GRADES 9/10

READING 

1.0. WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students apply their knowledge of word origins both to determine the meaning of new words encountered in reading materials and to use those words accurately.

2.0. READING COMPREHENSION (FOCUS ON INFORMATIONAL MATERIALS): Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced.

Comprehension and Analysis of Grade-Level-Appropriate Text: 
2.3. generate relevant questions about readings that can be researched

2.4. synthesize the content and ideas from several sources dealing with a single issue or written by a single author, and paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension

2.5. extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration

2.6. demonstrate use of sophisticated learning tools by following technical directions (e.g., graphic calculators, specialized software programs, access guides to Internet worldwide websites)

Expository Critique:
2.7. critique the logic of functional documents by examining the sequence of information and procedures and the anticipation of possible reader misunderstandings

2.8. evaluate the credibility of an author's argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and how the author's intent affects the text's structure and tone (e.g., professional journals, editorials, political speeches, primary source material)

WRITING 

1.0. WRITING STRATEGIES: Students write coherent and focused texts that convey a well-defined perspective and tightly-reasoned argument. Student writing demonstrates awareness of audience and purpose and use of the stages of the writing process, as needed.

Organization and Focus: 
1.1. establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintains a consistent tone and focus throughout the piece of writing

1.2. use precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice

Research and Technology:
1.3. use clear research questions and coherent research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources

1.4. develop key ideas within the body of the composition through supportive evidence (e.g., scenarios, commonly held beliefs, hypotheticals, and/or definitions)

1.5. synthesize information from multiple sources and identify complexities and discrepancies in the information and how different perspectives are found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, and technical documents)

Revising and Evaluating Strategies:
1.9. revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone, taking into consideration the audience, purpose, and formality of the context

2.0. WRITING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce text of at least 1,500 words, when appropriate. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

Using the Grades 9/10 writing strategies outlined in Writing Standard 1.0, students:
a. Relate a sequence of events and communicate the significance of the events to the audience. 

b. Locate scenes and incidents in specific places. 

2.2 Write responses to literature:
a. Demonstrate a comprehensive grasp of the significant ideas of literary works. 

b. Support important ideas and viewpoints through accurate and detailed references to the text or to other works. 

2.3 Write expository compositions, including analytical essays and research reports: 
a. Marshal evidence in support of a thesis and related claims, including information on all relevant perspectives. 

b. Convey information and ideas from primary and secondary sources accurately and coherently. 

2.4 Write persuasive compositions:
a. Structure ideas and arguments in a sustained and logical fashion. 

b. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy). 

c. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning. 

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS 

English Language Conventions are integral both to Writing and to Listening and Speaking. Thus, these standards have been placed between the other two. 

1.0. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions.

Grammar and Mechanics:
1.1 Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens). 

1.2 Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses).

1.3 Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax. 

Manuscript Form (Grades Nine and Ten)
1.4 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. 

1.5 Reflect appropriate manuscript requirements, including title page presentation, pagination, spacing and margins, and integration of source and support material (e.g., in-text citation, use of direct quotations, paraphrasing) with appropriate citations.