READING: LITERATURE READING: INFORMATIONAL TEXTS SPEAKING & LISTENING Key Ideas and Details: Key Ideas and Details: Comprehension and Collaboration: RL 1 - Cite strong and thorough textual evidence to RI 1 - Cite strong and thorough textual evidence to SL1 - Initiate and participate effectively in a range support analysis of what the text says explicitly as support analysis of what the text says explicitly as of collaborative discussions (one-on-one, in groups, well as inferences drawn from the text. well as inferences drawn from the text. and teacher-led) with diverse partners on grades 9- RL 2 - Determine a theme or central idea of a text RI 2 - Determine a central idea of a text and analyze 10 topics, texts, and issues, building on others' ideas and analyze in detail its development over the its development over the course of the text, and expressing their own clearly and persuasively. course of the text, including how it emerges and is including how it emerges and is shaped and refined SL 1.A - Come to discussions prepared, having shaped and refined by specific details; provide an by specific details; provide an objective summary of read and researched material under study; objective summary of the text. the text. explicitly draw on that preparation by referring to RL 3 - Analyze how complex characters (e.g., those RI 3 - Analyze how the author unfolds an analysis evidence from texts and other research on the with multiple or conflicting motivations) develop or series of ideas or events, including the order in topic or issue to stimulate a thoughtful, well- over the course of a text, interact with other which the points are made, how they are introduced reasoned exchange of ideas. characters, and advance the plot or develop the and developed, and the connections that are drawn SL 1.B - Work with peers to set rules for collegial theme. between them. discussions and decision-making (e.g., informal Craft and Structure: Craft and Structure: consensus, taking votes on key issues, RL 4 - Determine the meaning of words and phrases RI 4 - Determine the meaning of words and phrases presentation of alternate views), clear goals and as they are used in the text, including figurative and as they are used in a text, including figurative, deadlines, and individual roles as needed. connotative meanings; analyze the cumulative connotative, and technical meanings; analyze the SL 1.C - Propel conversations by posing and impact of specific word choices on meaning and cumulative impact of specific word choices on responding to questions that relate the current tone (e.g., how the language evokes a sense of time meaning and tone (e.g., how the language of a court discussion to broader themes or larger ideas; and place; how it sets a formal or informal tone). opinion differs from that of a newspaper). actively incorporate others into the discussion; RL 5 - Analyze how an author's choices concerning RI 5 - Analyze in detail how an author's ideas or and clarify, verify, or challenge ideas and how to structure a text, order events within it (e.g., claims are developed and refined by particular conclusions. parallel plots), and manipulate time (e.g., pacing, sentences, paragraphs, or larger portions of a text SL 1.D - Respond thoughtfully to diverse flashbacks) create such effects as mystery, tension, (e.g., a section or chapter). perspectives, summarize points of agreement and or surprise. RI 6 - Determine an author's point of view or disagreement, and, when warranted, qualify or RL 6 - Analyze a particular point of view or cultural purpose in a text and analyze how an author uses justify their own views and understanding and experience reflected in a work of literature from rhetoric to advance that point of view or purpose. make new connections in light of the evidence outside the United States, drawing on a wide Integration of Knowledge and Ideas: and reasoning presented. reading of world literature. RI 7 - Analyze various accounts of a subject told in SL 2 - Integrate multiple sources of information Integration of Knowledge and Ideas: different mediums (e.g., a person's life story in both presented in diverse media or formats (e.g., visually, RL 7 - Analyze the representation of a subject or a print and multimedia), determining which details are quantitatively, orally) evaluating the credibility and key scene in two different artistic mediums, emphasized in each account. accuracy of each source. including what is emphasized or absent in each RI 8 - Delineate and evaluate the argument and SL 3 - Evaluate a speaker's point of view, reasoning, treatment (e.g., Auden's "Musée des Beaux Arts" specific claims in a text, assessing whether the and use of evidence and rhetoric, identifying any and Breughel's Landscape with the Fall of Icarus). reasoning is valid and the evidence is relevant and fallacious reasoning or exaggerated or distorted RL 9 - Analyze how an author draws on and sufficient; identify false statements and fallacious evidence. transforms source material in a specific work (e.g., reasoning. Presentation of Knowledge and Ideas: how Shakespeare treats a theme or topic from Ovid RI 9 - Analyze seminal U.S. documents of historical SL 4 - Present information, findings, and supporting or the Bible or how a later author draws on a play by and literary significance (e.g., Washington's evidence clearly, concisely, and logically such that Shakespeare). Farewell Address, the Gettysburg Address, listeners can follow the line of reasoning and the Range of Reading & Level of Text Complexity: Roosevelt's Four Freedoms speech, King's "Letter organization, development, substance, and style are RL 10 - By the end of grade 9, read and from Birmingham Jail"), including how they address appropriate to purpose, audience, and task. comprehend literature, including stories, dramas, related themes and concepts. SL 5 - Make strategic use of digital media (e.g., and poems, in the grades 9-10 text complexity band Range of Reading & Level of Text Complexity: textual, graphical, audio, visual, and interactive proficiently, with scaffolding as needed at the high RI 10 - By the end of grade 9, read and comprehend elements) in presentations to enhance understanding end of the range. literary nonfiction in the grades 9-10 text of findings, reasoning, and evidence and to add complexity band proficiently, with scaffolding as interest. needed at the high end of the range. By the end of SL 6 - Adapt speech to a variety of contexts and grade 10, read and comprehend literary nonfiction at tasks, demonstrating command of formal English the high end of the grades 9-10 text complexity when indicated or appropriate. (See grades 9-10 band independently and proficiently. Language standards 1 and 3 here for specific expectations.) LANGUAGE Conventions of Standard English: Vocabulary Acquisition and Use: L 1 - Demonstrate command of the conventions of standard English grammar L 4 - Determine or clarify the meaning of unknown and multiple-meaning and usage when writing or speaking. words and phrases based on grades 9-10 reading and content, choosing flexibly L 1.A - Use parallel structure. * from a range of strategies. L 1.B - Use various types of phrases (noun, verb, adjectival, adverbial, L 4.A - Use context (e.g., the overall meaning of a sentence, paragraph, or participial, prepositional, absolute) and clauses (independent, dependent; text; a word's position or function in a sentence) as a clue to the meaning of a noun, relative, adverbial) to convey specific meanings and add variety and word or phrase. interest to writing or presentations. L 4.B - Identify and correctly use patterns of word changes that indicate L 2 - Demonstrate command of the conventions of standard English different meanings or parts of speech (e.g., analyze, analysis, analytical; capitalization, punctuation, and spelling when writing. advocate, advocacy). L 2.A - Use a semicolon (and perhaps a conjunctive adverb) to link two or L 4.C - Consult general and specialized reference materials (e.g., dictionaries, more closely related independent clauses. glossaries, thesauruses), both print and digital, to find the pronunciation of a L 2.B - Use a colon to introduce a list or quotation. word or determine or clarify its precise meaning, its part of speech, or its L 2.C - Spell correctly. etymology. Knowledge of Language: L 4.D - Verify the preliminary determination of the meaning of a word or L 3 - Apply knowledge of language to understand how language functions in phrase (e.g., by checking the inferred meaning in context or in a dictionary). different contexts, to make effective choices for meaning or style, and to L 5 - Demonstrate understanding of figurative language, word relationships, and comprehend more fully when reading or listening. nuances in word meanings. L 3.A - Write and edit work so that it conforms to the guidelines in a style L 5.A - Interpret figures of speech (e.g., euphemism, oxymoron) in context manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for and analyze their role in the text. the discipline and writing type. L 5.B - Analyze nuances in the meaning of words with similar denotations. L 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. WRITING Text Types and Purposes: W 3 - Write narratives to develop real or imagined Research to Build and Present Knowledge: W 1 - Write arguments to support claims in an experiences or events using effective technique, W 7 - Conduct short as well as more sustained analysis of substantive topics or texts, using valid well-chosen details, and well-structured event research projects to answer a question (including a reasoning and relevant and sufficient evidence. sequences. self-generated question) or solve a problem; narrow W 1.A - Introduce precise claim(s), distinguish W 3.A - Engage and orient the reader by setting or broaden the inquiry when appropriate; synthesize the claim(s) from alternate or opposing claims, out a problem, situation, or observation, multiple sources on the subject, demonstrating and create an organization that establishes clear establishing one or multiple point(s) of view, and understanding of the subject under investigation. relationships among claim(s), counterclaims, introducing a narrator and/or characters; create a W 8 - Gather relevant information from multiple reasons, and evidence. smooth progression of experiences or events. authoritative print and digital sources, using W 1.B - Develop claim(s) and counterclaims W 3.B - Use narrative techniques, such as advanced searches effectively; assess the usefulness fairly, supplying evidence for each while pointing dialogue, pacing, description, reflection, and of each source in answering the research question; out the strengths and limitations of both in a multiple plot lines, to develop experiences, integrate information into the text selectively to manner that anticipates the audience's knowledge events, and/or characters. maintain the flow of ideas, avoiding plagiarism and level and concerns. W 3.C - Use a variety of techniques to sequence following a standard format for citation. W 1.C - Use words, phrases, and clauses to link events so that they build on one another to create W 9 - Draw evidence from literary or informational the major sections of the text, create cohesion, a coherent whole. texts to support analysis, reflection, and research. and clarify the relationships between claim(s) and W 3.D - Use precise words and phrases, telling W 9.A - Apply grades 9-10 Reading standards to reasons, between reasons and evidence, and details, and sensory language to convey a vivid literature (e.g., "Analyze how an author draws on between claim(s) and counterclaims. picture of the experiences, events, setting, and/or and transforms source material in a specific work W 1.D - Establish and maintain a formal style and characters. [e.g., how Shakespeare treats a theme or topic objective tone while attending to the norms and W 3.E - Provide a conclusion that follows from from Ovid or the Bible or how a later author conventions of the discipline in which they are and reflects on what is experienced, observed, or draws on a play by Shakespeare]"). writing. resolved over the course of the narrative. W 9.B - Apply grades 9-10 Reading standards to W 1.E - Provide a concluding statement or literary nonfiction (e.g., "Delineate and evaluate section that follows from and supports the Production and Distribution of Writing: the argument and specific claims in a text, argument presented. W 4 - Produce clear and coherent writing in which assessing whether the reasoning is valid and the W 2 - Write informative/explanatory texts to the development, organization, and style are evidence is relevant and sufficient; identify false examine and convey complex ideas, concepts, and appropriate to task, purpose, and audience. (Grade- statements and fallacious reasoning"). information clearly and accurately through the specific expectations for writing types are defined in effective selection, organization, and analysis of standards 1-3 above.) Range of Writing: content. W 5 - Develop and strengthen writing as needed by W 10 - Write routinely over extended time frames W 2.A - Introduce a topic; organize complex planning, revising, editing, rewriting, or trying a (time for research, reflection, and revision) and ideas, concepts, and information to make new approach, focusing on addressing what is most shorter time frames (a single sitting or a day or two) important connections and distinctions; include significant for a specific purpose and audience. for a range of tasks, purposes, and audiences. formatting (e.g., headings), graphics (e.g., figures, (Editing for conventions should demonstrate tables), and multimedia when useful to aiding command of Language standards 1-3 up to and comprehension. including grades 9-10 here.) W 2.B - Develop the topic with well-chosen, W 6 - Use technology, including the Internet, to relevant, and sufficient facts, extended produce, publish, and update individual or shared definitions, concrete details, quotations, or other writing products, taking advantage of technology's information and examples appropriate to the capacity to link to other information and to display audience's knowledge of the topic. information flexibly and dynamically. W 2.C - Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. W 2.D - Use precise language and domain- specific vocabulary to manage the complexity of the topic. W 2.E - Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. W 2.F - 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).