What Every Parent Needs To Know
About The Common Core State Standards
About The Common Core State Standards
Ninth & Tenth Grade Language Arts Learning Targets - Common Core
Strand Standard Statement Learning Target
Reading: 1 I can cite strong and thorough textual evidence that supports my inferences and analysis RL 1-1
Literature of the text.
2 I can determine the theme of a text. RL 2-1
2 I can analyze the development of the theme throughout a text, including how it is shaped RL 2-2
by specific details/events.
2 I can give an objective summary of a text. RL 2-3
3 I can analyze how complex characters develop through the text, interact with other RL 3-1
characters, advance the plot, or develop the theme.
4 I can determine the figurative and connotative meaning of words and phrases based on RL 4-1
how they are used in a text.
4 I can analyze the impact word choice on the meaning or tone of a text. RL 4-2
5 I can analyze how an author’s choices about text structure, event order, and time RL 5-1
manipulation, create effects such as mystery, tension, or surprise.
6 I can analyze a point of view or cultural experience as reflected in a work from outside the RL 6-1
US.
7 I can analyze the representation of a topic in two different mediums, including what is RL 7-1
emphasized or missing in each.
8 Not applicable to literature.
9 I can analyze how an author draws on or transforms source material from a specific work. RL 9-1
(allusion)
10 I can read and comprehend literature at the nine-ten grade span; reading literature RL 10-1
appropriate to my grade level and skill.
Reading:
Informational Text
1 I can cite strong and thorough textual evidence that supports my inferences and analysis RI 1-1
of the text.
2 I can determine a central idea in a text, and analyze how its development and how it RI 2-1
emerges and is shaped through details.
2 I can give an objective summary of the text. RI 2-2
3 I can analyze how an author unfolds an analysis or series of events. RI 3-1
4 I can determine the figurative, connotative, or technical meaning of words or phrases in a RI 4-1
grade 9 or 10 text.
4 I can analyze the impact of word choice on the meaning or tone of the text. RI 4-2
5 I can analyze how an author’s ideas or claims are developed or refined by specific parts of the RI 5-1
text.
6 I can determine the author’s point of view in a text. RI 6-1
6 I can determine the author’s purpose for writing a text. RI 6-2
6 I can analyze how an author uses rhetoric to advance his point of view or purpose. RI 6-3
7 I can analyze accounts of the same subject told in a different medium, determining which RI 7-1
aspects are emphasized in which medium.
8 I can delineate and evaluate the argument and specific claims of a text. RI 8-1
8 I can assess whether an author’s reasoning is valid and whether he has enough relevant RI 8-2
evidence to support the claims he makes.
8 I can identify false statements and fallacious reasoning. RI 8-3
9 I can analyze seminal US documents based on how they address related themes and RI 9-1
concepts.
10 I can read and comprehend informational text appropriate for the grade 9-10 grade span. RI 10-1
Writing
1 I can write arguments to support claims of substantive topics or texts, using valid W 1-1
reasoning, relevant, and sufficient evidence, where I:
a - introduce precise claims, distinguish my claims from opposing claims, and create an
organization that establishes clear relationships,
b - develop claims/counterclaims fairly, supplying evidence for and pointing out strengths
and limitations of both sides,
c - use words, phrases, and clauses to link sections of the text, create cohesion, and clarify
relationships,
d - establish and maintain a formal style and objective tone, and
e - provide a concluding statement or section that flows from the presented argument.
2 I can write an informative piece, which examines and conveys complex ideas/information W 2-1
through effective selection, organization, and analysis of content; where I,
a - introduce a topic, organize complex ideas to make connections, include formatting,
graphics, and multimedia when useful,
b - use well-chosen and relevant facts, definitions, details, and quotations, or other
examples to develop the topic,
c - use appropriate, varied transitions to create cohesion and clarify relationships,
d - use precise language and vocabulary to manage the complexity of the topic,
e - establish and maintain a formal style and objective tone, and
f ~provide a concluding statement or section that supports the information presented.
3 I can write a narrative to develop real or imagined events, using effective technique, details, W 3-1
and well-structured sequence, where I:
a - set out a problem or situation, establish point of view, introduce a narrator and/or
characters, and create a smooth progression of events,
b - use dialogue, descriptions, pacing, reflection, and multiple plot lines to develop events,
experiences, and characters,
c - use a variety of techniques to sequence events so they build on one another,
d - use precise words and phrases and sensory details and language to convey experiences,
events, setting, and characters, and
e - provide a conclusion that follows the form and reflects on the narrated events.
4 I can produce clear, coherent writing in which the development, organization, and style are W 4-1
appropriate for ninth and tenth grade tasks, purposes, and audiences.
5 I can develop and strengthen my writing by planning, revising, editing, and/or trying new W 5-1
approaches.
5 I can focus on addressing a specific purpose and audience in my writing. W 5-2
6 I can use technology to produce, publish, and update my own work, and shared writing W 6-1
projects.
7 I can conduct short or sustained research projects, that answer a specific question or solve W 7-1
a problem.
7 I can narrow or broaden my search when appropriate. W 7-2
7 I can synthesize multiple sources on a subject and demonstrate the subject under W 7-3
investigation.
8 I can gather information from multiple sources (print and digital) and assess credibility and W 8-1
accuracy of those sources.
8 I can integrate information into a text while maintaining flow of ideas and avoiding W 8-2
plagiarism.
8 I can follow a standard format for citation in my work. W 8-3
9a I can use evidence from literature to support analysis, reflection, and research in my writing. W 9a-1
9b I can use evidence from informational text to support analysis, reflection, and research in W9b-1
my writing.
10 I can write for a range of time, tasks, purposes, and audiences. W 10-1
Speaking & 1a I can prepare for a class discussion and participate by referring to my findings during SL 1a-1
Listening discussion.
1b I can follow agreed-upon rules for class discussions, track progress towards stated goals, SL 1b-1
and define individual roles if needed.
1c I can propel a conversation by asking questions, incorporating others into a discussion, and SL 1c-1
clarifying or challenging the ideas of others.
1d I can respond thoughtfully to diverse perspectives, summarize points of agreement and SL 1d-1
disagreement, and justify or change my own views in light of new ideas and information.
2 I can integrate multiple sources of information while evaluating the credibility and accuracy SL 2-1
of each source.
3 I can evaluate a speaker’s point of view, reasoning, or use of evidence. SL 3-1
These standards are designed to prepare each student to meet the high academic standards of the 11th and 12th grade. I n order to give each student the greatest opportunity to succeed, each student must practice these skills. Never assume that a student of mine "never has any homework." Every night, students should be reading, writing, speaking, and listening. The text could be a newspaper article, online article, story, poem, or any piece of writing they can access. Writing can be done in many forms-- reflective journaling, diary, letters, music reviews, or any activity that requires pen to meet paper. With you help, we can give your child the greatest opportunity to meet their highest achievement level.
Strand Standard Statement Learning Target
Reading: 1 I can cite strong and thorough textual evidence that supports my inferences and analysis RL 1-1
Literature of the text.
2 I can determine the theme of a text. RL 2-1
2 I can analyze the development of the theme throughout a text, including how it is shaped RL 2-2
by specific details/events.
2 I can give an objective summary of a text. RL 2-3
3 I can analyze how complex characters develop through the text, interact with other RL 3-1
characters, advance the plot, or develop the theme.
4 I can determine the figurative and connotative meaning of words and phrases based on RL 4-1
how they are used in a text.
4 I can analyze the impact word choice on the meaning or tone of a text. RL 4-2
5 I can analyze how an author’s choices about text structure, event order, and time RL 5-1
manipulation, create effects such as mystery, tension, or surprise.
6 I can analyze a point of view or cultural experience as reflected in a work from outside the RL 6-1
US.
7 I can analyze the representation of a topic in two different mediums, including what is RL 7-1
emphasized or missing in each.
8 Not applicable to literature.
9 I can analyze how an author draws on or transforms source material from a specific work. RL 9-1
(allusion)
10 I can read and comprehend literature at the nine-ten grade span; reading literature RL 10-1
appropriate to my grade level and skill.
Reading:
Informational Text
1 I can cite strong and thorough textual evidence that supports my inferences and analysis RI 1-1
of the text.
2 I can determine a central idea in a text, and analyze how its development and how it RI 2-1
emerges and is shaped through details.
2 I can give an objective summary of the text. RI 2-2
3 I can analyze how an author unfolds an analysis or series of events. RI 3-1
4 I can determine the figurative, connotative, or technical meaning of words or phrases in a RI 4-1
grade 9 or 10 text.
4 I can analyze the impact of word choice on the meaning or tone of the text. RI 4-2
5 I can analyze how an author’s ideas or claims are developed or refined by specific parts of the RI 5-1
text.
6 I can determine the author’s point of view in a text. RI 6-1
6 I can determine the author’s purpose for writing a text. RI 6-2
6 I can analyze how an author uses rhetoric to advance his point of view or purpose. RI 6-3
7 I can analyze accounts of the same subject told in a different medium, determining which RI 7-1
aspects are emphasized in which medium.
8 I can delineate and evaluate the argument and specific claims of a text. RI 8-1
8 I can assess whether an author’s reasoning is valid and whether he has enough relevant RI 8-2
evidence to support the claims he makes.
8 I can identify false statements and fallacious reasoning. RI 8-3
9 I can analyze seminal US documents based on how they address related themes and RI 9-1
concepts.
10 I can read and comprehend informational text appropriate for the grade 9-10 grade span. RI 10-1
Writing
1 I can write arguments to support claims of substantive topics or texts, using valid W 1-1
reasoning, relevant, and sufficient evidence, where I:
a - introduce precise claims, distinguish my claims from opposing claims, and create an
organization that establishes clear relationships,
b - develop claims/counterclaims fairly, supplying evidence for and pointing out strengths
and limitations of both sides,
c - use words, phrases, and clauses to link sections of the text, create cohesion, and clarify
relationships,
d - establish and maintain a formal style and objective tone, and
e - provide a concluding statement or section that flows from the presented argument.
2 I can write an informative piece, which examines and conveys complex ideas/information W 2-1
through effective selection, organization, and analysis of content; where I,
a - introduce a topic, organize complex ideas to make connections, include formatting,
graphics, and multimedia when useful,
b - use well-chosen and relevant facts, definitions, details, and quotations, or other
examples to develop the topic,
c - use appropriate, varied transitions to create cohesion and clarify relationships,
d - use precise language and vocabulary to manage the complexity of the topic,
e - establish and maintain a formal style and objective tone, and
f ~provide a concluding statement or section that supports the information presented.
3 I can write a narrative to develop real or imagined events, using effective technique, details, W 3-1
and well-structured sequence, where I:
a - set out a problem or situation, establish point of view, introduce a narrator and/or
characters, and create a smooth progression of events,
b - use dialogue, descriptions, pacing, reflection, and multiple plot lines to develop events,
experiences, and characters,
c - use a variety of techniques to sequence events so they build on one another,
d - use precise words and phrases and sensory details and language to convey experiences,
events, setting, and characters, and
e - provide a conclusion that follows the form and reflects on the narrated events.
4 I can produce clear, coherent writing in which the development, organization, and style are W 4-1
appropriate for ninth and tenth grade tasks, purposes, and audiences.
5 I can develop and strengthen my writing by planning, revising, editing, and/or trying new W 5-1
approaches.
5 I can focus on addressing a specific purpose and audience in my writing. W 5-2
6 I can use technology to produce, publish, and update my own work, and shared writing W 6-1
projects.
7 I can conduct short or sustained research projects, that answer a specific question or solve W 7-1
a problem.
7 I can narrow or broaden my search when appropriate. W 7-2
7 I can synthesize multiple sources on a subject and demonstrate the subject under W 7-3
investigation.
8 I can gather information from multiple sources (print and digital) and assess credibility and W 8-1
accuracy of those sources.
8 I can integrate information into a text while maintaining flow of ideas and avoiding W 8-2
plagiarism.
8 I can follow a standard format for citation in my work. W 8-3
9a I can use evidence from literature to support analysis, reflection, and research in my writing. W 9a-1
9b I can use evidence from informational text to support analysis, reflection, and research in W9b-1
my writing.
10 I can write for a range of time, tasks, purposes, and audiences. W 10-1
Speaking & 1a I can prepare for a class discussion and participate by referring to my findings during SL 1a-1
Listening discussion.
1b I can follow agreed-upon rules for class discussions, track progress towards stated goals, SL 1b-1
and define individual roles if needed.
1c I can propel a conversation by asking questions, incorporating others into a discussion, and SL 1c-1
clarifying or challenging the ideas of others.
1d I can respond thoughtfully to diverse perspectives, summarize points of agreement and SL 1d-1
disagreement, and justify or change my own views in light of new ideas and information.
2 I can integrate multiple sources of information while evaluating the credibility and accuracy SL 2-1
of each source.
3 I can evaluate a speaker’s point of view, reasoning, or use of evidence. SL 3-1
These standards are designed to prepare each student to meet the high academic standards of the 11th and 12th grade. I n order to give each student the greatest opportunity to succeed, each student must practice these skills. Never assume that a student of mine "never has any homework." Every night, students should be reading, writing, speaking, and listening. The text could be a newspaper article, online article, story, poem, or any piece of writing they can access. Writing can be done in many forms-- reflective journaling, diary, letters, music reviews, or any activity that requires pen to meet paper. With you help, we can give your child the greatest opportunity to meet their highest achievement level.