Year-Long Language Arts Reporting Clusters Reporting Cluster: Mastering Vocabulary Topic RL9.4, RI9.4 Knowledge: Assessments: Vocabulary 4 Students demonstrate they have the ability to: Analyze the cumulative impact of specific word choices on meaning and tone in a text (for example, how the language evokes a sense of time and place; how it sets a formal or informal tone) 3 Proficient Students demonstrate they have the ability to: Analyze nuances in the meaning of words with similar denotations in a text Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings 2 Students demonstrate they have developed the ability to: Identify specific words that impact meaning and tone in a text Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening. 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Reporting Cluster: Comprehending Text Topic RL9.10, RI9.10 Knowledge: Assessments: Text Complexity 4 Students demonstrate they have the ability to: Read text at the 1300+ Lexile Level (Advanced) 3.5 Students demonstrate they have the ability to: Read text at the 1225-1299 Lexile Level (Proficient) 3 Proficient Students demonstrate they have the ability to: Read text at the 1150-1224 Lexile Level (Proficient) 2.5 Students demonstrate they have the ability to: Read text at the 1075-1149 Lexile Level (Basic) 2 Students demonstrate they have the ability to: Read text at the 1000-1074 Lexile Level (Basic) 1.5 Students demonstrate they have the ability to: Read text at the 500-999 Lexile Level (Below Basic) 1 Students demonstrate they have the ability to: Read text at the BR-499 Lexile Level (Below Basic)
UNIT THREE: Research and Argument 9 weeks Organizing Principles: An exploration into non-fiction text, argumentative analysis, and shorter research writing. Overview of Unit Materials Textbook Resources Commonly Used Full-Length Texts Uncommonly Used Full-Length Texts Supplemental Material Material is drawn from Holt McDougal Grade 9 Literature Book ©2010. No specific text from this list is required, but teachers should be teaching a balance between this column and the “Uncommonly Used Full-Length Texts” column. A course should not teach more texts from this column (or from teacher free choice) than it does from the “Commonly Used Full-Length Texts” column. Resources from outside the textbook are acceptable, but should be shared with the PLC. Some strong external resources recommended by teachers include: Planning Guide to Year-Long Standards Mastering Vocabulary Constructing Writing Applying Grammar and Mechanics Comprehending Text Article-specific vocabulary from short passages and full-length texts read throughout the unit Writing tasks that support Evaluating Arguments in Text Writing tasks that support Synthesizing Information Revision of significant tasks [PENDING] Any student without 2 SRI scores by this point should take the test between February 15th and March 15th
Reporting Cluster: Integrating Multiple Texts Topic RL9.9 Knowledge: Notes: Literary Comparisons and Source Materials 4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target. 3 Proficient Students demonstrate they have the ability to: Analyze how an author’s work interprets and transforms source material (for example, how a later author draws on a play by Shakespeare) 2 Students will recognize or recall: Specific vocabulary such as: Source, theme, topic, transform Students demonstrate they have developed the ability to: Identify examples of the use of source materials in a modern work 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.