Foundational Standards (Detail), Grades 9-10

Reading:
RL1/RIT1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL2/RIT2: 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 objective summary of the text.

RL4/RIT4: Determine the meaning of the 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.

Writing
W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant sufficient evidence.
a.	Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationship(s) among claim(s), counterclaims, reasons, and evidence.

b.	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.

c.	Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between the claim(s) and the reasons, between reasons and evidence, and between claim(s) and counterclaims.

d.	Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e.	Provide a concluding statement or section that follows from and supports the argument presented.

W2: 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.
a.	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.

b.	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.

c.	Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d.	Use precise language and domain-specific vocabulary to manage the complexity of the topic.

e.	Establish and maintain a format style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f.	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).

W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience.

Speaking and Listening
SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, topics, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a.	Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b.	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.

c.	Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d.	Respond thoughtfully to diverse perspectives, summarize points of agreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Language
L1: Demonstrate a command of the conventions of standard English grammar and usage when writing or speaking.

a.	Use parallel structure.

b.	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.

L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a.	Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

b.	Analyze nuances in the meaning of words with similar denotations.