| A | B | C | D | E | F | G | |
|---|---|---|---|---|---|---|---|
1 | Step 1: Determine Power and Supporting Standards | # of Total Standards=66 | # of Power Standards=23 | # of Support Standards=43 | |||
2 | Standard Number | Standard | Endurance | Leverage | Readiness | External Exam | Power or Support |
3 | RL.9-10.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | Yes | Yes | Yes | Yes | Power |
4 | RL.9-10.2 | Determine a theme 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. | Yes | Yes | Yes | Yes | Power |
5 | RL.9-10.3 | Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. | Yes | No | Yes | Yes | Power |
6 | RL.9-10.4 | Determine the meaning of words and phrases as they are used in the text; analyze the cumulative impact of specific word choices on meaning and tone. | Yes | Yes | Yes | Yes | Power |
7 | RL.9-10.5 | Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create effects such as mystery, tension, or surprise. | No | No | Yes | Yes | Power |
8 | RL.9-10.6 | Analyze a particular perspective or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. | Yes | Yes | Yes | No | Support |
9 | RL.9-10.7 | Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. | Yes | Yes | Yes | No | Support |
10 | RL.9-10.9 | Analyze how an author adopts or adapts source material in a specific work. | Yes | Yes | No | No | Support |
11 | RL.9-10.10 | By the end of grade 9, read and understand literature within the 9-10 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text. | Yes | Yes | Yes | Yes | Support |
12 | RI.9-10.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | Yes | Yes | Yes | Yes | Power |
13 | RI.9-10.2 | 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. | Yes | Yes | Yes | Yes | Power |
14 | RI.9-10.3 | Analyze how the author unfolds an analysis or series of ideas or events including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. | Yes | Yes | Yes | Yes | Power |
15 | RI.9-10.4 | Determine the meaning of words and phrases as they are used in a text; analyze the cumulative impact of specific word choices on meaning and tone. | Yes | Yes | Yes | Yes | Power |
16 | RI.9-10.5 | Analyze how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. | Yes | No | Yes | Yes | Power |
17 | RI.9-10.6 | Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. | No | Yes | Yes | Yes | Power |
18 | RI.9-10.7 | Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account. | Yes | Yes | No | Yes | Support |
19 | RI.9-10.8 | Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. | Yes | Yes | Yes | Yes | Power |
20 | RI.9-10.9 | Analyze influential documents of historical and literary significance, including how they address related themes and concepts. | Yes | Yes | Yes | No | Support |
21 | RI.9-10.10 | By the end of grade 9, read and understand informational texts within the 9-10 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text. | Yes | Yes | Yes | Yes | Support |
22 | W.9-10.1 | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. | Yes | Yes | Yes | Yes | Power |
23 | W.9-10.1.a | Organize information and ideas around a topic to plan and prepare to write | Yes | Yes | Yes | No | Support |
24 | W.9-10.1.b | Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. | Yes | Yes | Yes | Yes | Support |
25 | W.9-10.1.c | Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. | Yes | Yes | Yes | No | Support |
26 | W.9-10.1.d | Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims | Yes | Yes | Yes | No | Support |
27 | W.9-10.1.e | Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing | Yes | Yes | Yes | No | Support |
28 | W.9-10.1.f | Provide a concluding statement or section that follows from and supports the argument presented. | Yes | Yes | Yes | No | Support |
29 | W.9-10.1.g | Develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. | Yes | Yes | Yes | Yes | Power |
30 | W.9-10.2 | Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. | Yes | Yes | Yes | Yes | Power |
31 | W.9-10.2.a | Organize information and ideas around a topic to plan and prepare to write. | Yes | Yes | Yes | Yes | Support |
32 | W.9-10.2.b | Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting, graphics, and multimedia when useful to aiding comprehension. | Yes | Yes | Yes | Yes | Support |
33 | W.9-10.2.c | Develop the topic with wellchosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic | Yes | Yes | Yes | Yes | Support |
34 | W.9-10.2.d | Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts | Yes | Yes | Yes | No | Support |
35 | W.9-10.2.e | Use precise language and domain-specific vocabulary to manage the complexity of the topic | Yes | Yes | Yes | Yes | Support |
36 | W.9-10.2.f | Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. | Yes | Yes | Yes | Yes | Support |
37 | W.9-10.2.g | Provide a concluding statement or section that follows from and supports the information or explanation presented. | Yes | Yes | Yes | No | Support |
38 | W.9-10.2.h | Develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. | Yes | Yes | Yes | Yes | Power |
39 | W.9-10.3 | Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences. | Yes | Yes | Yes | No | Support |
40 | W.9-10.3.a | Organize information and ideas around a topic to plan and prepare to write. | Yes | Yes | Yes | No | Support |
41 | W.9-10.3.b | Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events | Yes | Yes | Yes | No | Support |
42 | W.9-10.3.c | Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. | Yes | Yes | Yes | No | Support |
43 | W.9-10.3.d | Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. | Yes | Yes | Yes | No | Support |
44 | W.9-10.3.e | Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. | Yes | Yes | Yes | No | Support |
45 | W.9-10.3.f | Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. | Yes | Yes | Yes | No | Support |
46 | W.9-10.3.g | Develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. | Yes | Yes | Yes | No | Support |
47 | W.9-10.4 | Use digital tools and resources 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 | Yes | Yes | Yes | No | Support |
48 | W.9-10.5 | Conduct short as well as more sustained research projects to answer a question (including a selfgenerated 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. | Yes | Yes | Yes | No | Power |
49 | W.9-10.6 | 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. | Yes | Yes | Yes | No | Support |
50 | SL.9-10.1 | Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. | Yes | Yes | Yes | No | Support |
51 | SL.9-10.1.a | Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. | Yes | Yes | Yes | No | Support |
52 | SL.9-10.1.b | Work with peers to set rules for collegial discussions and decision-making, clear goals and deadlines, and individual roles as needed. | Yes | Yes | Yes | Yes | Support |
53 | SL.9-10.1.c | Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. | Yes | Yes | Yes | No | Support |
54 | SL.9-10.1.d | Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. | Yes | Yes | Yes | No | Support |
55 | SL.9-10.2 | Integrate multiple sources of information presented in diverse media or formats, evaluating the credibility and accuracy of each source. | Yes | Yes | Yes | No | Support |
56 | SL.9-10.3 | Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. | Yes | Yes | Yes | No | Power |
57 | SL.9-10.4 | Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. | Yes | Yes | Yes | No | Power |
58 | SL.9-10.5 | Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. | Yes | Yes | Yes | No | Support |
59 | L.9-10.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 9-12 grammar continuum. | Yes | Yes | Yes | Yes | Power |
60 | L.9-10.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 9-12 conventions continuum. | Yes | Yes | Yes | No | Power |
61 | L.9-10.3 | 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. | Yes | Yes | Yes | Yes | Power |
62 | L.9-10.3.a | Write and edit work so that it conforms to the guidelines in astyle manual appropriate for the discipline and writing type. | Yes | Yes | Yes | No | Support |
63 | L.9-10.3.b | Use parallel structure | Yes | Yes | Yes | No | Support |
64 | L.9-10.4 | Determine and/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: context clues, word parts, word relationships, and reference materials. | Yes | Yes | Yes | Yes | Power |
65 | L.9-10.5 | Demonstrate understanding of figurative language and nuances in word meanings. | Yes | Yes | Yes | Yes | Support |
66 | L.9-10.5.a | Interpret figures of speech in context and analyze their role in the text based on grades 9-10 reading and content. | Yes | No | Yes | Yes | Support |
67 | L.9-10.5.b | Analyze nuances in the meaning of words with similar denotations. | Yes | No | Yes | Yes | Support |
68 | L.9-10.6 | Acquire and use accurately general academic and domainspecific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in developing vocabulary knowledge when considering a word or phrase important to comprehension or expression. | Yes | Yes | Yes | Yes | Support |
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