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Grade-Level Objective Analysis
The purpose of the objective analysis is to provide support for the Oklahoma Academic Standards for English Language Arts.
The objective analysis was developed by Oklahoma classroom teachers with the intention of supporting districts with the implementation and deep understanding of the Oklahoma Academic Standards (OAS) for English Language Arts. This resource provides each standard's objective deconstructed into Student and Teacher Action statements. These action statements are provided as suggestions for classroom teachers to utilize and build upon. They are not intended to encompass the full range of teaching and learning actions and experiences that can be observed in the classroom. Visit the 9th Grade ELA Standards to search for each objective analysis. In addition to to the student and teacher actions, Supporting Resources and Teacher Insights have also been provided. Supporting Resources are videos, documents, and websites connected to the objective, vetted by experienced Oklahoma teachers. The Teacher Insights provide a deeper understanding of the objective, including definitions of terms from the objective and teaching tips.
A Note About Monitoring and Feedback
Throughout the Teacher Actions section of this document, you will find the phrase “teachers monitor.” Monitoring students and/or their work looks different depending upon the grade level, the activity, and where you are at in the lesson.
“Teachers monitor” could include, but is not limited to, actions such as:
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Observation of students as teacher walks around the room
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Listening in on small group discussions
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Listening in as students provide peer feedback
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Questioning students during whole class discussions
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Collecting and reviewing exit tickets
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Using class work to determine if concepts need to be re-taught
Feedback is also a term used throughout the Teacher Actions sections. Feedback should be specific, timely, and address the goals of the learner. It is also important to remember that not all feedback comes from the teacher. If students are peer editing or in small group discussions, feedback can come from the other students in the class. The following articles suggest methods for providing effective feedback:
How to Read the Table
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