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9th Grade Objective Analysis Standard 3: Critical Rdg and Wtg
Page history
last edited
by Tashe Harris 6 years, 4 months ago
Oklahoma Academic Standards for
English Language Arts |Grade Level Objective Analysis
Standard 3: Critical Reading and Writing
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Students will apply critical thinking skills to reading and writing.
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Reading
Students will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives.
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Writing
Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.
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For more specific genre information, please refer to Genre Guidance (page 4 of the Support Documents.).
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READING: Students will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives. |
Student Actions
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Teacher Actions
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9.3.R.1 Students will analyze works written on the same topic and compare the methods the authors use to achieve similar or different purposes and include support using textual evidence.
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- Students will read multiple texts (print/non-print) on the same topic.
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- Teachers provide topically related texts.
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- Students will note similarities or differences between methods the authors use to achieve their purpose.
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- Teachers provide examples and/or non-examples of methods that authors use to support their claims.
- Teachers help students identify similarities and differences between the methods used by authors.
- Teachers model how to compare and contrast the methods used by authors.
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- Students will support analysis with implicit and/or explicit textual evidence.
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- Teachers model how to use textual evidence to prove the analysis.
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9.3.R.2 Students will evaluate points of view and perspectives in more than one grade-level literary and/or informational text and explain how multiple points of view contribute to the meaning of a work.
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- Students will identify point of view and perspectives of characters or authors in texts.
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- Teachers remind students how to identify point of view.
- Teachers verify students are correctly identifying point of view or perspective.
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- Students will distinguish between the characters’ (or speakers) and author’s perspectives in multiple literary texts.
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- Teachers explain the difference between the author’s viewpoint and that of a character in a literary work.
- Teachers provide opportunities for students to distinguish between the characters’ and author’s perspectives.
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- Students will identify author’s perspectives in multiple informational texts.
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- Teachers provide opportunities for students to determine the author’s perspective and how it affects non-fiction texts.
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- Students will make judgments about how point of view adds to the meaning of a work.
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- Teachers model how point of view and/or perspective can affect the meaning of the work.
- Teachers provide opportunities for students to create an understanding of a text based on the point of view or perspective represented.
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9.3.R.3 Students will analyze how authors use key literary elements to contribute to meaning and interpret how themes are connected across texts:
- setting
- plot
- characters (i.e., protagonist, antagonist)
- character development
- theme
- conflict (i.e., internal and external)
- archetypes
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- Students will identify literary elements.
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- Teachers guide students in identifying different literary elements.
- Teachers provide opportunities for students to identify literary elements.
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- Students will explain how literary elements contribute to theme and meaning.
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- Teachers demonstrate how literary elements influence the meaning of a text or across texts.
- Teachers provide opportunities for students to take the literary elements they have found and find deeper meaning in the text using these elements.
- Teachers provide opportunities for students to receive feedback about their interpretations of elements influencing theme and meaning.
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- Students will interpret how themes are connected across texts.
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- Teachers provide multiple occasions for students to find thematic connections across texts based on each author’s use of literary elements.
- Teachers provide opportunities for students to receive feedback about how students connect themes across texts.
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9.3.R.4 Students will evaluate literary devices to support interpretations of texts, including comparisons across texts:
- simile
- metaphor
- personification
- onomatopoeia
- hyperbole
- imagery
- tone
- symbolism
- irony
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- Students will identify literary devices authors use for various purposes.
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- Teachers choose texts rich in literary devices.
- Teachers remind students to recognize literary devices.
- Teachers provide opportunities for students to identify literary devices and their purposes.
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- Students will analyze how authors use various literary devices in order to work toward an interpretation.
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- Teachers provide multiple occasions for students to determine how effectively literary devices are used.
- Teachers provide opportunities for students to receive feedback about how students analyze the author’s use of literary devices.
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- Students will make claims about a text or multiple texts to support their interpretations.
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- Teachers guide students through the process of interpreting a text or multiple texts.
- Teachers provide opportunities for students to interpret a text or multiple texts.
- Teachers provide opportunities for students to receive feedback about the effectiveness or accuracy of the student claims.
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9.3.R.5 Students will evaluate textual evidence to determine whether a claim is substantiated or unsubstantiated.
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- Students will read multiple arguments.
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- Teachers choose texts that represent different types of arguments.
- Teachers provide opportunities for students to read various arguments.
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- Students will identify the claims made within texts.
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- Teachers lead students in identifying the author’s claims.
- Teachers provide opportunities for students to identify claims within texts.
- Teachers provide opportunities for students to receive feedback about how the effectiveness or accuracy of the student claims.
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- Students will make judgments about the effectiveness of textual evidence.
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- Teachers demonstrate how to find evidence from the text to support the author’s assertions.
- Teachers provide opportunities for students to decide whether the author’s claim is adequately supported.
- Teachers provide opportunities for students to receive feedback about how the effectiveness or accuracy of the student judgments.
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9.3.R.6 Students will comparatively analyze the structures of texts (e.g., compare/contrast, problem/solution, cause/effect, claims/counterclaims/evidence) and content by inferring connections among multiple texts and providing textual evidence to support their inferences.
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- Students will read multiple texts on the same topic written in a variety of text structures.
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- Teachers choose multiple texts about the same topic with different structures.
- Teachers allow time for students to read these texts.
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- Students will identify the structure used in each text.
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- Teachers provide guidance as students identify the structure of each text.
- Teachers provide opportunities for students to receive feedback about their identification of structures.
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- Students will make inferences based on the structure and content of multiple works.
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- Teachers demonstrate how to connect the structure of a text to its content and meaning.
- Teachers provide opportunities for students to find similarities and differences between texts of the same topic and/or theme.
- Teachers provide opportunities for students to receive feedback about the connections they have established.
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- Students will support claims of the relationships between texts with textual evidence.
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- Teachers remind students to provide evidence from the texts to support their inferences between texts.
- Teachers provide opportunities for students to support their claims.
- Teachers provide opportunities for students to receive feedback about how textual evidence supports claims.
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9.3.R.7 Students will make connections (e.g., thematic links, literary analysis) between and across multiple texts and provide textual evidence to support their inferences.
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- Students will make text-to-self, text-to-text, and text-to-world connections between and across multiple texts.
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- Teachers choose texts that relate to the students, each other, or the world.
- Teachers lead discussions of how the texts relate to students, each other, or the world.
- Teachers create opportunities for students to discover how texts relate to the students’ world.
- Teachers provide opportunities for students to receive feedback about their connections.
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- Students will support inferences with textual evidence.
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- Teachers remind students they need to provide evidence from the texts to support their inferences between texts.
- Teachers provide opportunities for students to support their inferences.
- Teachers provide opportunities for students to receive feedback about how textual evidence supports claims.
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WRITING: Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice. |
Student Actions
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Teacher Actions
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9.3.W.1 NARRATIVE - Grade Level Focus Students will write nonfiction narratives (e.g., memoirs, personal essays).
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- Students will compose a variety of nonfiction narratives, following established guidelines.
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- Teachers provide a variety of nonfiction narrative writing tasks.
- Teachers provide guidelines for success for each narrative writing task, which may include student contributions.
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- Students will write narratives to develop real experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
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- Teachers model or provide models of how to create narratives.
- Teachers provide opportunities for students to practice using descriptive and figurative language.
- Teachers encourage students to try different story elements in their narrative writing to experience how their story can change with different elements
- Teachers model or provide models of how to create narratives.
- Teachers demonstrate prewriting and drafting strategies for sketching a story.
- Teachers provide tools that help students follow the narrative events.
- Teachers explain the relationship between the conclusion and the rest of the narrative.
- Teachers encourage students to try different techniques in their narrative writing to experience how their story can change with a different technique used.
- Teachers provide opportunities for students to receive feedback on their writing that relates specifically to
- organization, diction, syntax, and style;
- flow and transitions;
- fit of the conclusion with the narrative;
- and ideas, organization, voice, sentence fluency, and word choice.
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- Students will 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. (Ideas, Organization)
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- Students will create a smooth progression of experiences or events. (Organization)
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- Students will use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. (Voice, Organization)
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- Students will use a variety of techniques to sequence events so that they build on one another to create a coherent whole. (Sentence Fluency)
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- Students will provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. (Ideas, Organization)
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9.3.W.2 INFORMATIVE- Grade Level Focus Students will compose essays and reports to objectively introduce and develop topics, incorporating evidence (e.g., specific facts, examples, details, data) and maintaining an organized structure and a formal style.
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- Students will compose a variety of informative essays and reports.
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- Teachers model or provide models informative essays.
- Teachers demonstrate prewriting and drafting strategies for informative essays.
- Teachers provide a variety of informative writing tasks.
- Teachers provide guidelines for success for each informative writing task, which may include student contributions.
- Teachers provide resources (such as a thesaurus or vocabulary notebooks) for students to find words that can accurately describe their details.
- Teachers explain the relationship between the conclusion and the rest of the essay.
- Teachers encourage students to try different rhetorical devices and organizational styles in their informative writing to experience how their meaning can change.
- Teachers provide opportunities for students to receive feedback on their writing that relates specifically to
- organization, diction, and syntax;
- flow and transitions;
- formal style and objective tone
- selection of supporting evidence,
- And fit of the conclusion with the evidence provided.
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- Students will follow specific guidelines for each essay or report.
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- Students will 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. (Ideas, Organization)
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- Students will 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. (Voice, Ideas)
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- Students will use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. (Sentence Fluency)
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- Students will use precise language and domain-specific vocabulary to manage the complexity of the topic. (Word Choice)
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- Students will establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (Voice, Word Choice)
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- Students will 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). (Ideas, Organization)
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9.3.W.3 Students will elaborate on ideas by using logical reasoning and illustrative examples to connect evidences to claim(s).
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- Students will use logical reasoning or other illustrative examples to support claims.
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- Teachers model how to connect textual evidence to claims.
- Teachers provide examples of logical reasoning (ie facts, statistics) and illustrative examples (anecdotes, pictures, etc.) to jumpstart student thinking.
- Teachers provide opportunities for students to receive feedback on the effectiveness of their use of evidence.
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- Students will clearly connect evidence to claim(s).
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- Teachers model how to connect evidence to claims.
- Teachers provide opportunities for students to explain how their evidence supports their claim.
- Teachers provide opportunities for students to receive feedback on the effectiveness of their use of evidence to support their claims.
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9.3.W.4 ARGUMENT Students will introduce claims, recognize and distinguish from alternate or opposing claims, and organize reasons and evidence, using credible sources.
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- Students will make a claim.
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- Teachers model how to write claims.
- Teachers provide opportunities for students to write claims.
- Teachers provide opportunities for students to receive feedback on the accuracy of their claims.
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- Students will address opposing claims.
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- Teachers model how to address opposing claims.
- Teachers provide opportunities for students to explain how their evidence supports their claim.
- Teachers provide opportunities for students to receive feedback on the effectiveness of their use of evidence to support their claims.
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- Students will sequence evidence logically.
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- Teachers model how to sequence reasoning and evidence effectively.
- Teachers provide opportunities for students to explain how their evidence supports their claim.
- Teachers provide opportunities for students to receive feedback on the effectiveness of their use of evidence to support their claims.
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- Students will use credible sources using appropriate citation style determined by the teacher.
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- Teachers model how to evaluate the credibility of sources.
- Teachers provide opportunities for students to explain how their evidence supports their claim.
- Teachers provide opportunities for students to receive feedback on the effectiveness of their use of evidence to support their claims.
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9.3.W.5 Students will show relationships among the claim, reasons, and evidence and include a conclusion that follows logically from the information presented and supports the argument.
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- Students will relate claims to supporting reasons and evidence.
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- Teachers model how to support claims logically and effectively.
- Teachers provide opportunities for students to make claims.
- Teachers provide opportunities for students to receive feedback on their connections.
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- Students will ensure that their reasons are supported with evidence within their writing.
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- Teachers model how to reinforce reasons with reliable evidence.
- Teachers provide opportunities for students to find evidence to support the reasoning for their claims.
- Teachers provide opportunities for students to receive feedback on the support for their reasons.
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- Students will write a logical conclusion that supports the argument.
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- Teachers model writing conclusions that support the argument.
- Teachers provide opportunities for students to receive feedback on their conclusions.
- Teachers provide opportunities for students to receive feedback on the support for their reasons.
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9.3.W.6 Students will blend multiple modes of writing to produce effective argumentative essays.
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- Students will incorporate other types of writing in their arguments to increase the effectiveness of their argument.
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- Teachers will review the different modes of writing.
- Teachers will model how to incorporate different modes of writing into an argument.
- Teachers will provide opportunities for students to write arguments that can be enhanced by the use of multiple modes of writing.
- Teachers provide opportunities for students to receive feedback on their use of other modes within their argument.
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9th Grade Objective Analysis Standard 3: Critical Rdg and Wtg
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