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Grade 9 Language Arts

41 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Reading Literature · CCSS.ELA-LITERACY.RL.9-10.1

Cite strong and thorough textual evidence

Independently cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. across representations and contexts.

Component progression

  1. 1I can gather strong textual evidence supporting what a text says explicitly.
  2. 2I can gather multiple pieces of textual evidence to thoroughly support an inference.
  3. 3I can cite strong and thorough evidence within a complete written or spoken analysis of a text.
Reading Literature · CCSS.ELA-LITERACY.RL.9-10.2

Analyze theme development in detail

Independently determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. across representations and contexts.

Component progression

  1. 1I can determine a theme or central idea of a text.
  2. 2I can analyze in detail how the theme emerges and is shaped and refined by specific details across the text.
  3. 3I can write an objective summary of the text distinct from personal opinion.
Reading Literature · CCSS.ELA-LITERACY.RL.9-10.3

Analyze how complex characters develop and advance plot or theme

Independently analyze how complex characters, 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. across representations and contexts.

Component progression

  1. 1I can identify multiple or conflicting motivations of a complex character.
  2. 2I can analyze how the complex character develops over the course of the text.
  3. 3I can analyze how the character's interactions and development advance the plot or develop the theme.
Reading Literature · CCSS.ELA-LITERACY.RL.9-10.4

Analyze the cumulative impact of word choices

Independently 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, such as how the language evokes a sense of time and place. across representations and contexts.

Component progression

  1. 1I can determine the figurative or connotative meaning of words and phrases as used in a text.
  2. 2I can identify a pattern of related word choices across a passage.
  3. 3I can analyze the cumulative impact of the identified pattern of word choices on the text's meaning and tone.
Reading Literature · CCSS.ELA-LITERACY.RL.9-10.5

Analyze structural choices that create mystery, tension, or surprise

Independently analyze how an author's choices concerning how to structure a text, order events within it, such as parallel plots, and manipulate time, such as pacing, flashbacks, create such effects as mystery, tension, or surprise. across representations and contexts.

Component progression

  1. 1I can identify a structural choice the author makes, such as a flashback, parallel plot, or pacing shift.
  2. 2I can analyze how the identified structural choice manipulates the order of events or the passage of time.
  3. 3I can analyze how the structural choice creates an effect such as mystery, tension, or surprise.
Reading Literature · CCSS.ELA-LITERACY.RL.9-10.6

Analyze point of view or cultural experience in world literature

Independently 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. across representations and contexts.

Component progression

  1. 1I can identify the cultural context of a work of literature from outside the united states.
  2. 2I can identify a particular point of view or cultural experience reflected in the text.
  3. 3I can analyze how specific elements of the text reflect the identified point of view or cultural experience.
Reading Literature · CCSS.ELA-LITERACY.RL.9-10.7

Analyze representation of a subject in two artistic mediums

Independently analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. across representations and contexts.

Component progression

  1. 1I can identify a subject or key scene represented in two different artistic mediums.
  2. 2I can identify what a specific artistic treatment emphasizes about the subject.
  3. 3I can identify what a specific artistic treatment leaves absent about the subject compared to the other.
Reading Literature · CCSS.ELA-LITERACY.RL.9-10.9

Analyze how an author draws on and transforms source material

Independently analyze how an author draws on and transforms source material in a specific work, such as how shakespeare treats a theme or topic from ovid or the bible or how a later author draws on a play by shakespeare. across representations and contexts.

Component progression

  1. 1I can identify the source material an author draws on in a specific work.
  2. 2I can compare how the work presents the borrowed material compared to the original source.
  3. 3I can analyze how the author transforms the source material to serve the new work's purposes.
Reading Literature · CCSS.ELA-LITERACY.RL.9-10.10

Read grade 9-10 complexity literature

Independently 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. across representations and contexts.

Component progression

  1. 1I can read a story or drama in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
  2. 2I can read a poem in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
  3. 3I can demonstrate proficient comprehension of a grade 9-10 complexity literary text, with scaffolding as needed at the high end of the range.
Reading Informational Text · CCSS.ELA-LITERACY.RI.9-10.1

Cite strong and thorough textual evidence

Independently cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. across representations and contexts.

Component progression

  1. 1I can gather strong textual evidence supporting what an informational text says explicitly.
  2. 2I can gather multiple pieces of textual evidence to thoroughly support an inference.
  3. 3I can cite strong and thorough evidence within a complete written or spoken analysis of a text.
Reading Informational Text · CCSS.ELA-LITERACY.RI.9-10.2

Analyze central idea development in detail

Independently determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. across representations and contexts.

Component progression

  1. 1I can determine the central idea of an informational text.
  2. 2I can analyze how the central idea emerges and is shaped and refined by specific details across the text.
  3. 3I can write an objective summary of the text distinct from personal opinion.
Reading Informational Text · CCSS.ELA-LITERACY.RI.9-10.3

Analyze how an author unfolds an analysis or series of ideas

Independently 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 drawn between them. across representations and contexts.

Component progression

  1. 1I can identify the order in which an author makes key points across a text.
  2. 2I can analyze how the author introduces and develops each point.
  3. 3I can analyze the connections the author draws between different points, ideas, or events.
Reading Informational Text · CCSS.ELA-LITERACY.RI.9-10.4

Analyze the cumulative impact of word choices

Independently 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, such as how the language of a court opinion differs from that of a newspaper. across representations and contexts.

Component progression

  1. 1I can determine the figurative, connotative, or technical meaning of words and phrases as used in a text.
  2. 2I can identify a pattern of related word choices across a passage.
  3. 3I can analyze the cumulative impact of the identified pattern of word choices on the text's meaning and tone.
Reading Informational Text · CCSS.ELA-LITERACY.RI.9-10.5

Analyze how ideas are developed and refined across a text

Independently analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text, such as a section or chapter. across representations and contexts.

Component progression

  1. 1I can identify a specific idea or claim the author develops in a text.
  2. 2I can analyze how a particular sentence or paragraph develops the identified idea or claim.
  3. 3I can analyze how a larger portion of the text, such as a section or chapter, refines the idea or claim.
Reading Informational Text · CCSS.ELA-LITERACY.RI.9-10.6

Analyze how an author uses rhetoric to advance a purpose

Independently 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. across representations and contexts.

Component progression

  1. 1I can determine the author's point of view or purpose in a text.
  2. 2I can identify a specific rhetorical technique the author uses.
  3. 3I can analyze how the identified rhetorical technique advances the author's point of view or purpose.
Reading Informational Text · CCSS.ELA-LITERACY.RI.9-10.7

Analyze accounts of a subject in different mediums

Independently analyze various accounts of a subject told in different mediums, such as a person's life story in both print and multimedia, determining which details are emphasized in each account. across representations and contexts.

Component progression

  1. 1I can identify two or more accounts of the same subject told in different mediums.
  2. 2I can identify which details each account emphasizes about the subject.
  3. 3I can analyze why the different mediums might lead to different emphases in the accounts.
Reading Informational Text · CCSS.ELA-LITERACY.RI.9-10.8

Evaluate reasoning and identify false statements or fallacies

Independently 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. across representations and contexts.

Component progression

  1. 1I can delineate the overall argument and specific claims an author makes across a text.
  2. 2I can evaluate whether the reasoning connecting claims to evidence is logically valid.
  3. 3I can identify a false statement or an instance of fallacious reasoning within the argument.
Reading Informational Text · CCSS.ELA-LITERACY.RI.9-10.9

Analyze seminal U.S. documents

Independently analyze seminal u.s. documents of historical and literary significance, including how they address related themes and concepts. across representations and contexts.

Component progression

  1. 1I can identify the historical and literary significance of a seminal u.s. document.
  2. 2I can identify the themes and concepts a seminal u.s. document addresses.
  3. 3I can analyze how a theme or concept is addressed similarly or differently across two seminal u.s. documents.
Reading Informational Text · CCSS.ELA-LITERACY.RI.9-10.10

Read grade 9-10 complexity literary nonfiction

Independently 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. across representations and contexts.

Component progression

  1. 1I can read a literary nonfiction text in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
  2. 2I can apply appropriate reading strategies while reading a challenging literary nonfiction text.
  3. 3I can demonstrate proficient comprehension of a grade 9-10 complexity literary nonfiction text, with scaffolding as needed at the high end of the range.
Writing · CCSS.ELA-LITERACY.W.9-10.1

Write arguments with valid reasoning and sufficient evidence

Independently write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. across representations and contexts.

Component progression

  1. 1I can introduce a clear claim about a substantive topic or text, distinguishing it from alternate or opposing claims.
  2. 2I can support the claim using valid, logical reasoning.
  3. 3I can provide evidence that is both relevant and sufficient to fully support the claim.
Writing · CCSS.ELA-LITERACY.W.9-10.2

Write informative texts examining complex ideas

Independently 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. across representations and contexts.

Component progression

  1. 1I can select and organize content effectively to examine a complex topic.
  2. 2I can convey complex ideas, concepts, and information clearly and accurately.
  3. 3I can analyze selected content to develop the complex topic thoroughly.
Writing · CCSS.ELA-LITERACY.W.9-10.3

Write narratives with effective technique and well-chosen details

Independently write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. across representations and contexts.

Component progression

  1. 1I can establish a context, point of view, and characters or narrator effectively.
  2. 2I can select well-chosen descriptive details that serve the narrative's purpose.
  3. 3I can organize a well-structured event sequence that unfolds naturally for the reader.
Writing · CCSS.ELA-LITERACY.W.9-10.4

Produce writing appropriate to task, purpose, audience

Independently produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. across representations and contexts.

Component progression

  1. 1I can identify the task, purpose, and audience for a given piece of writing.
  2. 2I can choose an organization and writing style appropriate to the task, purpose, and audience.
  3. 3I can produce writing that is clear and coherent given its chosen development, organization, and style.
Writing · CCSS.ELA-LITERACY.W.9-10.5

Strengthen writing addressing what is most significant

Independently 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. across representations and contexts.

Component progression

  1. 1I can identify what is most significant to address given the piece's specific purpose and audience.
  2. 2I can revise a draft focusing on strengthening what is most significant for its purpose and audience.
  3. 3I can recognize when a piece of writing needs a substantially new approach and rewrite it accordingly.
Writing · CCSS.ELA-LITERACY.W.9-10.6

Use technology to produce, publish, and update writing dynamically

Independently 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. across representations and contexts.

Component progression

  1. 1I can use technology to produce and publish an individual or shared writing product.
  2. 2I can use technology's capacity to link a writing product to other relevant information.
  3. 3I can update a published writing product using technology's dynamic display capabilities.
Writing · CCSS.ELA-LITERACY.W.9-10.7

Conduct research projects, narrowing or broadening inquiry

Independently conduct short as well as more sustained research projects to answer a 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. across representations and contexts.

Component progression

  1. 1I can pose a clear question or problem to guide a research project.
  2. 2I can adjust the scope of a research inquiry, narrowing or broadening it as appropriate based on findings.
  3. 3I can synthesize multiple sources on the subject to demonstrate understanding of it.
Writing · CCSS.ELA-LITERACY.W.9-10.8

Gather authoritative sources and integrate information selectively

Independently 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. across representations and contexts.

Component progression

  1. 1I can use advanced search techniques to gather information from multiple authoritative sources.
  2. 2I can assess how useful each gathered source is in answering the research question.
  3. 3I can integrate source information selectively to maintain flow, avoiding plagiarism and citing sources in a standard format.
Writing · CCSS.ELA-LITERACY.W.9-10.9

Draw evidence from literary or informational texts

Independently draw evidence from literary or informational texts to support analysis, reflection, and research. across representations and contexts.

Component progression

  1. 1I can draw specific evidence from a literary text to support an analysis or reflection.
  2. 2I can draw specific evidence from an informational text to support an analysis or reflection.
  3. 3I can use drawn text evidence to support a piece of research writing.
Writing · CCSS.ELA-LITERACY.W.9-10.10

Write routinely for a range of tasks and audiences

Independently 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. across representations and contexts.

Component progression

  1. 1I can produce a piece of writing within a shorter time frame, such as a single sitting.
  2. 2I can produce a piece of writing over an extended time frame that includes research, reflection, and revision.
  3. 3I can adjust a piece of writing appropriately for its specific task, purpose, and audience.
Speaking Listening · CCSS.ELA-LITERACY.SL.9-10.1

Initiate and participate in collaborative discussions persuasively

Independently initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. across representations and contexts.

Component progression

  1. 1I can initiate a comment or question that moves a collaborative discussion forward.
  2. 2I can build on a comment or idea shared by another participant in a discussion.
  3. 3I can express one's own ideas clearly and persuasively in a collaborative discussion.
Speaking Listening · CCSS.ELA-LITERACY.SL.9-10.2

Integrate sources evaluating credibility and accuracy

Independently integrate multiple sources of information presented in diverse media or formats, evaluating the credibility and accuracy of each source. across representations and contexts.

Component progression

  1. 1I can evaluate the credibility of a source presented in a diverse media format.
  2. 2I can evaluate the accuracy of information from a source presented in a diverse media format.
  3. 3I can integrate information from multiple evaluated sources into a coherent understanding.
Speaking Listening · CCSS.ELA-LITERACY.SL.9-10.3

Evaluate a speaker's rhetoric and identify fallacious reasoning

Independently evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. across representations and contexts.

Component progression

  1. 1I can evaluate a speaker's point of view and the reasoning used to support it.
  2. 2I can evaluate the evidence and rhetorical techniques a speaker uses.
  3. 3I can identify an instance of fallacious reasoning or exaggerated or distorted evidence in a speaker's presentation.
Speaking Listening · CCSS.ELA-LITERACY.SL.9-10.4

Present findings clearly, concisely, and logically

Independently 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. across representations and contexts.

Component progression

  1. 1I can organize information, findings, and evidence so listeners can follow the line of reasoning.
  2. 2I can present information clearly and concisely, avoiding unnecessary detail.
  3. 3I can choose a presentation style appropriate to the specific purpose, audience, and task.
Speaking Listening · CCSS.ELA-LITERACY.SL.9-10.5

Make strategic use of digital media in presentations

Independently make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. across representations and contexts.

Component progression

  1. 1I can select digital media strategically to enhance a presentation's findings, reasoning, or evidence.
  2. 2I can use a selected digital media element to enhance the audience's understanding of the presentation.
  3. 3I can use a digital media element to add interest to a presentation without distracting from its content.
Speaking Listening · CCSS.ELA-LITERACY.SL.9-10.6

Adapt speech demonstrating command of formal English

Independently adapt speech to a variety of contexts and tasks, demonstrating command of formal english when indicated or appropriate. across representations and contexts.

Component progression

  1. 1I can identify a speaking situation that indicates or calls for formal english.
  2. 2I can demonstrate command of formal english when speaking in an appropriate context.
  3. 3I can adapt one's speech appropriately across a variety of contexts and tasks.
Language · CCSS.ELA-LITERACY.L.9-10.1

Use grades 9-10 grammar and usage

Independently demonstrate command of the conventions of standard english grammar and usage when writing or speaking, including using parallel structure, and using various types of phrases and clauses to convey specific meanings and add variety and interest. across representations and contexts.

Component progression

  1. 1I can use parallel structure correctly within a series or comparison.
  2. 2I can use various types of phrases and clauses to convey specific meanings.
  3. 3I can vary sentence structure using different phrase and clause types to add variety and interest.
Language · CCSS.ELA-LITERACY.L.9-10.2

Use grades 9-10 capitalization, punctuation, and spelling

Independently demonstrate command of the conventions of standard english capitalization, punctuation, and spelling when writing, including using a semicolon to link two or more closely related independent clauses and a colon to introduce a list or quotation. across representations and contexts.

Component progression

  1. 1I can use a semicolon correctly to link two or more closely related independent clauses.
  2. 2I can use a colon correctly to introduce a list or quotation.
  3. 3I can spell grade-appropriate words correctly, consulting references as needed.
Language · CCSS.ELA-LITERACY.L.9-10.3

Apply knowledge of language to comprehend and make style choices

Independently apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening, including writing and editing work so that it conforms to the guidelines in a style manual. across representations and contexts.

Component progression

  1. 1I can understand how language use varies depending on its context.
  2. 2I can make an effective style choice for a specific meaning or context.
  3. 3I can edit a piece of writing so it conforms to the conventions of a specified style manual.
Language · CCSS.ELA-LITERACY.L.9-10.4

Determine meanings using context, patterns, and references

Independently determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies, including identifying and correctly using patterns of word changes that indicate different meanings or parts of speech. across representations and contexts.

Component progression

  1. 1I can use context clues to determine the meaning of an unfamiliar word.
  2. 2I can identify patterns of word changes that indicate different meanings or parts of speech.
  3. 3I can use a dictionary or other reference material to verify or clarify a word's precise meaning.
Language · CCSS.ELA-LITERACY.L.9-10.5

Analyze nuances in word meaning and figurative language

Independently demonstrate understanding of figurative language, word relationships, and nuances in word meanings, including analyzing nuances in the meaning of words with similar denotations. across representations and contexts.

Component progression

  1. 1I can interpret the meaning of figurative language as used in a specific text context.
  2. 2I can compare two words with similar denotations to identify their differing connotations.
  3. 3I can analyze the effect of choosing one nuanced word over a similar alternative.
Language · CCSS.ELA-LITERACY.L.9-10.6

Acquire vocabulary at the college and career readiness level

Independently 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. across representations and contexts.

Component progression

  1. 1I can acquire and use a general academic word or phrase accurately in speaking or writing.
  2. 2I can acquire and use a domain-specific word or phrase accurately, relevant to a specific topic.
  3. 3I can independently gather knowledge of a word or phrase important to comprehension or expression.
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