9th Grade ELA (South Dakota Content Standards)

Reading Literature (RL)

• 9-10.RL.1 Back up analysis of what a text states and implies with strong, relevant, thorough evidence.
• 9-10.RL.2 Work out a theme or central idea.
  • a. Analyze how it is introduced, built and refined through particular details.
  • b. Give an objective summary to support the analysis of theme.
• 9-10.RL.3 Analyze how complex characters with mixed motives, and events, develop, interact and move the plot or theme forward.
• 9-10.RL.4 Analyze how word choice and figurative language shape meaning, mood and tone, including connotation, dialect and sense of time and place.
• 9-10.RL.5 Analyze how structure, order of events and handling of time create mystery, tension or surprise.
• 9-10.RL.6 Judge how point of view and purpose shape culturally diverse texts, including from outside the U.S., and reflect on one's own reading.
• 9-10.RL.7 Analyze how a subject or key scene is shown in two artistic media, noting what each stresses or leaves out.
• 9-10.RL.9 Analyze related literary texts from one period on similar themes and explain how an author draws on or alludes to source material.
• 9-10.RL.10 By year end, independently read and grasp varied literary texts at grades 9–10 complexity.
  • a. Show proficiency with grade-level texts.
  • b. Choose texts for enjoyment, interest and schoolwork.
  • c. Read widely to understand several perspectives and viewpoints.

Reading Informational Text (RI)

• 9-10.RI.1 Back up analysis of what a text states and implies with strong, relevant, thorough evidence.
• 9-10.RI.2 Work out a central idea.
  • a. Analyze how it is introduced, built and refined through details.
  • b. Give an objective summary to support the analysis.
• 9-10.RI.3 Analyze how people, ideas or events interact and develop, including stated and implied links.
• 9-10.RI.4 Tell apart figurative, connotative and technical meanings and analyze the combined effect of word choice on meaning and tone.
• 9-10.RI.5 Analyze how sentences, paragraphs and larger sections develop and refine ideas or claims.
• 9-10.RI.6 Work out an author's point of view or purpose.
  • a. Analyze how rhetoric moves that point of view or purpose forward.
  • b. Check a text for bias or faulty reasoning.
• 9-10.RI.7 Analyze different accounts of a subject in different media and which details each stresses.
• 9-10.RI.8 Set out and evaluate an argument and its specific claims.
  • a. Judge if the reasoning holds and the evidence is relevant and enough.
  • b. Identify false statements and faulty reasoning.
• 9-10.RI.9 Analyze landmark U.S. documents of historical and literary weight, their shared themes and the authors' approaches.
• 9-10.RI.10 By year end, independently read and grasp nonfiction and informational texts at grades 9–10 complexity.
  • a. Show proficiency with grade-level texts.
  • b. Choose texts for enjoyment, interest and schoolwork.
  • c. Read widely to understand different perspectives and viewpoints.

Language (L)

• 9-10.L.1 Show control of standard English grammar and usage in speech and writing.
  • a. Use parallel structure.
  • b. Use many kinds of phrases and clauses to convey exact meaning, vary sentence structure and write or present fluently.
• 9-10.L.2 Show control of standard English mechanics, checking references when needed.
  • a. Use semicolons, perhaps with a conjunctive adverb, to join related clauses and to separate complex lists.
  • b. Use colons correctly.
  • c. Use hyphens, dashes and other punctuation correctly.
  • d. Use standard spelling and capitalization.
• 9-10.L.3 Use knowledge of how language works in different contexts to make good choices and understand more fully; write and edit to a style manual such as MLA or APA.
• 9-10.L.4 Figure out new and multiple-meaning words met in grades 9–10 reading and content, using several strategies.
  • a. Use sentence, paragraph or text context and a word's role as clues.
  • b. Use word parts to recognize different meanings or parts of speech.
  • c. Use general and specialized references for pronunciation, exact meaning, part of speech or word origin.
• 9-10.L.5 Show understanding of semantics.
  • a. Interpret figures of speech such as euphemism and oxymoron in context and analyze their role.
  • b. Analyze how word relationships, including word parts and origins, create shades of meaning.
  • c. Analyze connotations of words with similar definitions.
• 9-10.L.6 Learn and use college- and career-ready academic and subject vocabulary.
  • a. Build a broad, precise vocabulary independently.
  • b. Understand why vocabulary matters for understanding and expression.

Writing (W)

• 9-10.W.1 Write arguments analyzing substantive topics or texts with valid reasoning and enough relevant evidence.
  • a. State precise claims, separate them from opposing claims, and organize claims, counterclaims, reasons and evidence clearly.
  • b. Develop claims and counterclaims fairly with enough valid evidence, noting strengths and limits of each for the audience.
  • c. Use varied transitions to join sections, build cohesion and clarify how claims, reasons, evidence and counterclaims relate.
  • d. Keep a formal style and clear voice that respects the norms of the subject.
  • e. Write a conclusion that follows from and supports the argument.
• 9-10.W.2 Write informative pieces that present complex ideas and information clearly and accurately through well-chosen, organized content.
  • a. Introduce the topic, organize complex ideas to show key connections and distinctions, and add headings, graphics or media when useful.
  • b. Develop the topic with well-chosen facts, extended definitions, details, quotations and examples suited to the audience.
  • c. Use varied transitions to join sections, build cohesion and clarify links among complex ideas.
  • d. Use precise and subject-specific vocabulary to handle the topic's complexity.
  • e. Establish a clear voice.
  • f. Close with a section that supports the explanation, e.g. stating implications or significance.
• 9-10.W.3 Write narratives or other creative pieces, such as poems, memoirs or graphic stories, with effective technique, voice, detail and event order.
  • a. Hook the reader with a problem, situation or observation, set one or more points of view, introduce characters and move events smoothly.
  • b. Use story and poetic devices, e.g. dialogue, pacing, rhythm, description, reflection and more than one plot line.
  • c. Sequence events with varied techniques so they build into a coherent whole.
  • d. Use strong word choice and figurative language to paint a vivid picture.
  • e. Establish a clear voice.
  • f. End, when the genre calls for it, with a conclusion that reflects on what happened.
• 9-10.W.4 Produce clear, coherent writing whose development, organization, style, voice and tone fit the task, purpose and audience.
• 9-10.W.5 Use a writing process of planning, revising, editing or rewriting to address what matters most, with help from peers, adults or digital tools.
• 9-10.W.6 Use technology to produce, revise, edit and publish individual or shared writing and to collaborate, using links and flexible displays.
• 9-10.W.7 Do short and longer research, narrowing or widening the inquiry and showing understanding from multiple sources.
• 9-10.W.8 Gather relevant information from multiple sources.
  • a. Use advanced searches well.
  • b. Judge each source's relevance, accuracy and credibility.
  • c. Blend in information smoothly through paraphrase, summary, quotation and attribution.
  • d. Avoid plagiarism and cite in a standard format.
• 9-10.W.9 Use evidence from literary or informational texts for analysis, reflection, creative writing and research, applying grades 9–10 reading standards.
• 9-10.W.10 Write regularly over long and short time frames and choose topics and formats, including cover letters, resumes and business letters.

Speaking and Listening (SL)

• 9-10.SL.1 Start and take part well in varied discussions on grades 9–10 topics, building on others' ideas and stating their own clearly and persuasively.
  • a. Arrive prepared and use evidence from texts and research to spark a thoughtful, reasoned exchange.
  • b. Work with peers to set discussion and decision norms, clear goals, deadlines and roles.
  • c. Move talk forward with questions tying it to bigger ideas, include others, and clarify or challenge conclusions.
  • d. Respond to varied views, sum up agreement and disagreement, and refine their own views in light of evidence.
• 9-10.SL.2 Evaluate sources in varied media for credibility and accuracy and combine them when presenting.
• 9-10.SL.3 Judge a speaker's viewpoint, reasoning, audience, evidence and rhetoric, spotting faulty reasoning or distorted evidence.
• 9-10.SL.4 Present material that fits the audience, task and purpose, respecting others' intellectual property.
  • a. Show organization, development, substance and style.
  • b. Use effective body language such as eye contact, expression, gesture and presence.
  • c. Use effective voice: volume, pace, tone and clear speech.
• 9-10.SL.5 Add digital media and visual displays to presentations to deepen understanding and add interest.
• 9-10.SL.6 Adapt speech to varied contexts, purposes and audiences, using self-reflection and feedback and standard English when called for.