes.
The difference between
scholarly and non-scholarly
sources.
A student should be able to do
(Evidence of Knowledge)
Evaluate if a source is valid and
scholarly.
Cite sources correctly in
parenthetical citations and on a
works cited page.
Correctly use a style manual for
the type of paper written or
that which is designated by the
instructor.
College- and Career-Readiness Standards for English Language Arts
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L.9.4a
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
The parts of speech – i.e. noun,
pronoun, verb, adjective,
adverb, conjunctions,
prepositions, interjections.
The sentence parts – subjects,
verbs, direct objects, predicate
adjectives, indirect objects.
How to read texts on grade-
level and determine the main
idea of a text.
How to use Greek prefixes and
suffixes to help determine
meaning of unknown words.
A student should understand
(Developing Understanding)
That context is anything that
surrounds a text – history,
culture, subject matter, etc., as
well as the other words in the
text.
That author’s use word choice
to suit their purpose – to
inform, to persuade, to tell a
story, etc.
The different sentence patterns
and use that knowledge to
determine the part of speech of
the unknown word.
That words have multiple
meanings.
A student should be able to do
(Evidence of Knowledge)
Determine what part of speech
the unknown word or phrase is
in the context of the
sentence/paragraph.
Use inferences and draw
conclusions while applying
knowledge of various types of
context clues to determine
word or phrase meaning.
Apply knowledge to Greek
prefixes and suffixes to help
determine meaning of
unknown word(s) or phrase(s).
Retain knowledge of new
word(s) or phrase(s) and use it
in their own writing.
College- and Career-Readiness Standards for English Language Arts
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L.9.4b
Identify and correctly use
patterns of word changes
that indicate different
meanings or parts of speech
(e.g., analyze, analysis,
analytical; advocate,
advocacy).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
The parts of speech – i.e. noun,
pronoun, verb, adjective, adverb,
conjunctions, prepositions,
interjections.
That prefixes such as be-, de- or
en- and suffixes -ify, -ize, -ate, or
–en often indicate a word is a
verb.
That suffixes such as- er , -ice, -
ness,- sion, -ance, -ment, -hood,-
dom, -cy, -ist, -ty, and -ship
indicate a word is a noun.
That suffixes such as – ful, -eous, -
y, -ish, - ble, - ial, -ent, -less,- ng, -
ly, -ar, and - ive indicate a word is
an adjective.
That suffixes such as –ly, -wise,
and -wards indicate a word is an
adverb.
A student should understand
(Developing Understanding)
That words have roots that do not
change meaning regardless of the
prefix or suffix.
How to form the different parts of
speech of a word by changing its
prefix and suffix.
A student should be able to do
(Evidence of Knowledge)
Determine which part of speech a
word needs to be in the context of
a sentence or passage.
Use the correct form of a word in
their writing.
Determine the meaning of
unknown words based on their
knowledge of root words and
prefixes and suffixes.
Determine the meaning of
unknown words in grade-level
texts based on the context of the
word in the sentence or passage.
College- and Career-Readiness Standards for English Language Arts
Page 65 of 69-September 2016
L.9.4c
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 or its
part of speech.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That dictionaries (print and
digital) are used to find word
meanings, parts of speech, and
pronunciations.
That glossaries are located in
the back of texts and are used
to define words based on the
context of the text.
The parts of speech – i.e. noun,
pronoun, verb, adjective,
adverb, conjunctions,
prepositions, interjections.
That thesauruses (print and
digital) are used to find
synonyms and antonyms.
That synonyms are words that
have the same or closely the
same meaning.
That antonyms are words that
have opposite meanings.
A student should understand
(Developing Understanding)
That words have different
meanings based on the context
in which they are used.
That dictionaries, glossaries,
and thesauruses will give the
root word and often give
alternative forms of a word to
use for different parts of
speech.
That words have prefixes and
suffixes that can change the
meaning and/or part of speech
of a word.
That dictionaries, glossaries,
and thesauruses are arranged
alphabetically.
A student should be able to do
(Evidence of Knowledge)
Use print and digital
dictionaries.
Use print and digital glossaries.
Use print and digital
thesauruses.
Determine which meaning best
fits with the context of the
word.
Look up a word’s part of speech
and use appropriately in a
sentence.
Locate a word’s pronunciation
and pronounce it correctly.
College- and Career-Readiness Standards for English Language Arts
Page 66 of 69-September 2016
L.9.4d
d. Verify the preliminary
determination of the
meaning of a word or
phrase (e.g., by checking
the inferred meaning in
context or in a dictionary).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to look up word or phrase
meanings in a dictionary.
How to infer word or phrase
meaning based on context clues.
That preliminary means first.
A student should understand
(Developing Understanding)
That words have different
meanings.
That word or phrase meanings can
change based on context.
Students should understand that
words have roots, prefixes, and
suffixes that can help determine
meaning.
That words can have different
forms for different parts of speech.
A student should be able to do
(Evidence of Knowledge)
Make a preliminary determination
of the meaning of a word or phrase
based on the word or phrase’s
context within the text.
Use a dictionary to look up word
meanings.
Evaluate how close their
preliminary meaning was to the
true meaning of the word or
phrase.
Evaluate words with multiple
meanings and use it appropriately
in the context of the word or
phrase.
Use the new word or phrase
correctly and appropriately in their
own writing, changing a word’s
form as needed.
College- and Career-Readiness Standards for English Language Arts
Page 67 of 69-September 2016
L.9.5a
a. Interpret figures of speech
(e.g., euphemism,
oxymoron) in context and
analyze their role in the
text.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That euphemisms are words or
phrases that are inoffensive or
kinder. They replace words or
phrases that can be offensive,
harsh, or hurtful.
That an oxymoron uses
contradictory words placed
together for emphasis.
That idioms are expressions that
do not mean what they literally
say.
That other forms of figurative
language such as metaphors,
similes, and hyperboles can be
used as figures of speech.
That nuances are slight differences
in meaning and that words phrases
have different nuances based on
their context.
A student should understand
(Developing Understanding)
That writers use figures of speech
to achieve a specific effect.
That writers use metaphors and
similes as figures of speech to
make comparisons.
That writers use hyperboles as
figures of speech to emphasis a
point.
That writers use euphemisms to
soften a point.
That writers may use an oxymoron
to show a juxtaposition of words
or ideas or to show a paradoxical
event. On a deeper level, may use
writers use an oxymoron to make
readers think and take notice of
the situation being described.
That idioms are used in everyday
life and are not meant to be literal.
A student should be able to do
(Evidence of Knowledge)
Recognize a figure of speech and
explain its effect on the piece of
writing.
Distinguish between overused
figures of speech and original
figures of speech.
Evaluate the use of a figure of
speech in a piece of writing and
evaluated whether the figure of
speech achieves the author’s
purpose.
Enhance personal writing by
correctly using original figures of
speech to help achieve the
purpose of their writing.
College- and Career-Readiness Standards for English Language Arts
Page 68 of 69-September 2016
L.9.5b
Analyze nuances in the
meaning of words with
similar denotations.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
That nuances are slight
differences in meaning.
That denotation means the
dictionary definition of a word.
That many words have more
than one meaning.
That connotation is the feeling
or emotion that is associated
with a word.
That words can have similar
denotations but different
connotations – i.e. eager and
anxious.
A student should understand
(Developing Understanding)
That nuances in language add a
rich complexity to language,
helping writers not only be
more specific but also to
convey more emotions and
meanings in their writing.
That good writers use less
traditional meanings or
connotations of words to help
achieve their purpose and add
variety to language.
A student should be able to do
(Evidence of Knowledge)
Use context clues to determine
the detonation and connotation
of a word as it is used in its
context.
Determine the difference
between two (or more) words
with similar denotations by the
context in which the word(s) is
used.
Justify the author’s word choice
based on the purpose of the
writing.
Choose words for their own
writing that help convey their
purpose and meaning.
College- and Career-Readiness Standards for English Language Arts
Page 69 of 69-September 2016
L.9.6
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
The grade appropriate words
and vocabulary.
That domain-specific means
words that are specific to a
certain topic.
How to correctly use grade
appropriate words when
reading, writing, and speaking.
How to use context clues to
determine meaning for
unfamiliar words.
How to use text and electronic
sources to locate word
meanings.
A student should understand
(Developing Understanding)
That they should be able to
determine a word’s meaning in
reading, writing, speaking, or
listening by using their
knowledge of language and
contexts clues.
That they will be expected to
use and know age appropriate
and task appropriate words in
reading, speaking, and listening
in college and in the workplace.
The importance of expanding
their general vocabulary.
A student should be able to do
(Evidence of Knowledge)
Determine the meaning of
words using context clues.
Locate the meanings of
unknown words in dictionaries
or through online dictionaries.
Use new words correctly.
Incorporate new words into
their vocabulary and be able to
use them independently and
appropriately.