Key: I = Introduce R= Reinforce M=Maintain Common Core Standards American Association of School Librarians Standards Introduce Reinforce Maintain CC.9.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. CC.9.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. CC.9.L.1.a Conventions of Standard English: Use parallel structure.* CC.9.L.1.b Conventions of Standard English: 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. CC.9.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. CC.9.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. R M M M R R
This document contains suggested indicator scales for librarians to use when determining library and research skills to teach to high school students.
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Key: I = Introduce R= Reinforce M=Maintain
Common Core Standards American Association of School
Librarians Standards Introduce Reinforce Maintain
CC.9.L.1 Conventions of Standard English: Demonstrate
command of the conventions of standard English
grammar and usage when writing or speaking.
2.1.6 Use the writing process, media
and visual literacy, and technology
skills to create products that express
new understandings.
CC.9.L.1 Conventions of Standard English: Demonstrate
command of the conventions of standard English
grammar and usage when writing or speaking.
3.1.3 Use writing and speaking skills
to communicate new understandings
effectively.
CC.9.L.1.a Conventions of Standard English: Use parallel
structure.*
CC.9.L.1.b Conventions of Standard English: 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.
CC.9.L.2 Conventions of Standard English: Demonstrate
command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
2.1.6 Use the writing process, media
and visual literacy, and technology
skills to create products that express
new understandings.
CC.9.L.2 Conventions of Standard English: Demonstrate
command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
3.1.3 Use writing and speaking skills
to communicate new understandings
effectively.
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CC.9.L.2.a Conventions of Standard English: Use a
semicolon (and perhaps a conjunctive adverb) to link
two or more closely related independent clauses.
CC.9.L.2.b Conventions of Standard English: Use a colon
to introduce a list or quotation.
CC.9.L.2.c Conventions of Standard English: Spell
correctly.
CC.9.L.3 Knowledge of Language: 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.
CC.9.L.3.a Knowledge of Language: 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.
1.3.1 Respect copyright/intellectual
property rights of creators and
producers.
CC.9.L.3.a Knowledge of Language: 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.
1.3.3 Follow ethical and legal
guidelines in gathering and using
information.
CC.9.L.3.a Knowledge of Language: 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.
3.1.6 Use information and technology
ethically and responsibly.
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CC.9.L.4 Vocabulary Acquisition and Use: Determine or
clarify the meaning of unknown and multiple-meaning
words and phrases based on grades 9-9 reading and
content, choosing flexibly from a range of strategies.
4.4.4 Interpret new information
based on cultural and social context.
CC-9.L.4.a Vocabulary Acquisition and Use: 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.
CC.9.L.4.b Vocabulary Acquisition and Use: Identify and
correctly use patterns of word changes that indicate
different meanings or parts of speech (e.g., analyze,
analysis, analytical; advocate, advocacy).
CC.9.L.4.c Vocabulary Acquisition and Use: 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.
1.1.4 Find, evaluate, and select
appropriate sources to answer
questions.
CC.9.L.4.c Vocabulary Acquisition and Use: 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.
1.4.4 Seek appropriate help when
needed.
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CC.9.L.4.c Vocabulary Acquisition and Use: 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.
1.1.4 Find, evaluate, and select
appropriate sources to answer
questions.
CC.9.L.5 Vocabulary Acquisition and Use: Demonstrate
understanding of figurative language, word
relationships, and nuances in word meanings.
4.4.4 Interpret new information
based on cultural and social context.
CC.9.L.5.a Vocabulary Acquisition and Use: Interpret
figures of speech (e.g., satire, sarcasm) in context and
analyze their role in the text.
CC.9.L.5.b Vocabulary Acquisition and Use: Analyze
nuances in the meaning of words with similar
denotations.
CC.9.L.6 Vocabulary Acquisition and Use: 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
1.2.2 Demonstrate confidence and
self-direction by making independent
choices in the selection of resources
and information
CC.9.R.I.1 Key Ideas and Details: Cite strong and
thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from
the text.
1.1.1 Follow an inquiry-based process
in seeking knowledge in curricular
subjects and make the real world
connection for using this process in
own life.
CC.9.R.I.1 Key Ideas and Details: Cite strong and
thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from
the text.
1.1.2 Use prior and background
knowledge as context for new
learning.
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CC.9.R.I.1 Key Ideas and Details: Cite strong and
thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from
the text.
1.1.5 Evaluate information found in
selected sources on the basis of
accuracy, validity, appropriateness to
needs, importance, and social and
cultural context.
CC.9.R.I.1 Key Ideas and Details: Cite strong and
thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from
the text.
1.1.7 Make sense of information
gathered from diverse sources by
identifying misconceptions, main and
supporting ideas, conflicting
information, and point of view or
bias.
CC.9.R.I.1 Key Ideas and Details: Cite strong and
thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from
the text.
2.1.3 Use strategies to draw
conclusions from information and
apply knowledge to curricular areas,
real world situations, and further
investigations.
CC.9.R.I.1 Key Ideas and Details: Cite strong and
thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from
the text.
2.2.3 Employ a critical stance in
drawing conclusions by
demonstrating that the pattern of
evidence leads to a decision or
conclusion.
CC.9.R.I.1 Key Ideas and Details: Cite strong and
thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from
the text.
2.4.1 Determine how to act on
information (accept, reject, modify).
CC.9.R.I.2 Key Ideas and Details: 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.
1.1.1 Follow an inquiry-based process
in seeking knowledge in curricular
subjects and make the real world
connection for using this process in
own life.
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CC.9.R.I.2 Key Ideas and Details: 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.
1.1.2 Use prior and background
knowledge as context for new
learning.
CC.9.R.I.2 Key Ideas and Details: 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.
1.1.5 Evaluate information found in
selected sources on the basis of
accuracy, validity, appropriateness to
needs, importance, and social and
cultural context.
CC.9.R.I.2 Key Ideas and Details: 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.
1.1.7 Make sense of information
gathered from diverse sources by
identifying misconceptions, main and
supporting ideas, conflicting
information, and point of view or
bias.
CC.9.R.I.2 Key Ideas and Details: 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.
2.1.3 Use strategies to draw
conclusions from information and
apply knowledge to curricular areas,
real world situations, and further
investigations.
CC.9.R.I.2 Key Ideas and Details: 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.
2.2.3 Employ a critical stance in
drawing conclusions by
demonstrating that the pattern of
evidence leads to a decision or
conclusion.
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CC.9.R.I.2 Key Ideas and Details: 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.
2.4.1 Determine how to act on
information (accept, reject, modify).
CC.9.R.I.3 Key Ideas and Details: 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
2.1.1 Continue an inquiry-based
research process by applying critical
thinking skills (analysis, synthesis,
evaluation, organization) to
information and knowledge in order
to construct new understandings,
draw conclusions, and create new
knowledge.
CC.9.R.I.3 Key Ideas and Details: 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.
2.1.3 Use strategies to draw
conclusions from information and
apply knowledge to curricular areas,
real world situations, and further
investigations.
CC.9.R.I.3 Key Ideas and Details: 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.
2.2.3 Employ a critical stance in
drawing conclusions by
demonstrating that the pattern of
evidence leads to a decision or
conclusion.
CC.9.R.I.3 Key Ideas and Details: 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.
2.4.1 Determine how to act on
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CC.9.R.I.4 Craft and Structure: 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).
1.1.6 Read, view, and listen for
information presented in any format
(e.g., textual, visual, media, digital) in
order to make inferences and gather
meaning.
CC.9.R.I.4 Craft and Structure: 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).
2.1.1 Continue an inquiry-based
research process by applying critical
thinking skills (analysis, synthesis,
evaluation, organization) to
information and knowledge in order
to construct new understandings,
draw conclusions, and create new
knowledge.
CC.9.R.I.4 Craft and Structure: 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).
2.1.3 Use strategies to draw
conclusions from information and
apply knowledge to curricular areas,
real world situations, and further
investigations.
CC.9.R.I.4 Craft and Structure: 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
4.1.3 Respond to literature and
creative expressions of ideas in
various formats and genres.
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CC.9.R.I.5 Craft and Structure: 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
2.1.1 Continue an inquiry-based
research process by applying critical
thinking skills (analysis, synthesis,
evaluation, organization) to
information and knowledge in order
to construct new understandings,
draw conclusions, and create new
knowledge.
CC.9.R.I.5 Craft and Structure: 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).
2.1.3 Use strategies to draw
conclusions from information and
apply knowledge to curricular areas,
real world situations, and further
investigations.
CC.9.R.I.5 Craft and Structure: 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).
2.2.2 Use both divergent and
convergent thinking to formulate
alternative conclusions and test them
against the evidence.
CC.9.R.I.5 Craft and Structure: 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).
2.2.3 Employ a critical stance in
drawing conclusions by
demonstrating that the pattern of
evidence leads to a decision or
conclusion.
CC.9.R.I.5 Craft and Structure: 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).
2.4.2 Reflect on systematic process
and assess for completeness of
investigation.
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CC.9.R.I.5 Craft and Structure: 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).
4.1.3 Respond to literature and
creative expressions of ideas in
various formats and genres.
CC.9.R.I.6 Craft and Structure: 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.
1.1.7 Make sense of information
gathered from diverse sources by
identifying misconceptions, main and
supporting ideas, conflicting
information, and point of view or
bias.
CC.9.R.I.6 Craft and Structure: 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.
2.3.2 Consider diverse and global
perspectives in drawing conclusions.
CC.9.R.I.6 Craft and Structure: 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.
3.3.1 Solicit and respect diverse
perspectives while searching for
information, collaborating with
others, and participating as a member
of the community.
CC.9.R.I.6 Craft and Structure: 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.
3.3.2 Respect the differing interests
and experiences of others and seek a
variety of viewpoints.
CC.9.R.I.6 Craft and Structure: 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.
4.1.3 Respond to literature and
creative expressions of ideas in
various formats and genres.
CC.9.R.I.7 Integration of Knowledge and Ideas: 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.
1.1.5 Evaluate information found in
selected sources on the basis of
accuracy, validity, appropriateness to
needs, importance, and social and
cultural context.
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CC.9.R.I.7 Integration of Knowledge and Ideas: 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.
1.1.6 Read, view, and listen for
information presented in any format
(e.g., textual, visual, media, digital) in
order to make inferences and gather
meaning.
CC.9.R.I.7 Integration of Knowledge and Ideas: 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.
1.2.3 Demonstrate creativity by using
multiple resources and formats.
CC.9.R.I.7 Integration of Knowledge and Ideas: 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.
4.1.3 Respond to literature and
creative expressions of ideas in
various formats and genres.
CC.9.R.I.7 Integration of Knowledge and Ideas: 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.
1.1.5 Evaluate information found in
selected sources on the basis of
accuracy, validity, appropriateness to
needs, importance, and social and
cultural context.
CC.9.R.I.8 Integration of Knowledge and Ideas: 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.
1.1.7 Make sense of information
gathered from diverse sources by
identifying misconceptions, main and
supporting ideas, conflicting
information, and point of view or
bias.
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CC.9.R.I.8 Integration of Knowledge and Ideas: 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.
2.1.1 Continue an inquiry-based
research process by applying critical
thinking skills (analysis, synthesis,
evaluation, organization) to
information and knowledge in order
to construct new understandings,
draw conclusions, and create new
knowledge.
CC.9.R.I.8 Integration of Knowledge and Ideas: 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.
2.1.3 Use strategies to draw
conclusions from information and
apply knowledge to curricular areas,
real world situations, and further
investigations.
CC.9.R.I.8 Integration of Knowledge and Ideas: 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.
2.2.2 Use both divergent and
convergent thinking to formulate
alternative conclusions and test them
against the evidence.
CC.9.R.I.9 Integration of Knowledge and Ideas: 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.
2.1.3 Use strategies to draw
conclusions from information and
apply knowledge to curricular areas,
real world situations, and further
investigations.
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CC.9.R.I.9 Integration of Knowledge and Ideas: 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.
2.2.2 Use both divergent and
convergent thinking to formulate
alternative conclusions and test them
against the evidence.
CC.9.R.I.9 Integration of Knowledge and Ideas: 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.
2.2.3 Employ a critical stance in
drawing conclusions by
demonstrating that the pattern of
evidence leads to a decision or
conclusion.
CC.9.R.I.9 Integration of Knowledge and Ideas: 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.
3.3.6 Use information and knowledge
in the service of democratic values.
CC.9.R.I.10 Range of Reading and Level of Text
Complexity: By the end of grade 9, read and
comprehend literary nonfiction in the grades 9-9 text
complexity band proficiently, with scaffolding as needed
at the high end of the range. By the end of grade 9, read
and comprehend literary nonfiction at the high end of
the grades 9-9 text complexity band independently and
proficiently.
4.1.1 Read, view, and listen for
pleasure and personal growth.
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CC.9.R.I.9 Range of Reading and Level of Text
Complexity: By the end of grade 9, read and
comprehend literary nonfiction in the grades 9-9 text
complexity band proficiently, with scaffolding as needed
at the high end of the range. By the end of grade 9, read
and comprehend literary nonfiction at the high end of
the grades 9-9 text complexity band independently and
proficiently.
4.1.2 Read widely and fluently to
make connections with own self, the
world, and previous reading
CC.9.R.I.10 Range of Reading and Level of Text
Complexity: By the end of grade 9, read and
comprehend literary nonfiction in the grades 9-9 text
complexity band proficiently, with scaffolding as needed
at the high end of the range. By the end of grade 9, read
and comprehend literary nonfiction at the high end of
the grades 9-9 text complexity band independently and
proficiently.
4.1.3 Respond to literature and
creative expressions of ideas in
various formats and genres.
CC.9.R.L.1 Key Ideas and Details: Cite strong and
thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from
the text.
1.1.1 Follow an inquiry-based process
in seeking knowledge in curricular
subjects and make the real world
connection for using this process in
own life.
CC.9.R.L.1 Key Ideas and Details: Cite strong and
thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from
the text.
1.1.2 Use prior and background
knowledge as context for new
learning.
CC.9.R.L.1 Key Ideas and Details: Cite strong and
thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from
the text.
1.1.5 Evaluate information found in
selected sources on the basis of
accuracy, validity, appropriateness to
needs, importance, and social and
cultural context.
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CC.9.R.L.1 Key Ideas and Details: Cite strong and
thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from
the text.
1.1.7 Make sense of information
gathered from diverse sources by
identifying misconceptions, main and
supporting ideas, conflicting
information, and point of view or
bias.
CC.9.R.L.1 Key Ideas and Details: Cite strong and
thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from
the text.
2.1.1 Continue an inquiry-based
research process by applying critical
thinking skills (analysis, synthesis,
evaluation, organization) to
information and knowledge in order
to construct new understandings,
draw conclusions, and create new
knowledge.
CC.9.R.L.1 Key Ideas and Details: Cite strong and
thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from
the text.
2.1.3 Use strategies to draw
conclusions from information and
apply knowledge to curricular areas,
real world situations, and further
investigations.
CC.9.R.L.1 Key Ideas and Details: Cite strong and
thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from
the text.
2.2.3 Employ a critical stance in
drawing conclusions by
demonstrating that the pattern of
evidence leads to a decision or
conclusion.
CC.9.R.L.1 Key Ideas and Details: Cite strong and
thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from
the text.
2.3.1 Connect understanding to the
real world.
CC.9.R.L.1 Key Ideas and Details: Cite strong and
thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from
the text.
2.4.1 Determine how to act on
information (accept, reject, modify).
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CC.9.R.L.2 Key Ideas and Details: 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.
1.1.1 Follow an inquiry-based process
in seeking knowledge in curricular
subjects and make the real world
connection for using this process in
own life.
CC.9.R.L.2 Key Ideas and Details: 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.
1.1.2 Use prior and background
knowledge as context for new
learning.
CC.9.R.L.2 Key Ideas and Details: 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.
1.1.5 Evaluate information found in
selected sources on the basis of
accuracy, validity, appropriateness to
needs, importance, and social and
cultural context.
CC.9.R.L.2 Key Ideas and Details: 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.
1.1.7 Make sense of information
gathered from diverse sources by
identifying misconceptions, main and
supporting ideas, conflicting
information, and point of view or
bias.
CC.9.R.L.2 Key Ideas and Details: 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.
2.1.1 Continue an inquiry-based
research process by applying critical
thinking skills (analysis, synthesis,
evaluation, organization) to
information and knowledge in order
to construct new understandings,
draw conclusions, and create new
knowledge.
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CC.9.R.L.2 Key Ideas and Details: 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.
2.1.3 Use strategies to draw
conclusions from information and
apply knowledge to curricular areas,
real world situations, and further
investigations.
CC.9.R.L.2 Key Ideas and Details: 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.
2.2.2 Use both divergent and
convergent thinking to formulate
alternative conclusions and test them
against the evidence.
CC.9.R.L.2 Key Ideas and Details: 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.
2.3.1 Connect understanding to the
real world.
CC.9.R.L.2 Key Ideas and Details: 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.
2.4.1 Determine how to act on
information (accept, reject, modify).
CC.9.R.L.3 Key Ideas and Details: 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.
4.1.3 Respond to literature and
creative expressions of ideas in
various formats and genres.
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CC.9.R.L.4 Craft and Structure: 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).
1.1.6 Read, view, and listen for
information presented in any format
(e.g., textual, visual, media, digital) in
order to make inferences and gather
meaning.
CC.9.R.L.4 Craft and Structure: 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).
4.1.3 Respond to literature and
creative expressions of ideas in
various formats and genres.
CC.9.R.L.5 Craft and Structure: 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.
2.4.2 Reflect on systematic process
and assess for completeness of
investigation.
CC.9.R.L.5 Craft and Structure: 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.
4.1.3 Respond to literature and
creative expressions of ideas in
various formats and genres.
CC.9.R.L.6 Craft and Structure: 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.
1.1.7 Make sense of information
gathered from diverse sources by
identifying misconceptions, main and
supporting ideas, conflicting
information, and point of view or
bias.
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CC.9.R.L.6 Craft and Structure: 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.
1.2.7 Display persistence by
continuing to pursue information to
gain a broad perspective.
CC.9.R.L.6 Craft and Structure: 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.
2.3.2 Consider diverse and global
perspectives in drawing conclusions.
CC.9.R.L.6 Craft and Structure: Analyze a particular point
of view or cultural experience reflected in a work of
literature from outside the United States, drawing on a
3.3.1 Solicit and respect diverse
perspectives while searching for
information, collaborating with
CC.9.R.L.6 Craft and Structure: 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.
3.3.2 Respect the differing interests
and experiences of others and seek a
variety of viewpoints.
CC.9.R.L.6 Craft and Structure: 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.
4.1.2 Read widely and fluently to
make connections with own self, the
world, and previous reading.
CC.9.R.L.6 Craft and Structure: 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.
4.1.3 Respond to literature and
creative expressions of ideas in
various formats and genres.
CC.9.R.L.7 Integration of Knowledge and Ideas: 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” and Breughel's Landscape with the Fall of
Icarus).
1.2.3 Demonstrate creativity by using
multiple resources and formats.
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CC.9.R.L.7 Integration of Knowledge and Ideas: 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” and Breughel's Landscape with the Fall of
Icarus).
4.1.3 Respond to literature and
creative expressions of ideas in
various formats and genres.
CC.9.R.L.9 Integration of Knowledge and Ideas: 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).
4.1.2 Read widely and fluently to
make connections with own self, the
world, and previous reading.
CC.9.R.L.9 Integration of Knowledge and Ideas: 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).
4.1.3 Respond to literature and
creative expressions of ideas in
various formats and genres.
CC.9.R.L.10 Range of Reading and Level of Text
Complexity: 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.
4.1.1 Read, view, and listen for
pleasure and personal growth.
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CC.10.R.L.10 Range of Reading and Level of Text
Complexity: 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.
4.1.2 Read widely and fluently to
make connections with own self, the
world, and previous reading.
CC.10.R.L.10 Range of Reading and Level of Text
Complexity: 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.
4.1.3 Respond to literature and
creative expressions of ideas in
various formats and genres.
CC.9.R.L.10 Range of Reading and Level of Text
Complexity: 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.
4.2.4 Show an appreciation for
literature by electing to read for
pleasure and expressing an interest in
various literary genres.
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CC.9.SL.1 Comprehension and Collaboration: Initiate and
participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9-9 topics, texts, and
issues, building on others' ideas and expressing their
own clearly and persuasively.
1.1.9 Collaborate with others to
broaden and deepen understanding.
CC.9.SL.1 Comprehension and Collaboration: Initiate and
participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9-9 topics, texts, and
issues, building on others' ideas and expressing their
own clearly and persuasively.
1.3.4 Contribute to the exchange of
ideas within the learning community.
CC.9.SL.1 Comprehension and Collaboration: Initiate and
participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9-9 topics, texts, and
issues, building on others' ideas and expressing their
own clearly and persuasively.
2.1.5 Collaborate with others to
exchange ideas, develop new
understandings, make decisions, and
solve problems.
CC.9.SL.1 Comprehension and Collaboration: Initiate and
participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9-9 topics, texts, and
issues, building on others' ideas and expressing their
own clearly and persuasively.
3.1.2 Participate and collaborate as
members of a social and intellectual
network of learners.
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CC.9.SL.1 Comprehension and Collaboration: Initiate and
participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9-9 topics, texts, and
issues, building on others' ideas and expressing their
own clearly and persuasively.
3.2.2 Show social responsibility by
participating actively with others in
learning situations and by
contributing questions and ideas
during group discussions.
CC.9.SL.1 Comprehension and Collaboration: Initiate and
participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9-9 topics, texts, and
issues, building on others' ideas and expressing their
own clearly and persuasively.
3.2.3 Demonstrate teamwork by
working productively with others.
CC.9.SL.1 Comprehension and Collaboration: Initiate and
participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9-9 topics, texts, and
issues, building on others' ideas and expressing their
own clearly and persuasively.
3.3.3 Use knowledge and information
skills and dispositions to engage in
public conversation and debate
around issues of common concern.
CC.9.SL.1 Comprehension and Collaboration: Initiate and
participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9-9 topics, texts, and
issues, building on others' ideas and expressing their
own clearly and persuasively.
3.3.5 Contribute to the exchange of
ideas within and beyond the learning
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CC.9.SL.1 Comprehension and Collaboration: Initiate and
participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9-9 topics, texts, and
issues, building on others' ideas and expressing their
own clearly and persuasively.
3.4.3 Assess own ability to work with
others in a group setting by
evaluating varied roles, leadership,
and demonstrations of respect for
other viewpoints.
CC.9.SL.1 Comprehension and Collaboration: Initiate and
participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9-9 topics, texts, and
issues, building on others' ideas and expressing their
own clearly and persuasively.
4.3.1 Participate in the social
exchange of ideas, both electronically
and in person.
CC.9.SL.1.a Comprehension and Collaboration: 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.
3.2.2 Show social responsibility by
participating actively with others in
learning situations and by
contributing questions and ideas
during group discussions.
CC.9.SL.1.a Comprehension and Collaboration: 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.
3.4.3 Assess own ability to work with
others in a group setting by
evaluating varied roles, leadership,
and demonstrations of respect for
other viewpoints.
CC.9.SL.1.b Comprehension and Collaboration: Work
with peers to set rules for collegial discussions and