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9th Grade Objective Analysis Standard 3: Critical Rdg and Wtg

Page history last edited by Tashe Harris 3 years, 7 months ago

 Oklahoma Academic Standards for

English Language Arts |Grade Level Objective Analysis

 

Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

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.

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.

 For more specific genre information, please refer to Genre Guidance (page 4 of the Support Documents.).

 

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 

Teacher Actions 

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.

  • Students will read multiple texts (print/non-print) on the same topic.
  • Teachers provide topically related texts.
  • Students will note similarities or differences between methods the authors use to achieve their purpose.
  • 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.
  • Students will support analysis with implicit and/or explicit textual evidence.
  • Teachers model how to use textual evidence to prove the analysis.

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.

  • Students will identify point of view and perspectives of characters or authors in texts.
  • Teachers remind students how to identify point of view.
  • Teachers verify students are correctly identifying point of view or perspective.
  • Students will distinguish between the characters’ (or speakers) and author’s perspectives in multiple literary texts.
  • 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.
  • Students will identify author’s perspectives in multiple informational texts.
  • Teachers provide opportunities for students to determine the author’s perspective and how it affects non-fiction texts.
  • Students will make judgments about how point of view adds to the meaning of a work.
  • 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.

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
  • Students will identify literary elements.
  • Teachers guide students in identifying different literary elements.
  • Teachers provide opportunities for students to identify literary elements.
  • Students will explain how literary elements contribute to theme and meaning.
  • 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.
  • Students will interpret how themes are connected across texts.
  • 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. 

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
  • Students will identify literary devices authors use for various purposes.
  • 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.
  • Students will analyze how authors use various literary devices in order to work toward an interpretation.
  • 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.
  • Students will make claims about a text or multiple texts to support their interpretations.
  • 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.

9.3.R.5  Students will evaluate textual evidence to determine whether a claim is substantiated or unsubstantiated.

  • Students will read multiple arguments.
  • Teachers choose texts that represent different types of arguments.
  • Teachers provide opportunities for students to read various arguments.
  • Students will identify the claims made within texts.
  • 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.
  • Students will make judgments about the effectiveness of textual evidence.
  • 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.

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.

  • Students will read multiple texts on the same topic written in a variety of text structures.
  • Teachers choose multiple texts about the same topic with different structures.
  • Teachers allow time for students to read these texts.
  • Students will identify the structure used in each text.
  • Teachers provide guidance as students identify the structure of each text.
  • Teachers provide opportunities for students to receive feedback about their identification of structures.
  • Students will make inferences based on the structure and content of multiple works.
  • 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.
  • Students will support claims of the relationships between texts with textual evidence.
  • 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.

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.

  • Students will make text-to-self, text-to-text, and text-to-world connections between and across multiple texts.
  • 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.
  • Students will support inferences with textual evidence.
  • 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.  

 

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 

Teacher Actions 

9.3.W.1 NARRATIVE - Grade Level Focus Students will write nonfiction narratives (e.g., memoirs, personal essays).

  • Students will compose a variety of nonfiction narratives, following established guidelines.
  • Teachers provide a variety of nonfiction narrative writing tasks.
  • Teachers provide guidelines for success for each narrative writing task, which may include student contributions.
  • Students will write narratives to develop real experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
  • 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.
     
  • 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)
  • Students will create a smooth progression of experiences or events. (Organization)
  • Students will use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. (Voice, Organization)
  • Students will use a variety of techniques to sequence events so that they build on one another to create a coherent whole. (Sentence Fluency)
  • 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)  

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.

  • Students will compose a variety of informative essays and reports.
  • 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.

 

 

 

  • Students will follow specific guidelines for each essay or report.
  • 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)
  • 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)
  • 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)
  • Students will use precise language and domain-specific vocabulary to manage the complexity of the topic. (Word Choice)
  • 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)
  • 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)

9.3.W.3 Students will elaborate on ideas by using logical reasoning and illustrative examples to connect evidences to claim(s).

  • Students will use logical reasoning or other illustrative examples to support claims.
  • 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.
  • Students will clearly connect evidence to claim(s).
  • 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.

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.

  • Students will make a claim.
  • 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.
  • Students will address opposing claims.
  • 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.
  • Students will sequence evidence logically.
  • 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.
  • Students will use credible sources using appropriate citation style determined by the teacher.
  • 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.

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.

  • Students will relate claims to supporting reasons and evidence.
  • 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. 
  • Students will ensure that their reasons are supported with evidence within their writing.
  • 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. 
  • Students will write a logical conclusion that supports the argument.
  • 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. 

9.3.W.6  Students will blend multiple modes of writing to produce effective argumentative essays. 

  • Students will incorporate other types of writing in their arguments to increase the effectiveness of their argument.
  • 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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