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1 | canvas_id | vendor_guid | object_type | title | description | display_name | calculation_method | calculation_int | workflow_state | parent_guids | mastery_points | ratings | |||||||||||||
2 | ELA | group | English 9 Standards | The study of language arts is the study of communication in many forms. English language arts classes in schools aim to give students the tools to be effective communicators: readers, writers, speakers, and listeners. Students are taught to read by being trained in a variety of reading strategies and processes and are given numerous opportunities to practice their skills. | ELA 9 Standards | active | |||||||||||||||||||
3 | ELARL | group | English 9 Reading Literature Standards | The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. This standard set focuses on reading literature. | Reading Literature | active | ELA | ||||||||||||||||||
4 | ELARI | group | English 9 Reading Information Standards | The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. This standard set focuses on reading informational text. | Reading Information | active | ELA | ||||||||||||||||||
5 | ELAW | group | English 9 Writing Standards | The Writing standards stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts. | Writing | active | ELA | ||||||||||||||||||
6 | ELASL | group | English 9 Speaking and Listening Standards | Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills. | Speaking and Listening | active | ELA | ||||||||||||||||||
7 | ELAL | group | English 9 Language Standards | The Language standards include the essential “rules” of standard written and spoken English, but they also approach language as a matter of craft and informed choice among alternatives. | Language | active | ELA | ||||||||||||||||||
8 | a | outcome | 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. | Cite Strong Literary Evidence | decaying_average | 60 | active | ELA ELARL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
9 | b | outcome | RL.9-10.10 | 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. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently. | Read and Comprehend Literature | decaying_average | 60 | active | ELA ELARL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
10 | c | outcome | RL.9-10.2 | 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. | Determine the Central Idea | decaying_average | 60 | active | ELA ELARL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
11 | d | outcome | RL.9-10.3 | Analyze how complex characters (e.g., 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. | Analyze Complex Character Development | decaying_average | 60 | active | ELA ELARL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
12 | e | outcome | RL.9-10.4 | 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 (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). | Determine the Meaning of Words in Literature | decaying_average | 60 | active | ELA ELARL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
13 | f | outcome | RL.9-10.5 | Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. | Analyze Effect of Text Structure | decaying_average | 60 | active | ELA ELARL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
14 | g | outcome | RL.9-10.6 | 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. | Analyze Point of View or Culture Reflected in Literature | decaying_average | 60 | active | ELA ELARL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
15 | h | outcome | 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 (e.g., Auden's "Musee des Beaux Arts" and Breughel's Landscape with the Fall of Icarus). | Analyze Subject in Multiple Artistic Mediums | decaying_average | 60 | active | ELA ELARL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
16 | i | outcome | RL.9-10.9 | Analyze how an author draws on and 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). | Analyze Author's Tranformation of Source Material | decaying_average | 60 | active | ELA ELARL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
17 | j | outcome | 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. | Cite Strong Informational Evidence | decaying_average | 60 | active | ELA ELARI | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
18 | k | outcome | RI.9-10.10 | 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. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently. | Read and Comprehend Nonfiction | decaying_average | 60 | active | ELA ELARI | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
19 | l | outcome | 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. | Determine Main Idea of a Text | decaying_average | 60 | active | ELA ELARI | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
20 | m | outcome | 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. | Analyze How Author Examines a Series of Ideas | decaying_average | 60 | active | ELA ELARI | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
21 | n | outcome | RI.9-10.4 | 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 (e.g., how the language of a court opinion differs from that of a newspaper). | Determine the Meaning of Words in Nonfiction | decaying_average | 60 | active | ELA ELARI | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
22 | o | outcome | RI.9-10.5 | Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). | Analyze Development of Author Claim(s) | decaying_average | 60 | active | ELA ELARI | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
23 | p | outcome | 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. | Analyze Point of View or Rhetoric Used by Author | decaying_average | 60 | active | ELA ELARI | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
24 | q | outcome | RI.9-10.7 | Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account. | Analyze Accounts of Subject in Different Mediums | decaying_average | 60 | active | ELA ELARI | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
25 | r | outcome | 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. | Evaluate Argument and Claims in Text | decaying_average | 60 | active | ELA ELARI | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
26 | s | outcome | RI.9-10.9 | Analyze seminal U.S. documents of historical and 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 and concepts. | Analyze Influential U.S. Documents | decaying_average | 60 | active | ELA ELARI | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
27 | t | outcome | 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. | Write Arguments to Support Claims | decaying_average | 60 | active | ELA ELAW | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
28 | u | outcome | W.9-10.1a | 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. | Introduce Clear and Distinguished Claims in an Argument | decaying_average | 60 | active | ELA ELAW | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
29 | v | outcome | W.9-10.1b | 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. | Develop Claims and Counterclaims in an Argument | decaying_average | 60 | active | ELA ELAW | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
30 | w | outcome | W.9-10.1c | 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. | Link Major Sections of Text in an Argument | decaying_average | 60 | active | ELA ELAW | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
31 | x | outcome | W.9-10.1d | Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. | Establish a Formal Style and Tone in an Argument | decaying_average | 60 | active | ELA ELAW | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
32 | y | outcome | W.9-10.1e | Provide a concluding statement or section that follows from and supports the argument presented. | Provide a Conclusion in an Argument | decaying_average | 60 | active | ELA ELAW | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
33 | z | outcome | 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. | Write to Inform Readers of Complex Concpets | decaying_average | 60 | active | ELA ELAW | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
34 | aa | outcome | W.9-10.2a | Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings); graphics (e.g., figures, tables); and multimedia when useful to aiding comprehension. | Introduce an Informative Topic Clearly | decaying_average | 60 | active | ELA ELAW | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
35 | bb | outcome | W.9-10.2b | Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. | Develop an Informational Topic with Facts | decaying_average | 60 | active | ELA ELAW | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
36 | cc | outcome | W.9-10.2c | Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. | Link Major Sections of Informational Text | decaying_average | 60 | active | ELA ELAW | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
37 | dd | outcome | W.9-10.2d | Use precise language and domain-specific vocabulary to manage the complexity of the topic. | Use Precise and Domain-Specific Language in an Information Text | decaying_average | 60 | active | ELA ELAW | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
38 | ee | outcome | W.9-10.2e | Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. | Establish a Formal Style and Tone in an Informational Text | decaying_average | 60 | active | ELA ELAW | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
39 | ff | outcome | W.9-10.2f | Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). | Provide a Conclusion to an Informational Text | decaying_average | 60 | active | ELA ELAW | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
40 | gg | outcome | W.9-10.3 | Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. | Write to Develop Real or Imagined Experiences | decaying_average | 60 | active | ELA ELAW | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
41 | hh | outcome | W.9-10.3a | 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. | Engage and Orient the Reader in a Narrative | decaying_average | 60 | active | ELA ELAW | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
42 | ii | outcome | W.9-10.3b | Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. | Use Narrative Techniques to Develop a Story | decaying_average | 60 | active | ELA ELAW | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
43 | jj | outcome | W.9-10.3c | Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. | Sequence Events Purposfully | decaying_average | 60 | active | ELA ELAW | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
44 | kk | outcome | W.9-10.3d | Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. | Use Percise Words in a Narrative | decaying_average | 60 | active | ELA ELAW | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
45 | ll | outcome | W.9-10.3e | Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. | Provide a Coherent Conclusion in a Narrative | decaying_average | 60 | active | ELA ELAW | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
46 | mm | outcome | W.9-10.4 | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in W.9-10.1-3.) | Produce Clear and Coherent Writing | decaying_average | 60 | active | ELA ELAW | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
47 | nn | outcome | W.9-10.5 | 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. (Editing for conventions should demonstrate command of L.9-10.1-3.) | Strengthen Writing Through the Writing Process | decaying_average | 60 | active | ELA ELAW | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
48 | oo | outcome | W.9-10.6 | 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. | Use Technology to Write and Publish Works | decaying_average | 60 | active | ELA ELAW | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
49 | pp | outcome | W.9-10.7 | 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 understanding of the subject under investigation. | Conduct Research Projects | decaying_average | 60 | active | ELA ELAW | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
50 | outcome | W.9-10.8 | 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. | Gather Information from Relevant Sources | decaying_average | 60 | active | ELA ELAW | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | ||||||
51 | rr | outcome | W.9-10.9 | Draw evidence from literary or informational texts to support analysis, reflection, and research. | Draw Evidence from Texts to Support Writing | decaying_average | 60 | active | ELA ELAW | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
52 | ss | outcome | W.9-10.9a | Apply grades 9-10 Reading standards to literature (e.g., "Analyze how an author draws on and 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]"). | Write to Support Literature Reading Standards | decaying_average | 60 | active | ELA ELAW | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
53 | tt | outcome | W.9-10.9b | Apply grades 9-10 Reading standards to literary nonfiction (e.g., "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"). | Write to Support Nonfiction Reading Standards | decaying_average | 60 | active | ELA ELAW | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
54 | uu | outcome | W.9-10.10 | 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. | Write Routinely Over Time | decaying_average | 60 | active | ELA ELAW | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
55 | vv | outcome | 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. | Participate in Collborative Discussions | decaying_average | 60 | active | ELA ELASL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
56 | ww | outcome | SL.9-10.1a | 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. | Come Prepared to Discuss Specific Topics | decaying_average | 60 | active | ELA ELASL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
57 | xx | outcome | SL.9-10.1b | Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. | Work with Peers to Set Rules for Discussions | decaying_average | 60 | active | ELA ELASL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
58 | yy | outcome | SL.9-10.1c | 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. | Pose and Respond to Questions Relating to a Discussion Topic | decaying_average | 60 | active | ELA ELASL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
59 | zz | outcome | SL.9-10.1d | 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. | Respond Thoughtfully to Diverse Perspectives | decaying_average | 60 | active | ELA ELASL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
60 | aaa | outcome | SL.9-10.2 | Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. | Integrate and Evaluate Multiple Media Formats | decaying_average | 60 | active | ELA ELASL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
61 | bbb | outcome | 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. | Evaluate Speaker's Reasoning and Identify Errors in Reasoning | decaying_average | 60 | active | ELA ELASL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
62 | ccc | outcome | 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. | Present Information so Listeners Can Comprehend | decaying_average | 60 | active | ELA ELASL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
63 | ddd | outcome | SL.9-10.5 | Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. | Make Strategic Use of Media in Presentations | decaying_average | 60 | active | ELA ELASL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
64 | eee | outcome | SL.9-10.6 | Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See L.9-10.1 and L.9-10.3 for specific expectations.) | Adapt Speech to Different Contexts | decaying_average | 60 | active | ELA ELASL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
65 | fff | outcome | L.9-10.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | Demonstrate Command of Standard English Speaking Conventions | decaying_average | 60 | active | ELA ELAL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
66 | ggg | outcome | L.9-10.1a | Use parallel structure. | Use Parallel Structure | decaying_average | 60 | active | ELA ELAL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
67 | hhh | outcome | L.9-10.1b | Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. | Use Various Phrase Types to Convey Meaning | decaying_average | 60 | active | ELA ELAL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
68 | iii | outcome | L.9-10.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | Demonstrate Command of Standard English Writing Conventions | decaying_average | 60 | active | ELA ELAL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
69 | jjj | outcome | L.9-10.2a | Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. | Use Semicolons | decaying_average | 60 | active | ELA ELAL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
70 | kkk | outcome | L.9-10.2b | Use a colon to introduce a list or quotation. | Use Colons | decaying_average | 60 | active | ELA ELAL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
71 | lll | outcome | L.9-10.2c | Spell correctly. | Spell Correctly | decaying_average | 60 | active | ELA ELAL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
72 | mmm | outcome | 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. | Demonstrate Knowledge of Language Shifts in Context | decaying_average | 60 | active | ELA ELAL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
73 | nnn | outcome | L.9-10.3a | Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type. | Write to Conform to Domain Specific Style Guides | decaying_average | 60 | active | ELA ELAL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
74 | ooo | outcome | L.9-10.4 | 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. | Clarify Meaning of Unknown Words Using Various Strategies | decaying_average | 60 | active | ELA ELAL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
75 | ppp | outcome | L.9-10.4a | 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. | Use Context Clues to Clarify Meaning of Unknown Words | decaying_average | 60 | active | ELA ELAL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
76 | qqq | outcome | L.9-10.4b | Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). | Identify and Use Different Parts of Speech | decaying_average | 60 | active | ELA ELAL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
77 | rrr | outcome | L.9-10.4c | Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. | Consult General and specialized Reference Materials | decaying_average | 60 | active | ELA ELAL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
78 | sss | outcome | L.9-10.4d | 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). | Verify Assumed Meaning of a Word | decaying_average | 60 | active | ELA ELAL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
79 | ttt | outcome | L.9-10.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. | Demonstrate Understanding of Figuratieve Langauge | decaying_average | 60 | active | ELA ELAL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
80 | uuu | outcome | L.9-10.5a | Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. | Interpret Figures of Speech | decaying_average | 60 | active | ELA ELAL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
81 | vvv | outcome | L.9-10.5b | Analyze nuances in the meaning of words with similar denotations. | Analyze Connotations of Words | decaying_average | 60 | active | ELA ELAL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
82 | www | outcome | L.9-10.6 | Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. | Correctly use General Academic and Domain-Specific Vocabulary | decaying_average | 60 | active | ELA ELAL | 3 | 5 | Exceeds Expectations | 4 | Meets Expectations | 3 | Approaches Expectations | 2 | Reaches Toward Expectations | 0 | Is Not Present | |||||
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