English 1 (Grade 9) Yearlong English Language Arts Map

Transcription

1 English 1 (Grade 9) Yearlong English Arts Map Resources: Approved from Board of Education Assessments: PARCC Assessments, Performance Series, District Benchmark Assessments Stard Coding Common Core Stard Statement Skills Key Ideas Details Key Ideas Details Key Ideas Details R.CCR.1 Read closely to determine what the text says explicitly to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R.CCR.1 Read closely to determine what the text says explicitly to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R.CCR.2 Determine central ideas or themes of a text analyze their development; summarize the key supporting details ideas. RL RL RL Cite strong thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cite strong thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Determine a theme or central idea of a text analyze in detail its development over the course of the text, including how it emerges is shaped refined by specific details; provide an objective summary of the text. RL Cite strong thorough textual evidence to support analysis of what the text says explicitly RL Cite strong thorough textual evidence to support analysis of inferences drawn from the text RL Determine a theme or central idea of a text analyze in detail its development over the course of the text, including how it emerges is shaped refined by specific details inference Grade 9-English 1 Page 1

2 Stard Coding Common Core Stard Statement Skills Key Ideas Details R.CCR.2 Determine central ideas or themes of a text analyze their development; summarize the key supporting details ideas. RL Determine a theme or central idea of a text analyze in detail its development over the course of the text, including how it emerges is shaped refined by specific details; provide an objective summary of the text. RL Provide an objective summary of the text Key Ideas Details R.CCR.3 Analyze how why individuals, events, ideas develop interact over the course of a text. RL Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, advance the plot or develop the theme. RL Analyze how complex characters develop over the course of a text complex character Key Ideas Details R.CCR.3 Analyze how why individuals, events, ideas develop interact over the course of a text. RL Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, advance the plot or develop the theme. RL Analyze how complex characters interact with other characters in a text complex character Key Ideas Details R.CCR.3 Analyze how why individuals, events, ideas develop interact over the course of a text. RL Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, advance the plot or develop the theme. RL Analyze how complex characters advance the plot of a text complex character Grade 9-English 1 Page 2

3 Stard Coding Common Core Stard Statement Skills Key Ideas Details R.CCR.3 Analyze how why individuals, events, ideas develop interact over the course of a text. RL Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, advance the plot or develop the theme. RL Analyze how complex characters develop the theme complex character Craft Structure R.CCR.4 Interpret words phrases as they are RL used in a text, including determining technical, connotative, figurative meanings, analyze how specific word choices shape meaning or tone. Determine the meaning of words phrases as they are used in the text, including figurative connotative meanings; analyze the cumulative impact of specific word choices on meaning tone (e.g., how the language evokes a sense of time place; how it sets a formal or informal tone). RL Determine the meaning of words phrases as they are used in the text, including figurative connotative meanings Craft Structure R.CCR.4 Interpret words phrases as they are RL used in a text, including determining technical, connotative, figurative meanings, analyze how specific word choices shape meaning or tone. Determine the meaning of words phrases as they are used in the text, including figurative connotative meanings; analyze the cumulative impact of specific word choices on meaning tone (e.g., how the language evokes a sense of time place; how it sets a formal or informal tone). RL Analyze the cumulative impact tone of specific word choices on meaning tone Grade 9-English 1 Page 3

4 Stard Coding Common Core Stard Statement Skills Craft Structure R.CCR.5 Analyze the structure of texts, including how specific sentences, paragraphs, larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other the whole. RL Analyze how an author s choices concerning how to structure a text, order events within it (e.g., parallel plots), manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL Analyze how an author's choices concerning how to structure a text create such effects as mystery, tension, or surprise flashback parallel plots Craft Structure R.CCR.5 Analyze the structure of texts, including how specific sentences, paragraphs, larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other the whole. RL Analyze how an author s choices concerning how to structure a text, order events within it (e.g., parallel plots), manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL Analyze how an author's choices concerning how to order events create such effects as mystery, tension, or surprise parallel plots Craft Structure R.CCR.5 Analyze the structure of texts, including how specific sentences, paragraphs, larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other the whole. RL Analyze how an author s choices concerning how to structure a text, order events within it (e.g., parallel plots), manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL Analyze how an author's choices concerning how to manipulate time create such effects as mystery, tension, or surprise flashback Craft Structure R.CCR.6 Assess how point of view or purpose shapes the content style of a text. RL 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. RL 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 Grade 9-English 1 Page 4

5 Stard Coding Common Core Stard Statement Skills Integration of Knowledge Ideas R.CCR.7 Integrate evaluate content presented in diverse media formats, including visually quantitatively, as well as in words. 1 RL 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 Breughel s Lscape with the Fall of Icarus). RL Analyze the representation of a subject in two different artistic mediums, including what is emphasized or absent in each treatment Integration of Knowledge Ideas R.CCR.7 Integrate evaluate content presented in diverse media formats, including visually quantitatively, as well as in words. 1 RL 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 Breughel s Lscape with the Fall of Icarus). RL Analyze the representation of a key scene in two different artistic mediums, including what is emphasized or absent in each treatment Integration of Knowledge Ideas R.CCR.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 Analyze how an author draws on 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). RL Analyze how an author draws on transforms source material in a specific work Grade 9-English 1 Page 5

6 Stard Coding Common Core Stard Statement Skills Range of Reading Level of Text Complexity R.CCR.10 Read comprehend complex literary informational texts independently proficiently. RL By the end of grade 9, read comprehend literature, including stories, dramas, poems, in the grades 9-10 text complexity b proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read comprehend literature, including stories, dramas, poems, in the grades 9-10 text complexity b proficiently, with scaffolding as needed at the high end of the range. RL By the end of grade 9, read comprehend literature, including stories, dramas, poems, in the grades 9-10 text complexity b proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read comprehend literature, including stories, dramas, poems, in the grades 9-10 text complexity b proficiently, with scaffolding as needed at the high end of the range. Informatio nal Text Informatio nal Text Key Ideas Details Key Ideas Details R.CCR.1 Read closely to determine what the text says explicitly to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R.CCR.2 Determine central ideas or themes of a text analyze their development; summarize the key supporting details ideas. RI RI Cite strong thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Determine a central idea of a text analyze its development over the course of the text, including how it emerges is shaped refined by specific details; provide an objective summary of the text. RI Cite strong thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text RI Determine a central idea of a text analyze its development over the course of the text, including how it emerges is shaped refined by specific details explicit Grade 9-English 1 Page 6

7 Stard Coding Common Core Stard Statement Skills Key Ideas Details R.CCR.2 Determine central ideas or themes of a text analyze their development; summarize the key supporting details ideas. RI Determine a central idea of a text analyze its development over the course of the text, including how it emerges is shaped refined by specific details; provide an objective summary of the text. RI Provide an objective summary of the text Informatio nal Text Informatio nal Text Key Ideas Details Craft Structure R.CCR.3 Analyze how why individuals, events, ideas develop interact over the course of a text. RI R.CCR.4 Interpret words phrases as they are RI used in a text, including determining technical, connotative, figurative meanings, analyze how specific word choices shape meaning or tone. 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 developed, the connections that are drawn between them. Determine the meaning of words phrases as they are used in a text, including figurative, connotative, technical meanings; analyze the cumulative impact of specific word choices on meaning tone (e.g., how the language of a court opinion differs from that of a newspaper). RI : 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 developed, the connections that are drawn between them RI Determine the meaning of words phrases as they are used in a text, including figurative, connotative, technical meanings connotative figurative meaning technical meaning tone Grade 9-English 1 Page 7

8 Stard Coding Common Core Stard Statement Skills Informatio nal Text Craft Structure R.CCR.4 Interpret words phrases as they are RI used in a text, including determining technical, connotative, figurative meanings, analyze how specific word choices shape meaning or tone. Determine the meaning of words phrases as they are used in a text, including figurative, connotative, technical meanings; analyze the cumulative impact of specific word choices on meaning tone (e.g., how the language of a court opinion differs from that of a newspaper). RI Analyze the cumulative impact connotative of specific word choices on meaning figurative meaning tone technical meaning tone Informatio nal Text Craft Structure R.CCR.5 Analyze the structure of texts, including how specific sentences, paragraphs, larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other the whole. RI Analyze in detail how an author s RI Analyze in detail how an ideas or claims are developed author s ideas or claims are developed refined by particular sentences, refined by particular sentences, paragraphs, or larger portions of a text paragraphs, or larger portions of a text (e.g., a section or chapter). claim Informatio nal Text Craft Structure Craft Structure R.CCR.5 Analyze the structure of texts, including how specific sentences, paragraphs, larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other the whole. R.CCR.6 Assess how point of view or purpose shapes the content style of a text. RI RI Determine an author s point of view or purpose in a text analyze how an author uses rhetoric to advance that point of view or purpose. Determine an author s point of view or purpose in a text analyze how an author uses rhetoric to advance that point of view or purpose. RI Determine an author's point of view or purpose in a text RI Analyze how an author uses rhetoric to advance a point of view or purpose rhetoric Grade 9-English 1 Page 8

9 Stard Coding Common Core Stard Statement Skills Informatio nal Text Informatio nal Text Integration of Knowledge Ideas Integration of Knowledge Ideas R.CCR.7 Integrate evaluate content presented in diverse media formats, including visually quantitatively, as well as in words. 1 R.CCR.8 Delineate evaluate the argument specific claims in a text, including the validity of the reasoning as well as the relevance sufficiency of the evidence. RI RI Analyze various accounts of a subject told in different mediums (e.g., a person s life story in both print multimedia), determining which details are emphasized in each account. Delineate evaluate the argument specific claims in a text, assessing whether the reasoning is valid the evidence is relevant sufficient; identify false statements fallacious reasoning. RI Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account RI Delineate the argument specific claims in a text account medium delineate Informatio nal Text Integration of Knowledge Ideas R.CCR.8 Delineate evaluate the argument specific claims in a text, including the validity of the reasoning as well as the relevance sufficiency of the evidence. RI Delineate evaluate the argument specific claims in a text, assessing whether the reasoning is valid the evidence is relevant sufficient; identify false statements fallacious reasoning. RI Evaluate the argument specific claims in a text Grade 9-English 1 Page 9

10 Stard Coding Common Core Stard Statement Skills Informatio nal Text Integration of Knowledge Ideas R.CCR.8 Delineate evaluate the argument specific claims in a text, including the validity of the reasoning as well as the relevance sufficiency of the evidence. RI Delineate evaluate the argument specific claims in a text, assessing whether the reasoning is valid the evidence is relevant sufficient; identify false statements fallacious reasoning. RI Assess whether reasoning is valid the evidence (in a text) is relevant sufficient fallacious reasoning Informatio nal Text Integration of Knowledge Ideas R.CCR.8 Delineate evaluate the argument specific claims in a text, including the validity of the reasoning as well as the relevance sufficiency of the evidence. RI Delineate evaluate the argument specific claims in a text, assessing whether the reasoning is valid the evidence is relevant sufficient; identify false statements fallacious reasoning. RI Identify false statements fallacious reasoning in a text fallacious reasoning Informatio nal Text Integration of Knowledge Ideas R.CCR.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 Analyze seminal U.S. documents of historical 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 concepts. RI Analyze seminal U.S. documents of historical literary significance, including how they address related themes concepts Grade 9-English 1 Page 10

11 Stard Coding Common Core Stard Statement Skills Informatio nal Text Range of Reading Level of Text Complexity R.CCR.10 Read comprehend complex literary informational texts independently proficiently. RI By the end of grade 9, read comprehend literary nonfiction in the grades 9 10 text complexity b proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read comprehend literary nonfiction at the high end of the grades 9 10 text complexity b independently proficiently. RI By the end of grade 9, read comprehend literary nonfiction in the grades 9 10 text complexity b proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read comprehend literary nonfiction at the high end of the grades 9 10 text complexity b independently proficiently W.CCR.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning relevant sufficient evidence. W Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning relevant sufficient evidence. W Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning relevant sufficient evidence W.CCR.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning relevant sufficient evidence. W a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, create an organization that establishes clear relationships among claim(s), counterclaims, reasons, evidence. W a Introduce precise claims distinguish claims from alternate or opposing claims Grade 9-English 1 Page 11

12 Stard Coding Common Core Stard Statement Skills W.CCR.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning relevant sufficient evidence. W a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, create an organization that establishes clear relationships among claim(s), counterclaims, reasons, evidence. W a Create an organization that establishes clear relationships among claims, counterclaims, reasons, evidence W.CCR.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning relevant sufficient evidence. W b Develop claim(s) counterclaims fairly, supplying evidence for each while pointing out the strengths limitations of both in a manner that anticipates the audience s knowledge level concerns. W b Develop claim(s) counterclaims fairly, supplying evidence for each while pointing out the strengths limitations of both in a manner that anticipates the audience s knowledge level concerns W.CCR.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning relevant sufficient evidence. W c Use words, phrases, clauses to link the major sections of the text, create cohesion, clarify the relationships between claim(s) reasons, between reasons evidence, between claim(s) counterclaims. W c Write words, phrases, cohesion clauses to link the major sections of the text, create cohesion, clarify the relationships between claim(s) reasons, between reasons evidence, between claim(s) counterclaims W.CCR.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning relevant sufficient evidence. W d Establish maintain a formal style objective tone while attending to the norms conventions of the discipline in which they are writing. W d Establish maintain a formal style objective tone while attending to the norms conventions of the discipline in which they are writing convention norms tone objective tone Grade 9-English 1 Page 12

13 Stard Coding Common Core Stard Statement Skills W.CCR.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning relevant sufficient evidence. W e Provide a concluding statement or section that follows from supports the argument presented. W e Write a concluding statement or section that follows from supports the argument presented W.CCR.2 Write informative/explanatory texts to examine convey complex ideas information clearly accurately through the effective selection, organization, analysis of content. W Write informative/explanatory texts to examine convey complex ideas, concepts, information clearly accurately through the effective selection, organization, analysis of content. W Write informative/explanatory texts to examine convey complex ideas, concepts, information clearly accurately through the effective selection, organization, analysis of content W.CCR.2 Write informative/explanatory texts to examine convey complex ideas information clearly accurately through the effective selection, organization, analysis of content. W a Introduce a topic; organize complex ideas, concepts, information to make important connections distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), multimedia when useful to aiding comprehension. W a Introduce a topic; organize complex ideas, concepts, information to make important connections distinctions; include formatting, graphics, multimedia when useful to aiding comprehension W.CCR.2 Write informative/explanatory texts to examine convey complex ideas information clearly accurately through the effective selection, organization, analysis of content. W b Develop the topic with well-chosen, relevant, sufficient facts, extended definitions, concrete details, quotations, or other information examples appropriate to the audience s knowledge of the topic. W b Develop the topic with wellchosen, relevant, sufficient facts, extended definitions, concrete details, quotations, or other information examples appropriate to the audience s knowledge of the topic Grade 9-English 1 Page 13

14 Stard Coding Common Core Stard Statement Skills W.CCR.2 Write informative/explanatory texts to examine convey complex ideas information clearly accurately through the effective selection, organization, analysis of content. W c Use appropriate varied transitions to link the major sections of the text, create cohesion, clarify the relationships among complex ideas concepts. W c Write with appropriate varied transitions to link the major sections of the text, create cohesion, clarify the relationships among complex ideas concepts W.CCR.2 Write informative/explanatory texts to examine convey complex ideas information clearly accurately through the effective selection, organization, analysis of content. W.CCR.2 Write informative/explanatory texts to examine convey complex ideas information clearly accurately through the effective selection, organization, analysis of content. W.CCR.2 Write informative/explanatory texts to examine convey complex ideas information clearly accurately through the effective selection, organization, analysis of content. W.CCR.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, wellstructured event sequences. W d Use precise language domainspecific vocabulary to manage the complexity of the topic. W e Establish maintain a formal style objective tone while attending to the norms conventions of the discipline in which they are writing. W f Provide a concluding statement or section that follows from supports the information or explanation presented. W a Engage orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view introducting a narrator /or characters; create a smooth progression of experiences or events. W d Write with precise language domain-specific vocabulary to manage the complexity of the topic W e Establish maintain a formal style objective tone while attending to the norms conventions of the discipline in which they are writing W f Provide a concluding statement or section that follows from supports the information or explanation presented W a Engage orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view introducting a narrator /or characters; create a smooth progression of experiences or events tone orient Grade 9-English 1 Page 14

15 Stard Coding Common Core Stard Statement Skills W.CCR.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, wellstructured event sequences. W.CCR.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, wellstructured event sequences. W.CCR.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, wellstructured event sequences. W.CCR.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, wellstructured event sequences. W b Use narrative techniques, such as dialogue, pacing, description, reflection, multiple plot lines, to develop experiences, events, /or characters. W c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. W d Use precise words phrases, telling details, sensory language to convey a vivid picture of the experiences, events, setting, /or characters. W e Provide a conclusion that follows from reflects on what is experienced, observed, or resolved over the course of the narrative. W b Develop experiences, events, /or characters by using narrative techniques, such as dialogue, pacing, description, reflection, multiple plot lines W c Write with a variety of techniques to sequence events so that they build on one another to create a coherent whole W d Write precise words phrases, telling details, sensory language to convey a vivid picture of the experiences, events, setting, /or characters W e Write a conclusion that follows from reflects on what is experienced, observed, or resolved over the course of the narrative Production Distribution of W.CCR.4 Produce clear coherent writing in which the development, organization, style are appropriate to task, purpose, audience. W Produce clear coherent writing in which the development, organization, style are appropriate to task, purpose, audience. (Gradespecific expectations for writing types are defined in stards 1 3 above.) W Produce clear coherent writing in which the development, organization, style are appropriate to task, purpose, audience Grade 9-English 1 Page 15

16 Stard Coding Common Core Stard Statement Skills Production Distribution of Production Distribution of W.CCR.5 Develop strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.CCR.6 Use technology, including the Internet, to produce publish writing to interact collaborate with others. W W Develop 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 audience. Use technology, including the Internet, to produce, publish, update individual or shared writing products, taking advantage of technology s capacity to link to other information to display information flexibly dynamically. W Develop 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 audience W Produce, publish, update individual or shared writing products, taking advantage of technology s capacity to link to other information to display information flexibly dynamically Research to Build Present Knowledge W.CCR.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understing of the subject under investigation. W 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 understing of the subject under investigation. W 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 inquiry synthesize Grade 9-English 1 Page 16

17 Stard Coding Common Core Stard Statement Skills Research to Build Present Knowledge W.CCR.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understing of the subject under investigation. W 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 understing of the subject under investigation. W Synthesize multiple sources on a subject, demonstrating understing of the subject under investigation synthesize Research to Build Present Knowledge W.CCR.8 Gather relevant information from multiple print digital sources, assess the credibility accuracy of each source, integrate the information while avoiding plagiarism. W Gather relevant information from multiple authoritative print 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 following a stard format for citation. W Gather relevant information from multiple authoritative print digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question citation plagiarism Grade 9-English 1 Page 17

18 Stard Coding Common Core Stard Statement Skills Research to Build Present Knowledge W.CCR.8 Gather relevant information from multiple print digital sources, assess the credibility accuracy of each source, integrate the information while avoiding plagiarism. W Gather relevant information from multiple authoritative print 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 following a stard format for citation. W Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism following a stard format for citation citation plagiarism Research to Build Present Knowledge W.CCR.9 Draw evidence from literary or W informational texts to support analysis, reflection, research. Draw evidence from literary or informational texts to support analysis, reflection, research. W Draw evidence from literary or informational texts to support analysis, reflection, research Research to Build Present Knowledge W.CCR.9 Draw evidence from literary or informational texts to support analysis, reflection, research. W a Apply grades 9 10 Reading stards to literature (e.g., Analyze how an author draws on 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] ). W a Apply grades 9 10 Reading stards to literature Grade 9-English 1 Page 18

19 Stard Coding Common Core Stard Statement Skills Research to Build Present Knowledge W.CCR.9 Draw evidence from literary or informational texts to support analysis, reflection, research. W b Apply grades 9 10 Reading stards to literary nonfiction (e.g., Delineate evaluate the argument specific claims in a text, assessing whether the reasoning is valid the evidence is relevant sufficient; identify false statements fallacious reasoning ). W b Apply grades 9 10 Reading stards to literary nonfiction Range of W.CCR.10 Write routinely over extended time frames (time for research, reflection, revision) shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, audiences. W Write routinely over extended time frames (time for research, reflection, revision) shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, audiences. W Write routinely over extended time frames shorter time frames for a range of tasks, purposes, audiences Collaboration SL.CCR.1 Prepare for participate effectively in a range of conversations collaborations with diverse partners, building on others ideas expressing their own clearly persuasively. SL a Come to discussions prepared, having read researched material under study; explicitly draw on that preparation by referring to evidence from texts other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. SL a Prepare for discussions, having read researched material under study Grade 9-English 1 Page 19

20 Stard Coding Common Core Stard Statement Skills Collaboration Collaboration Collaboration Collaboration SL.CCR.1 Prepare for participate effectively in a range of conversations collaborations with diverse partners, building on others ideas expressing their own clearly persuasively. SL.CCR.1 Prepare for participate effectively in a range of conversations collaborations with diverse partners, building on others ideas expressing their own clearly persuasively. SL.CCR.1 Prepare for participate effectively in a range of conversations collaborations with diverse partners, building on others ideas expressing their own clearly persuasively. SL.CCR.1 Prepare for participate effectively in a range of conversations collaborations with diverse partners, building on others ideas expressing their own clearly persuasively. SL a Come to discussions prepared, having SL a Draw explicitly on that read researched material under preparation by referring to evidence study; explicitly draw on that from texts other research on the preparation by referring to evidence topic or issue to stimulate a thoughtful, from texts other research on the well-reasoned exchange of ideas topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. SL b Work with peers to set rules for collegial discussions decisionmaking (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals deadlines, individual roles as needed. SL b Work with peers to set rules for collegial discussions decisionmaking (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals deadlines, individual roles as needed. SL b Work with peers to set rules for collegial discussions decisionmaking (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals deadlines, individual roles as needed. SL b Work with peers to set rules for collegial discussions decisionmaking SL b Work with peers to set clear goals deadlines SL b Work with peers to set rules for individual roles as needed collegial discussion informal consensus collegial discussion informal consensus Grade 9-English 1 Page 20

21 Stard Coding Common Core Stard Statement Skills Collaboration Collaboration SL.CCR.1 Prepare for participate effectively in a range of conversations collaborations with diverse partners, building on others ideas expressing their own clearly persuasively. SL.CCR.1 Prepare for participate effectively in a range of conversations collaborations with diverse partners, building on others ideas expressing their own clearly persuasively. SL c Propel conversations by posing responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; clarify, verify, or challenge ideas conclusions. SL c Propel conversations by posing responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; clarify, verify, or challenge ideas conclusions. SL c Propel conversations by posing responding to questions that relate the current discussion to broader themes or larger ideas SL c Incorporate others into the discussion actively propel Collaboration SL.CCR.1 Prepare for participate effectively in a range of conversations collaborations with diverse partners, building on others ideas expressing their own clearly persuasively. SL c Propel conversations by posing responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; clarify, verify, or challenge ideas conclusions. SL c Clarify, verify, or challenge ideas conclusions verify Grade 9-English 1 Page 21

22 Stard Coding Common Core Stard Statement Skills Collaboration SL.CCR.1 Prepare for participate effectively in a range of conversations collaborations with diverse partners, building on others ideas expressing their own clearly persuasively. SL d Respond thoughtfully to diverse perspectives, summarize points of agreement disagreement,, when warranted, qualify or justify their own views understing make new connections in light of the evidence reasoning presented. SL d Respond thoughtfully to diverse perspectives perspective qualify Collaboration SL.CCR.1 Prepare for participate effectively in a range of conversations collaborations with diverse partners, building on others ideas expressing their own clearly persuasively. SL d Respond thoughtfully to diverse perspectives, summarize points of agreement disagreement,, when warranted, qualify or justify their own views understing make new connections in light of the evidence reasoning presented. SL d Summarize points of agreement disagreement perspective qualify Collaboration SL.CCR.1 Prepare for participate effectively in a range of conversations collaborations with diverse partners, building on others ideas expressing their own clearly persuasively. SL d Respond thoughtfully to diverse perspectives, summarize points of agreement disagreement,, when warranted, qualify or justify their own views understing make new connections in light of the evidence reasoning presented. SL d Qualify or justify their own views understing make new connections in light of the evidence reasoning presented when warranted perspective qualify Grade 9-English 1 Page 22

23 Stard Coding Common Core Stard Statement Skills Collaboration Collaboration Collaboration SL.CCR.2 Integrate evaluate information presented in diverse media formats, including visually, quantitatively, orally. SL.CCR.2 Integrate evaluate information presented in diverse media formats, including visually, quantitatively, orally. SL.CCR.3 Evaluate a speaker s point of view, reasoning, use of evidence rhetoric. SL SL SL Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility accuracy of each source. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility accuracy of each source. Evaluate a speaker s point of view, reasoning, use of evidence rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. SL Integrate multiple sources of information presented in diverse media or formats SL Evaluate the credibility accuracy of each source SL Evaluate a speaker's point of view, reasoning, use of evidence rhetoric accuracy credibility quantitatively accuracy credibility quantitatively rhetoric Collaboration SL.CCR.3 Evaluate a speaker s point of view, reasoning, use of evidence rhetoric. SL Evaluate a speaker s point of view, reasoning, use of evidence rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. SL Identify any fallacious reasoning or exaggerated or distorted evidence rhetoric Grade 9-English 1 Page 23

24 Stard Coding Common Core Stard Statement Skills Presentation of Knowledge Ideas SL.CCR.4 Present information, findings, supporting evidence such that listeners can follow the line of reasoning the organization, development, style are appropriate to task, purpose, audience. SL Present information, findings, SL Present information, findings, supporting evidence clearly, concisely, supporting evidence clearly, logically such that listeners can concisely, logically such that follow the line of reasoning the listeners can follow the line of reasoning organization, development, substance, style are appropriate to purpose, audience, task. organization Presentation of Knowledge Ideas SL.CCR.4 Present information, findings, supporting evidence such that listeners can follow the line of reasoning the organization, development, style are appropriate to task, purpose, audience. SL Present information, findings, SL Present information, findings, supporting evidence clearly, concisely, supporting evidence in which the logically such that listeners can organization, development, substance, follow the line of reasoning the style are appropriate to purpose, organization, development, substance, audience, task style are appropriate to purpose, audience, task. organization substance Presentation of Knowledge Ideas SL.CCR.5 Make strategic use of digital media visual displays of data to express information enhance understing of presentations. SL Make strategic use of digital media (e.g., textual, graphical, audio, visual, interactive elements) in presentations to enhance understing of findings, reasoning, evidence to add interest. SL Make strategic use of digital media in presentations to enhance understing of findings, reasoning, evidence to add interest Presentation of Knowledge Ideas SL.CCR.6 Adapt speech to a variety of contexts communicative tasks, demonstrating comm of formal English when indicated or appropriate. SL Adapt speech to a variety of contexts tasks, demonstrating comm of formal English when indicated or appropriate. SL Adapt speech to a variety of contexts tasks, demonstrating comm of formal English when indicated or appropriate Grade 9-English 1 Page 24

25 Stard Coding Common Core Stard Statement Skills Conventions of Stard English Conventions of Stard English Conventions of Stard English L.CCR.1 Demonstrate comm of the conventions of stard English grammar usage when writing or speaking. L.CCR.1 Demonstrate comm of the conventions of stard English grammar usage when writing or speaking. L.CCR.1 Demonstrate comm of the conventions of stard English grammar usage when writing or speaking. L Demonstrate comm of the conventions of stard English grammar usage when writing or speaking. L Write or speak with comm of the conventions of stard English grammar usage when writing or speaking L a Use parallel structure.* L a Write or speak with parallel structure L b Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings add variety interest to writing or presentations. L b Write or speak with various types of phrases clauses to convey specific meanings add variety interest to writing or presentations parallel structure dependent clause independent clause participle Conventions of Stard English Conventions of Stard English Conventions of Stard English L.CCR.2 Demonstrate comm of the conventions of stard English capitalization, punctuation, spelling when writing. L.CCR.2 Demonstrate comm of the conventions of stard English capitalization, punctuation, spelling when writing. L.CCR.2 Demonstrate comm of the conventions of stard English capitalization, punctuation, spelling when writing. L L a L b Demonstrate comm of the conventions of stard English capitalization, punctuation, spelling when writing. Use a semicolon ( perhaps a conjunctive adverb) to link two or more closely related independent clauses. Use a colon to introduce a list or quotation. L Write with comm of the conventions of stard English capitalization, punctuation, spelling L a Use a semicolon to link two or more closely related independent clauses L b Use a colon to introduce a list or quotation conjunctive adjverb semicolon colon Grade 9-English 1 Page 25

26 Stard Coding Common Core Stard Statement Skills Conventions of Stard English L.CCR.2 Demonstrate comm of the conventions of stard English capitalization, punctuation, spelling when writing. L c Spell correctly. L c Spell correctly Knowledge of L.CCR.3 Apply knowledge of language to underst how language functions in different contexts, to make effective choices for meaning or style, to comprehend more fully when reading or listening. L Apply knowledge of language to underst how language functions in different contexts, to make effective choices for meaning or style, to comprehend more fully when reading or listening. L Apply knowledge of language to underst how language functions in different contexts, to make effective choices for meaning or style, to comprehend more fully when reading or listening Knowledge of Acquisition Use Acquisition Use L.CCR.3 Apply knowledge of language to underst how language functions in different contexts, to make effective choices for meaning or style, to comprehend more fully when reading or listening. L.CCR.4 Determine or clarify the meaning of unknown multiple-meaning words phrases by using context clues, analyzing meaningful word parts, consulting general specialized reference materials, as appropriate. L.CCR.4 Determine or clarify the meaning of unknown multiple-meaning words phrases by using context clues, analyzing meaningful word parts, consulting general specialized reference materials, as appropriate. L a L L a Write edit work so that it conforms to the guidelines in a style manual (e.g., MLA Hbook, Turabian s Manual for Writers) appropriate for the discipline writing type. Determine or clarify the meaning of unknown multiple-meaning words phrases based on grades 9 10 reading content, choosing flexibly from a range of strategies. 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. L a Write edit work so that it conforms to the guidelines in a style manual appropriate for the discipline writing type L Determine or clarify the meaning of unknown multiplemeaning words phrases based on grades 9 10 reading content, choosing flexibly from a range of strategies L a Use context as a clue to the meaning of a word or phrase style manual Grade 9-English 1 Page 26

27 Stard Coding Common Core Stard Statement Skills Acquisition Use Acquisition Use L.CCR.4 Determine or clarify the meaning of unknown multiple-meaning words phrases by using context clues, analyzing meaningful word parts, consulting general specialized reference materials, as appropriate. L.CCR.4 Determine or clarify the meaning of unknown multiple-meaning words phrases by using context clues, analyzing meaningful word parts, consulting general specialized reference materials, as appropriate. L b L c Identify correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). Consult general specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. L b Identify correctly use patterns of word changes that indicate different meanings or parts of speech L c Consult general specialized reference materials, both print digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology etymology Acquisition Use Acquisition Use Acquisition Use L.CCR.4 Determine or clarify the meaning of unknown multiple-meaning words phrases by using context clues, analyzing meaningful word parts, consulting general specialized reference materials, as appropriate. L.CCR.5 Demonstrate understing of word relationships nuances in word meanings. L.CCR.5 Demonstrate understing of word relationships nuances in word meanings. L d L L a 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). Demonstrate understing of figurative language, word relationships, nuances in word meanings. L d Verify the preliminary determination of the meaning of a word or phrase L Demonstrate understing of figurative language, word relationships, nuances in word meanings figurative language Interpret figures of speech (e.g., L a Interpret figures of speech in euphemism euphemism, oxymoron) in context context analyze their role in the text oxymoron analyze their role in the text. Grade 9-English 1 Page 27