S - Student before teaching T - After teaching RA - Reassessment FA - Final assessment

9th Grade Reading Literature North Carolina English Language Arts Standards 2018-2019
Directions: Keep this document in your data binder and use it to keep track of your progress towards mastery.
3.75 - 4.00 = I can demonstrate a complex application, so I show advanced mastery of this grade level standard.
3.25 - 3.74 = I have a deeper understanding of the content, so I show mastery of this grade level standard.
2.50 - 3.24 = I have a complete understanding of the content, so I am proficient in this grade level standard.
1.75 - 2.49 = I have a partial understanding of the content, so I am developing in this grade level standard.
1.00 - 1.74 = I have minimal understanding and need assistance, so I am emerging in this grade level standard.
0.00 - 0.99 = I have not been introduced to this standard, so it has not been assessed yet.

ReadingKey Ideas and Details S AT RA RA FA

RL.9-10.1 Cite strong and thorough textual evidence to

support analysis of what the text says explicitly as well as
inferences drawn from the text.
I can find a line from a text and use it to prove what
I know the text says.
I can find a line from a text and use it to prove what
I think the text means.

RL.9-10.2 Determine a theme of a text and analyze in detail

its development over the course of the text, including how it
emerges and is shaped and refined by specific details;
provide an objective summary of the text.
I can prove the message an author wants us to learn
and take away from a text and prove how the
author builds that idea through parts of the text,
such as why characters do things or why the author
includes certain parts.
I can tell others what the text is about without
offering my opinion.

RL.9-10.3 Analyze how complex characters develop over the

course of a text, interact with other characters, and advance
the plot or develop the theme.
I can explain how people in a text are developed by
how they think, talk, and interact with others.
I can explain how certain characters help the author
develop the message and meaning of a text.
I can explain how certain characters help the author
move things along in the text, like the sequence of
events.

ReadingCraft and Structure

RL.9-10.4 Determine the meaning of words and phrases as

they are used in the text; analyze the cumulative impact of
specific word choices on meaning and tone.
I can figure out what words mean in a text by using
 strategies Ive been taught, like using context clues
and decoding.
I can explain why an author uses certain words to
get across his or her feelings and ideas.

RL.9-10.5 Analyze how an authors choices concerning how

to structure a text, order events within it, and manipulate
time create effects such as mystery, tension, or surprise.
I can explain why certain parts in a text come before
or after others.
I can why a text has certain parts, like prologues
and epilogues.
I can explain why an author uses foreshadowing or
flashbacks.

RL.9-10.6 Analyze a particular perspective or cultural

experience reflected in a work of literature from outside the
United States, drawing on a wide reading of world literature.
I explain the way someone thinks, feels, believes, or
acts because of their perspective and culture in a
text.

ReadingIntegration 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.
I can explain how the same idea, feeling, or topic is
expressed in two different ways, like in a book and a
piece of artwork, or in a poem and a book.
I can identify what makes each one unique because
of the details it includes or leaves out.

RL.9-10.9 Analyze how an author adopts or adapts source

material in a specific work.
I can explain how an author uses and changes
information (the right way) to achieve a purpose.

RL.9-10.10 By the end of grade 9, read and understand

literature within the 9-10 text complexity band proficiently
and independently for sustained periods of time. Connect
prior knowledge and experiences to text
I can keep up with reading assignments.
I can actually follow along with the class and pay
attention to the text we read together and alone.
I connect the things I know to the texts I read.