English Language Arts: Grade 9-10 Crosswalk
Indiana Academic StandardsEnglish Language Arts: Grades 9-10CrosswalkGrades 9-10 ELA - Page 1 - May 2020
2014 Standard Language 2020 Standard LanguageChangesReading LiteratureLearning OutcomeLearning Outcome9-10.RL.1: Read a variety ofliterature within a range ofcomplexity appropriate forgrades 9-10. By the end ofgrade 9, students interact withtexts proficiently andindependently at the low end ofthe range and with scaffoldingas needed for texts at the highend of the range. By the end ofgrade 10, students interactwith texts proficiently andindependently.9-10.RL.1: Read a variety ofliterature within a range ofcomplexity appropriate forgrades 9-10. By the end ofgrade 9, students interact withtexts proficiently andNo Changeindependently at the low end ofthe range and with scaffoldingas needed for texts at the highend of the range. By the end ofgrade 10, students interact withtexts proficiently andindependently.9-10.RL.2.1: Cite strong andthorough textual evidence tosupport an analysis of what atext says explicitly as well asinferences and interpretationsdrawn from the text.9-10.RL.2.1 Analyze what atext says both explicitly andimplicitly as well as inferencesand interpretations throughciting strong and thoroughtextual evidence.9-10.RL.2.2: Analyze in detailthe development of two ormore themes or central ideasover the course of a work ofliterature, including how theyemerge and are shaped andrefined by specific details.9-10.RL.2.2: Analyze in detailthe development of two ormore themes over the courseOmitted the term “central idea”of a work of literature, including to place emphasis that themehow they emerge and areis related to fictional texts.specific and refined by specificdetails.9-10.RL.2.3 Analyze howdynamic characters (e.g.,those with multiple orconflicting motivations)develop over the course of a9-10.RL.2.3: Analyze howdynamic characters (e.g.,those with multiple orNo changeconflicting motivations) developover the course of a text,Grades 9-10 ELA - Page 2 - May 2020Language Change
text, interact with othercharacters, and advance theplot or develop the theme.interact with other characters,and advance the plot ordevelop the theme.9-10.RL.2.4: Students areexpected to build upon andcontinue applying conceptslearned previously.9-10.RL.2.4: Students areexpected to build upon andcontinue applying conceptslearned previously.Grade of mastery: 2Added in the language of the“make predictions about thestandard being referencedcontext of text using priorknowledge of text features,explaining whether they wereconfirmed or not confirmed andwhy” and be able to utilize andcontinue the skills.9-10.RL.3.1: Analyze andevaluate how an author’schoices concerning how tostructure a work of literature,order events within it, (e.g.parallel episodes), andmanipulate time (e.g. pacing,flashbacks) create such effectsas mystery, tension, orsurprise9-10.RL.3.1: Analyze andevaluate how an author’schoices concerning how tostructure a work of literature,order events within it (e.g.parallel episodes) andmanipulate time (e.g. pacing,flashbacks) contribute to theoverall meaning and effect of awork.9-10.RL.3.2:Analyze how theauthor creates such effects assuspense or humor throughdifferences in the points ofview of the characters and thereader (e.g., created throughthe use of dramatic irony).9-10.RL.3.2: Analyze how theauthor creates such effects assuspense or humor throughdifferences in the perspectiveof the characters and thereader (e.g., created throughthe use of dramatic irony).“Point of view” to be replacedby “perspective”9-10.RL.4.1: Analyze multipleinterpretations of a story, play,or poem, evaluating how eachversion interprets the source9-10.RL.4.1: Evaluate theextent to which multipleinterpretations of a story, play,or poem stay faithful to orLanguage changeGrades 9-10 ELA - Page 3 - May 2020Removed “mystery, tension, orsurprise”
text.departs from the text or script.9-10.RL.4.2: Analyze andevaluate how works of literaryor cultural significance(American, English, or world)draw on themes, patterns ofevents, or character types frommyths, traditional stories, orreligious works, includingdescribing how the material isrendered new.9-10.RL.4.2: Analyze andevaluate how works of literaryor cultural significance draw onand use allusions, archetypes,symbols and allegories frommyths, traditional stories, orreligious works, including howthe material is rendered new.Removed, “American, English,or world”Language changeReading: NonfictionLearning OutcomeLearning Outcome9-10.RN.1: Read a variety ofnonfiction within a range ofcomplexity appropriate forgrades 9-10. By the end ofgrade 9, students interact withtexts proficiently andindependently at the low end ofthe range and with scaffoldingas needed for texts at the highend of the range. By the end ofgrade 10, students interactwith texts proficiently andindependently.9-10.RN.1: Read a variety ofnonfiction within a range ofcomplexity appropriate forgrades 9-10. By the end ofgrade 9, students interact withtexts proficiently andNo changeindependently at the low end ofthe range and with scaffoldingas needed for texts at the highend of the range. By the end ofgrade 10, students interact withtexts proficiently andindependently.9-10.RN.2.1:Cite strong andthorough textual evidence tosupport analysis of what a textsays explicitly as well asinferences and interpretationsdrawn from the text.9-10.RN.2.1: Analyze what atext says explicitly as well asinferences and interpretationsdrawn from the text by citingstrong and thorough textualevidence.Language Change9-10.RN.2.2: Analyze in detailthe development of two ormore central ideas over the9-10.RN.2.2: Analyze in detailthe development of two ormore central ideas over theLanguage ChangeGrades 9-10 ELA - Page 4 - May 2020
course of a text, including howthey interact and build on oneanother to provide a complexanalysis9-10.RN.2.3: Analyze how theauthor unfolds an analysis orseries of ideas or events,including the order in which thepoints are made, how they areintroduced and developed, andthe connections that are drawnbetween them.9-10.RN.3.1: Students areexpected to build upon andcontinue applying conceptslearned previously.course of a text, including howthey build on one another toprovide a complex analysis.9-10.RN.2.3: Analyze a seriesof ideas or events, includingthe order in which the pointsare made and developed, andthe connections that are drawnbetween them.Removed “how the authorunfolds an analysis”Removed “how they areintroduced”9-10.RN.3.1: Students areexpected to build upon andcontinue applying conceptslearned previously.Grade of Mastery: 5Apply knowledge of textfeatures in multiple print anddigital sources to locateinformation, gain meaning froma text, or solve a problem.Added in the language of thestandard being referenced9-10.RN.3.2:Analyze in detailhow an author’s ideas orclaims are developed andrefined by particularsentences, paragraphs, orlarger portions of a text.9-10.RN.3.2: Analyze how anauthor’s ideas or claims aredeveloped and refined byparticular sentences,paragraphs, or larger portionsof a text.Removed “in detail”9-10.RN.3.3: Determine anauthor’s perspective orpurpose in a text, and analyzehow an author uses rhetoric toadvance that perspective orpurpose.9-10.RN.3.3: Determine anauthor’s perspective orpurpose in a text, and analyzehow an author uses rhetoric toadvance that perspective orpurpose.No Change9-10.RN.4.1: Delineate andevaluate the argument and9-10.RN.4.1: Delineate andevaluate the argument andNo changeGrades 9-10 ELA - Page 5 - May 2020
specific claims in a text,assessing whether thereasoning is valid and theevidence is relevant andsufficient; identify falsestatements and fallaciousreasoning.specific claims in a text,assessing whether thereasoning is valid and theevidence is relevant andsufficient; identify falsestatements and fallaciousreasoning.9-10.RN.4.2: Analyze variousaccounts of a subject told indifferent mediums (e.g., aperson’s life story in both printand multimedia), determiningwhich details are emphasizedin each account.9-10.RN.4.2: Analyze variousaccounts of a subject told indifferent mediums examiningthe differences among thevarious accounts.9-10.RN.4.3: Analyze seminalU.S. and world documents ofhistorical and literarysignificance, including howthey address related themesand concepts.9-10.RN.4.3: Analyze U.S. andworld documents of historicaland literary significance,including how they addressrelated themes and concepts.Removed “e.g.”Language changeDeleted “seminal”Reading: VocabularyLearning Outcome9-10.RV.1: Acquire and useaccurately general academicand content-specific words andphrases at the college andcareer readiness level;demonstrate independence ingathering vocabularyknowledge when considering aword or phrase important tocomprehension or expression.9-10.RV.2.1:Use context todetermine or clarify theLearning Outcome9-10.RV.1: Acquire andaccurately use academic andcontent-specific words andphrases at the college andcareer readiness level;demonstrate independence ingathering vocabularyknowledge when considering aword or phrase important tocomprehension or expression.9-10.RV.2.1: Use context todetermine or clarify theGrades 9-10 ELA - Page 6 - May 2020Language changeNo Change
meaning of words andphrases.9-10.RV.2.2: Students areexpected to build upon andcontinue applying conceptslearned previously.meaning of words andphrases.9-10.RV.2.2: Students areexpected to build upon andcontinue applying conceptslearned previously.Grade of Mastery: 7Use the relationship betweenparticular words to betterunderstand each of the words.(e.g. synonym/antonym,analogy).Added in the language fromthe standard being referenced9-10.RV.2.3: Analyze nuancesin the meaning of words withsimilar denotations.9-10.RV.2.3: Analyze nuancesin the meaning of words withsimilar denotations.9-10.RV.2.4: Identify andcorrectly use patterns of wordchanges that indicate differentmeanings or parts of speech(e.g., analyze, analysis,analytical; advocate,advocacy).9-10.RV.2.4: Identify andcorrectly use patterns of wordchanges that indicate differentNo changemeanings or parts of speech(e.g., analyze, analysis,analytical; advocate,advocacy).9-10.RV.2.5: Selectappropriate general andspecialized referencematerials, both print anddigital, to find the pronunciationof a word or determine orclarify its precise meaning, partof speech,or etymology.9-10.RV.2.5: Selectappropriate general andspecialized reference materialsto find the pronunciation of aword or determine or clarify itsprecise meaning, part ofspeech,or etymology.Removed “both print anddigital”9-10.RV.3.1: Analyze themeaning of words and phrasesas they are used in works ofliterature, including figurativeand connotative meanings;analyze the impact of specific9-10.RV.3.1: Analyze themeaning of words and phrasesas they are used in works ofliterature, including figurative,connotative, and denotativemeanings; analyze the impactAdded “denotative meanings”Grades 9-10 ELA - Page 7 - May 2020No change
word choices on meaning andtone, including words withmultiple meanings.of specific word choices onmeaning and tone, includingwords with multiple meanings.9-10.RV.3.2: Determine themeaning of words and phrasesas they are used in a nonfictiontext, including figurative,connotative, and technicalmeanings;evaluate theeffectiveness of specific wordchoices on meaning andtone(e.g., how the language ofa court opinion differs from thatof a newspaper).9-10.RV.3.2: Determine themeaning of words and phrasesas they are used in a nonfictiontext, including figurative,Added “denotative meaning”connotative, denotative, andtechnical meanings; evaluateRemoved the e.g.the effectiveness of specificword choices on meaning andtone in multiple and variedcontexts.9-10.RV.3.3:Interpret figures ofspeech (e.g., euphemism,oxymoron) in context andanalyze their role in the text.9-10.RV.3.3: Interpret figuresof speech in context andanalyze their role in the text.Removed the e.g.WritingLearning OutcomeLearning Outcome9-10.W.1: Write routinely overa variety of time frames for arange of tasks, purposes, andaudiences; apply readingstandards to support analysis,reflection, and research bydrawing evidence fromliterature and nonfiction texts.9-10.W.1: Write routinely overa variety of time frames for arange of tasks, purposes, andaudiences; apply readingstandards to support analysis,reflection, and research bydrawing evidence fromliterature and nonfiction texts.9-10.W.2: Students areexpected to build upon andcontinue applying conceptslearned previously9-10.W.2: Students areexpected to build upon andcontinue applying conceptslearned previously.Grade of Mastery: 4Write legibly in print or cursive,Grades 9-10 ELA - Page 8 - May 2020No changeAdded the language of thestandard being referenced
forming letters and words thatcan be read by others.9-10.W.3.1: Write arguments ina variety of forms that: Introduce claim(s),9-10.W.3.1: Write arguments indistinguish the claim(s) froma variety of forms that –alternate or opposing claims, Introduce preciseand create an organization thatclaim(s), distinguish theestablishes clear relationshipsclaim(s) from alternate oramong claim(s), counterclaims,opposing claims, and create anreasons, and evidence.organization that establishes Use rhetorical strategiesclear relationships amongto enhance theclaim(s), counterclaims,effectiveness of thereasons, and evidence.claim Develop claim(s) and Develop claim(s) andcounterclaims fairly, supplyingcounterclaims fairly,evidence for each whilesupplying evidence forpointing out the strengths andeach while pointing outlimitations of both in a mannerAdded “use rhetoricalthe strengths andthat anticipates the audience’sstrategies to enhance thelimitations of both in aknowledge level and concerns.effectiveness of the claim”manner that anticipates Use effective transitionsthe audience’sto link the major sections of theknowledge level andtext, create cohesion, andconcerns.clarify the relationships Use effective transitionsbetween claim(s) and reasons,to link the majorbetween reasons andsections of the text,evidence, and betweencreate cohesion, andclaim(s) and counterclaims.clarify the relationships Establish and maintain abetween claim(s) andconsistent style and tonereasons, betweenappropriate to purpose andreasons and evidence,audience.and between claim(s) Provide a concludingand counterclaims.statement or section that Establish and maintainfollows from and supports thea consistent style andargument presented.tone appropriate topurpose and audience. Provide a concludingGrades 9-10 ELA - Page 9 - May 2020
statement or sectionthat follows from andsupports the argumentpresented.9-10.W.3.2: Write informative9-10.W.3.2: Write informativecompositions on a variety ofcompositions on a variety oftopics that–topics that– Introduce a topic; organize Introduce a topic;complex ideas, concepts, andorganize complex ideas,information to make importantconcepts, andconnections and distinctions;information to makeinclude formatting (e.g.,important connectionsheadings), graphicsand distinctions(e.g.,figures,tables), and Develop the topicmultimedia when useful toutilizing credible sourcesaiding comprehension.with relevant, and Develop the topic with wellsufficient facts,chosen, relevant, and sufficientextended definitions,facts, extended definitions,concrete details,concrete details, quotations, orquotations, or otherother information andinformation andEliminated information aboutexamples appropriate to theexamples appropriate toformatting and usingaudience’s knowledge of thethe audience’sgraphics/multimediatopic.knowledge of the topic. Use appropriate and varied Use appropriatetransitions to link the majortransitions to link thesections of the text, createmajor sections of thecohesion, and clarify thetext, create cohesion,relationships among complexand clarify theideas and concepts.relationships among Choose language andcomplex ideas andcontent- specific vocabularyconcepts.that express ideas precisely Choose language andand concisely to manage thecontent- specificcomplexity of thevocabulary that expresstopic,recognizing andideas precisely andeliminating wordiness andconcisely to manage theredundancy.complexity of the Establish and maintain atopic,recognizing andstyle appropriate to theeliminating wordinessGrades 9-10 ELA - Page 10 - May 2020
purpose and audience. Provide a concludingstatement or section thatfollows from and supports theinformation or explanationpresented (e.g., articulatingimplications or the significanceof the topic).and redundancy. Establish and maintain astyle appropriate to thepurpose and audience. Provide a concludingstatement or sectionthat follows from andsupports the informationor explanationpresented (e.g.,articulating implicationsor the significance of thetopic).9-10.W.3.3: Write narrative9-10.W.3.3: Write narrativecompositions in a variety ofcompositions in a variety offorms that–forms that– Engage and orient the Engage and orient thereader by setting out areader by setting out aproblem, situation, orproblem, situation, orobservation, establishing oneobservation,or multiple point(s) of view, andestablishing one orintroducing a narrator and/ormultiple point(s) of view,characters.and introducing a Create a smooth progressionnarrator and/orof experiences or events.characters. Use narrative techniques, Create a smooth(e.g., dialogue, pacing,progression ofdescription, reflection, andexperiences or events.multiple plotlines),to develop Use narrativeexperiences, events, and/ortechniques, (e.g.,characters.dialogue, pacing, Use a variety of techniquesdescription, reflection,to sequence events so thatand multiple plotlines),tothey build on one another todevelop experiences,create a coherent whole.events, and/or Use precise words andcharacters.phrases,telling details,and Use a variety ofsensory language to convey atechniques to sequencevivid picture of theevents so that they buildGrades 9-10 ELA - Page 11 - May 2020No change
experiences, events, setting,and/or characters. Provide an ending thatfollows from and reflects onwhat is experienced, observed,or resolved over the course ofthe narrative.9-10.W.4: Apply the writingprocess to – Plan and develop; draft;revise using appropriatereference materials; rewrite;trya new approach, focusing onaddressing what is mostsignificant for a specificpurpose and audience; andedit to produce and strengthenwriting that is clear andcoherent. Use technology togenerate,produce,publish,andupdate individual or sharedwriting products, takingadvantage of technology’scapacity to link to otherinformation and to displayinformation flexibly anddynamically(e.g.,use ofon one another to createa coherent whole. Use precise words andphrases,tellingdetails,and sensorylanguage to convey avivid picture of theexperiences, events,setting, and/orcharacters. Provide an ending thatfollows from and reflectson what is experienced,observed, or resolvedover the course of thenarrative.9-10.W.4: Apply the writingprocess to all formal writingincluding but not limited toargumentative, informative,and narrative. Plan and develop; draft;revise using appropriatereference materials;rewrite; try a newapproach,focusing onaddressing what is mostsignificant for a specificpurpose and audience;and edit to produce andstrengthen writing that isclear and coherent. Use technology togenerate, produce,publish, and updateindividual or sharedwriting products, takingadvantage oftechnology’s capacity toGrades 9-10 ELA - Page 12 - May 2020Added the direction to “applythe writing process to all stylesof formal writing”Added “using a style guide forcitations ”
publishing programs,integration of multimedia).9-10.W.5: Conduct short aswell as more sustainedresearch assignments andtasks to build knowledge aboutthe research process and thetopic under study. Formulate an inquiryquestion, and refine andnarrow the focus as researchevolves. Gather relevant informationfrom multiple
9-10.RL.1: Read a variety of 9-10.RL.1: Read a variety of literature within a range of literature within a range of complexity appropriate for complexity appropriate for grades 9-10. By the end of grades 9-10. By the end of grade 9, students interact with grade 9, students interact with texts proficiently and texts proficiently and No Change
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
PSSA Grade 6 English Language Arts Item and Scoring Sampler—September 2016 3 INFORMATION ABOUT ENGLISH LANGUAGE ARTS English Language Arts Grade 6 This English Language Arts Sampler is composed of 3 passages, 12 passage-based multiple-choice questions, 4 evidence-based selected-response questions, a text-dependent analysis question, 4
English Language Arts 8 English Language Arts Grade 8 1 Introduction English language arts (ELA) is a Required Area of Study in Saskatchewan’s Core Curriculum. The purpose of this curriculum is to outline the provincial requirements for Grade 8 English Language Arts. Time Allotment The Saskatchewan Ministry of Education has established a
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Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Visual arts standards, on the other hand, place greater emphasis on enduring understandings and essential questions. April . 2019. Fine Arts - VISUAL ARTS. A. Grade PreK Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 HS Proficient HS Accomplished HS Advanced
English Language Arts Grade 7: Integrated Resource Package (2006), English Language Arts Grade 8: Integrated Resource Package (2007), English Language Arts Grade 9: Integrated Resource Package (2007). Used with permission of British Columbia Ministry of Education. Nova Scotia Teaching in Action, Grades 7-9: A Teaching Resource (2007). Adapted .
Mastering the Common Core GPS Grade 2 English Language Arts: Book 1 - Letters and Words 2013-2014 Edition . Mastering the Common Core GPS Grade 2 English Language Arts: Book 2 - Reading Literature and Information 2013- 2014 Edition . Mastering the Common Core GPS Grade 2 English Language Arts: Book 3 - Write, Listen, Speak 2013-2014 Edition
