Integration of Knowledge and Ideas. RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). EERL.9-10.7. Compare the representation of a subject or topic in two different artistic mediums (e.g., poetry and illustration). EERL.9-10.7. Compare and contrast the representation of a subject or topic in two different artistic mediums (e.g., poetry and illustration). Ex. Compare and contrast the poem The Great Figure to the painting The Figure 5 in Gold that was inspired by the poem. Ex. Compare and contrast a video cartoon to a comic book containing the same story (e.g., “What is the same?” and “What is different?”). EERL.9-10.7. Compare the representation of a subject or topic in two different artistic mediums (e.g., poetry and illustration). Ex. Compare a video cartoon to a comic book containing the same story (e.g., “What is the same?”). Ex. Compare an illustration with the accompanying poem in Where the Sidewalk Ends. EERL.9-10.7. Match poetry with illustrations that represent them. Ex. Given a selection of illustrations from Where the Sidewalk Ends, match them to the appropriate poems. EERL.9-10.7. Identify an illustration that depicts the topic of a poem. Ex. Given two illustrations, identify the one that depicts the topic of a poem read aloud. RL.9-10.8. (Not applicable to literature) EERL.9-10.8. N/A RL.9-10.9. Analyze how an author draws on and EERL.9-10.9. Identify when an author draws upon or EERL.9-10.9. Determine how an author has drawn upon or included references to another text.
Ex. After reading and discussing a science text, select from related and unrelated choices the purpose of the text (e.g., germs make you sick). EERI.9-10.6. Identify resource based on its author’s claim. Ex. Select text about snakes from at least three different options. Ex. Select text about a historical figure from choices provided by the teacher. EERI.9-10.6. Request a resource by topic or purpose. Ex. Ask for a resource by topic or purpose, (e.g., The teacher says, “What do you want to read about?,” and student says, “bugs.”). Ex. Use a preprogrammed AAC device to request an informational text by topic or purpose. Integration of Knowledge and Ideas. RI.9-10.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. EERI.9-10.7. Analyze two accounts of a subject told in different mediums to determine how they are the same and different. EERI.9-10.7. Compare and contrast a selection from text about a person with other mediums. Ex. Compare a letter written by a subject to a section in a biography or news report telling about the same event (Martin Luther King’s Letter from a Birmingham Jail). Ex. Describe similarity or differences between an informational text about a person and a painting, photograph, or film clip about them. EERI.9-10.7. Compare a selection of informational text about a person with another medium. Ex. Tell what is the same in a biographical video about a person to a text or passage about the same person (e.g., “He was/is president.”).
Ex. Using word prediction software and with a teacher’s support and guidance, write about a favorite activity in class (like going to a movie). Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. EEW.9-10.2.c. Use complete, simple sentences as appropriate. Use precise language and domain-specific vocabulary to manage the complexity of the topic. EEW.9-10.2.d. Use domain specific vocabulary when writing claims related to a topic of study or text. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. EEW.9-10.2.e. N/A f. Provide a concluding statement or section that follows from and EEW.9-10.2.f. Providing a closing or concluding statement.
techniques to sequence events so that they build on one another to create a coherent whole. events in the narrative using temporal words to signal order as appropriate. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. EEW.9-10.3.d. Use descriptive words and phrases to convey a vivid picture of experiences, events setting, or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. EEW.9-10.3.e. Provide a closing. Production and Distribution of Writing. W.9-10.4. Produce clear and coherent writing in which the development, EEW.9-10.4. Produce writing that is appropriate to a particular task, purpose, and audience. EEW.9-10.4. Produce coherent writing that is complete and appropriate to a particular task, purpose, and audience. Ex. Write directions in sequence to do a particular task. Ex. Make a list of things to assemble that will be needed for a class project. EEW.9-10.4. Produce writing that is appropriate to a particular task,
as they do so, and indicating “yes” or “no” to keep the information in the text. For “no” responses, peers will defend evidence with text references or eliminate as directed. Ex. Use a preprogrammed alternative keyboard to contribute to a small group writing project. Range of Writing. W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. EEW.9-10.10. Write routinely over time for a range of tasks, purposes, and audiences. EEW.9-10.10. Write routinely over time for a range of tasks, purposes, and audiences. Ex. Write a note to the principal about an upcoming event and return to it the next day to revise and complete it before it is sent to the principal. Ex. Write a research report for social studies class, working on it for several days adding more information to address the areas in the teacher’s rubric. EEW.9-10.10. With guidance and support, write routinely over time for a variety of tasks, purposes, and audiences. Ex. Using word prediction software with a topic-specific dictionary and a talking word processor on the computer, write notes to the school principal and the teacher about an upcoming event. Ex. Using word prediction software with a topic-specific dictionary and a talking word processor, complete a short research report and then review and revise it. Ex. With guidance and support, write labels to go with a display for a group research project. EEW.9-10.10. With guidance and support, communicate routinely for a variety of purposes and audiences. Ex. After shared reading of an informational passage and repeating a word
more?”). EESL.9-10.1.c. Participate in a discussion. Ex. During a discussion, use a preprogrammed multiple message voice output device to comment (e.g., “That’s interesting.” or “I know something about that.”). Ex. During a discussion, use a preprogrammed single message voice output to comment during a discussion. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. EESL.9-10.1.d. Indicate agreement or disagreement with others during discussions. EESL.9-10.1.d. Clarify own views during discussions. Ex. After stating own view (e.g., “I think the order is wrong.”), a peer seeks clarification (e.g., “What is wrong?”), and the student clarifies (e.g., “This one goes first.”). Ex. During a discussion with peers, one peer says, “<Student> thinks this is a waste of time.” The student clarifies, “No, I don’t. It is important.” EESL.9-10.1.d. Indicate agreement or disagreement with others during discussions. Ex. During a discussion about an assigned topic, indicate agreement with the speaker by nodding or offering verbal confirmation, “yeah” or “me too”. Ex. During a discussion, one peer says, “I think we’re done.” and the student agrees, “Yeah, done.” EESL.9-10.1.d. State own views during a discussion. Ex. During a discussion, tell the group, “That is the most important part.” Ex. During a discussion, share views about a topic that the student
important details that appear throughout. EESL.9-10.4. Present information. Ex. Share information on assigned topic that has been prepared with peers. Ex. Assist peers in presenting information that has been compiled working with the group. EESL.9-10.4. Communicate with peers on an assigned topic. Ex. Speak, sign, use symbols or technology to share an idea on a topic with peers (e.g., “Dogs are good pets.”). SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. EESL.9-10.5. Use digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to support understanding. EESL.9-10.5. Use digital media strategically (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to support understanding and add interest. Ex. Use a combination of text, graphics, and video clips in a presentation about their own responsibilities as part of a unit on personal responsibility. Ex. Strategically place text and graphic images on a tri-fold science display to add interest to a presentation on an assigned topic. EESL.9-10.5. Use digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to support understanding. Ex. Put text and graphics together in a multimedia presentation about their own responsibilities as part of a unit on personal responsibility. Ex. Place a text and graphic images on a tri-fold science display and use it to support an oral presentation.
conventions of standard English grammar and usage when writing or speaking. Use parallel structure.*[sic] N/A 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. EEL.9-10.1.b. Use a variety of parts of speech (nouns, verbs, pronouns, adjectives, and prepositions) in writing or communication to convey information. EEL.9-10.1.b. Use a variety of parts of speech (nouns, verbs, pronouns, adjectives, and prepositions) in writing or communication to convey information. Ex. Give an oral report on a topic (e.g., explain a simple process) using sentences that includes a variety of parts of speech. Ex. Write a brief, written report using sentences that includes a variety of parts of speech. EEL.9-10.1.b. Use complete sentences to convey information in spoken and written English. Ex. Write grammatically complete sentences when making entries in a journal. Ex. Use grammatically complete sentences to tell about science class. EEL.9-10.1.b. Understand the meaning of words. Ex. Selects from an array of pictures, objects, or other symbols to demonstrate understanding of spoken words. L.9-10.2. Demonstrate command of the conventions of standard English capitalization, EEL.9-10.2. Demonstrate understanding of conventions of standard English. EEL.9-10.2.a. Use correct punctuation when writing. Ex. Write a letter and include a comma after greeting and closing as well as ending punctuation throughout. Ex. Write a brief dialogue using quotation marks appropriately.
Ex. Indicate a need for assistance through gestures, eye contact or gaze, vocalizations, etc. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). EEL.9-10.4.d. N/A (See EE.L.9-10.4.c. above). L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. EEL.9-10.5. Demonstrate understanding of word relationships and use. Interpret common figures of speech. EEL.9-10.5.a. Distinguish understanding of multiple meaning of words and figures of speech. Ex. Use same word in two ways. Ex. Use figurative language (e.g., It’s raining cats and dogs.). EEL.9-10.5.a. Recognize when a multiple meaning word is used two ways. Ex. Given two sentences in which the same word is used two ways, point to or indicate the repeated word in each sentence. EEL.9-10.5.a. Respond to the use of a word in two ways. Ex. Follow two directions that include the use of the same word in two different ways (e.g., “Move back.” and “Show me your back.”). Analyze nuances in the meaning of words with similar denotations. EEL.9-10.5.b. Determine the intended meaning of multiple meaning words. L.9-10.6. Acquire and use EEL.9-10.6. Use general EEL.9-10.6. Acquire and use general academic and domain-specific words
accurately general academic and words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. academic and words and phrases across contexts. and phrases common to the student’s experience. Ex. Use words and phrases from reading to write answers to questions. EEL.9-10.6. Acquire and use general academic and domain-specific words and phrases. Ex. Use words and graphics from reading in social studies and science. Ex. Use academic words learned in reading to answer questions. EEL.9-10.6. Recognize general academic language. Ex. Asked “Which do you learn about in science, animals or sewing?” Answer “Animals.” Ex. Point to dictionary when asked, “Where do you go to find out what words mean?” EEL.9-10.6. Respond to general academic language. Ex. Ask for assistance when encountering new academic vocabulary. Ex. Point to, underline, or use a preprogrammed switch to indicate that a new academic word has been used by the speaker or reader.