Key: I = Introduce R= Reinforce M=Maintain

Common Core Standards

American Association of
School
Introduce Reinforce Maintain
Librarians Standards

2.1.6 Use the writing process, media

CC.9.L.1 Conventions of Standard English: Demonstrate
and visual literacy, and technology
command of the conventions of standard English
skills to create products that express
grammar and usage when writing or speaking.
new understandings.
CC.9.L.1 Conventions of Standard English: Demonstrate 3.1.3 Use writing and speaking skills
command of the conventions of standard English
to communicate new understandings
grammar and usage when writing or speaking.
effectively.
CC.9.L.1.a Conventions of Standard English: Use parallel
structure.*
CC.9.L.1.b Conventions of Standard English: 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.

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2.1.6 Use the writing process, media

CC.9.L.2 Conventions of Standard English: Demonstrate
and visual literacy, and technology
command of the conventions of standard English
skills to create products that express
capitalization, punctuation, and spelling when writing.
new understandings.

CC.9.L.2 Conventions of Standard English: Demonstrate 3.1.3 Use writing and speaking skills
command of the conventions of standard English
to communicate new understandings
capitalization, punctuation, and spelling when writing. effectively.

CC.9.L.2.a Conventions of Standard English: Use a

semicolon (and perhaps a conjunctive adverb) to link
two or more closely related independent clauses.
CC.9.L.2.b Conventions of Standard English: Use a colon
to introduce a list or quotation.
CC.9.L.2.c Conventions of Standard English: Spell
correctly.

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CC.9.L.3 Knowledge of Language: Apply knowledge of

language to understand how language functions in
different contexts, to make effective choices for
meaning or style, and to comprehend more fully when
reading or listening.

CC.9.L.3.a Knowledge of Language: Write and edit work

1.3.1 Respect copyright/intellectual
so that it conforms to the guidelines in a style manual
property rights of creators and
(e.g., MLA Handbook, Turabian's Manual for Writers)
producers.
appropriate for the discipline and writing type.

CC.9.L.3.a Knowledge of Language: Write and edit work

1.3.3 Follow ethical and legal
so that it conforms to the guidelines in a style manual
guidelines in gathering and using
(e.g., MLA Handbook, Turabian's Manual for Writers)
information.
appropriate for the discipline and writing type.

CC.9.L.3.a Knowledge of Language: Write and edit work

3.1.6 Use information and technology
so that it conforms to the guidelines in a style manual
ethically and responsibly.
(e.g., MLA Handbook, Turabian's Manual for Writers)
appropriate for the discipline and writing type.

CC.9.L.4 Vocabulary Acquisition and Use: Determine or

clarify the meaning of unknown and multiple-meaning
words and phrases based on grades 9-9 reading and
content, choosing flexibly from a range of strategies.

4.4.4 Interpret new information

based on cultural and social context.

CC-9.L.4.a Vocabulary Acquisition and Use: Use context

(e.g., the overall meaning of a sentence, paragraph, or
text; a word's position or function in a sentence) as a
clue to the meaning of a word or phrase.

CC.9.L.4.b Vocabulary Acquisition and Use: Identify and

correctly use patterns of word changes that indicate
different meanings or parts of speech (e.g., analyze,
analysis, analytical; advocate, advocacy).

CC.9.L.4.c Vocabulary Acquisition and Use: Consult

general and specialized reference materials (e.g.,
1.1.4 Find, evaluate, and select
dictionaries, glossaries, thesauruses), both print and
appropriate sources to answer
digital, to find the pronunciation of a word or determine
questions.
or clarify its precise meaning, its part of speech, or its
etymology.

CC.9.L.4.c Vocabulary Acquisition and Use: Consult

general and specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and
1.4.4 Seek appropriate help when
digital, to find the pronunciation of a word or determine needed.
or clarify its precise meaning, its part of speech, or its
etymology.

CC.9.L.4.c Vocabulary Acquisition and Use: Consult

general and specialized reference materials (e.g.,
1.1.4 Find, evaluate, and select
dictionaries, glossaries, thesauruses), both print and
appropriate sources to answer
digital, to find the pronunciation of a word or determine
questions.
or clarify its precise meaning, its part of speech, or its
etymology.
CC.9.L.5 Vocabulary Acquisition and Use: Demonstrate
understanding of figurative language, word
relationships, and nuances in word meanings.
CC.9.L.5.a Vocabulary Acquisition and Use: Interpret
figures of speech (e.g., satire, sarcasm) in context and
analyze their role in the text.
CC.9.L.5.b Vocabulary Acquisition and Use: Analyze
nuances in the meaning of words with similar
denotations.
CC.9.L.6 Vocabulary Acquisition and Use: Acquire and
use accurately general academic and domain-specific
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

4.4.4 Interpret new information

based on cultural and social context.

1.2.2 Demonstrate confidence and

self-direction by making independent
choices in the selection of resources
and information

1.1.1 Follow an inquiry-based process

CC.9.R.I.1 Key Ideas and Details: Cite strong and
in seeking knowledge in curricular
thorough textual evidence to support analysis of what subjects and make the real world
the text says explicitly as well as inferences drawn from connection for using this process in
the text.
own life.
CC.9.R.I.1 Key Ideas and Details: Cite strong and
1.1.2 Use prior and background
thorough textual evidence to support analysis of what
knowledge as context for new
the text says explicitly as well as inferences drawn from
learning.
the text.

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1.1.5 Evaluate information found in

CC.9.R.I.1 Key Ideas and Details: Cite strong and
selected sources on the basis of
thorough textual evidence to support analysis of what
accuracy, validity, appropriateness to
the text says explicitly as well as inferences drawn from
needs, importance, and social and
the text.
cultural context.

1.1.7 Make sense of information

gathered from diverse sources by
identifying misconceptions, main and
supporting ideas, conflicting
information, and point of view or
bias.

CC.9.R.I.1 Key Ideas and Details: Cite strong and

thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from
the text.

2.1.3 Use strategies to draw

CC.9.R.I.1 Key Ideas and Details: Cite strong and
conclusions from information and
thorough textual evidence to support analysis of what
apply knowledge to curricular areas,
the text says explicitly as well as inferences drawn from
real world situations, and further
the text.
investigations.
2.2.3 Employ a critical stance in
CC.9.R.I.1 Key Ideas and Details: Cite strong and
drawing conclusions by
thorough textual evidence to support analysis of what
demonstrating that the pattern of
the text says explicitly as well as inferences drawn from
evidence leads to a decision or
the text.
conclusion.
CC.9.R.I.1 Key Ideas and Details: Cite strong and
thorough textual evidence to support analysis of what 2.4.1 Determine how to act on
the text says explicitly as well as inferences drawn from information (accept, reject, modify).
the text.
CC.9.R.I.2 Key Ideas and Details: Determine a central
idea of a text and analyze 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.

1.1.1 Follow an inquiry-based process

in seeking knowledge in curricular
subjects and make the real world
connection for using this process in
own life.

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CC.9.R.I.2 Key Ideas and Details: Determine a central

idea of a text and analyze 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.
CC.9.R.I.2 Key Ideas and Details: Determine a central
idea of a text and analyze 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.
CC.9.R.I.2 Key Ideas and Details: Determine a central
idea of a text and analyze 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.

1.1.2 Use prior and background

knowledge as context for new
learning.
1.1.5 Evaluate information found in
selected sources on the basis of
accuracy, validity, appropriateness to
needs, importance, and social and
cultural context.
1.1.7 Make sense of information
gathered from diverse sources by
identifying misconceptions, main and
supporting ideas, conflicting
information, and point of view or
bias.

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CC.9.R.I.2 Key Ideas and Details: Determine a central

idea of a text and analyze 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.

2.1.3 Use strategies to draw

conclusions from information and
apply knowledge to curricular areas,
real world situations, and further
investigations.

CC.9.R.I.2 Key Ideas and Details: Determine a central

idea of a text and analyze 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.

2.2.3 Employ a critical stance in

drawing conclusions by
demonstrating that the pattern of
evidence leads to a decision or
conclusion.

CC.9.R.I.2 Key Ideas and Details: Determine a central

idea of a text and analyze 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.

2.4.1 Determine how to act on

information (accept, reject, modify).

2.1.1 Continue an inquiry-based

research process by applying critical
CC.9.R.I.3 Key Ideas and Details: Analyze how the author
thinking skills (analysis, synthesis,
unfolds an analysis or series of ideas or events, including
evaluation, organization) to
the order in which the points are made, how they are
information and knowledge in order
introduced and developed, and the connections that are
to construct new understandings,
drawn between them
draw conclusions, and create new
knowledge.

CC.9.R.I.3 Key Ideas and Details: Analyze how the author

unfolds an analysis or series of ideas or events, including
the order in which the points are made, how they are
introduced and developed, and the connections that are
drawn between them.

2.1.3 Use strategies to draw

conclusions from information and
apply knowledge to curricular areas,
real world situations, and further
investigations.

CC.9.R.I.3 Key Ideas and Details: Analyze how the author

unfolds an analysis or series of ideas or events, including
the order in which the points are made, how they are
introduced and developed, and the connections that are
drawn between them.

2.2.3 Employ a critical stance in

drawing conclusions by
demonstrating that the pattern of
evidence leads to a decision or
conclusion.

CC.9.R.I.3 Key Ideas and Details: Analyze how the author

unfolds an analysis or series of ideas or events, including
2.4.1 Determine how to act on
the order in which the points are made, how they are
information (accept, reject, modify).
introduced and developed, and the connections that are
drawn between them.

CC.9.R.I.4 Craft and Structure: Determine the meaning

of words and phrases as they are used in a text,
including figurative, connotative, and technical
meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the
language of a court opinion differs from that of a
newspaper).

1.1.6 Read, view, and listen for

information presented in any format
(e.g., textual, visual, media, digital) in
order to make inferences and gather
meaning.

CC.9.R.I.4 Craft and Structure: Determine the meaning

of words and phrases as they are used in a text,
including figurative, connotative, and technical
meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the
language of a court opinion differs from that of a
newspaper).

2.1.1 Continue an inquiry-based

research process by applying critical
thinking skills (analysis, synthesis,
evaluation, organization) to
information and knowledge in order
to construct new understandings,
draw conclusions, and create new
knowledge.

2.1.3 Use strategies to draw

conclusions from information and
apply knowledge to curricular areas,
real world situations, and further
investigations.

4.1.3 Respond to literature and

creative expressions of ideas in
various formats and genres.

CC.9.R.I.4 Craft and Structure: Determine the meaning

of words and phrases as they are used in a text,
including figurative, connotative, and technical
meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the
language of a court opinion differs from that of a
newspaper).
CC.9.R.I.4 Craft and Structure: Determine the meaning
of words and phrases as they are used in a text,
including figurative, connotative, and technical
meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the

2.1.1 Continue an inquiry-based

research process by applying critical
CC.9.R.I.5 Craft and Structure: Analyze in detail how an thinking skills (analysis, synthesis,
author's ideas or claims are developed and refined by
evaluation, organization) to
particular sentences, paragraphs, or larger portions of a information and knowledge in order
text (e.g., a section or chapter
to construct new understandings,
draw conclusions, and create new
knowledge.

2.1.3 Use strategies to draw

CC.9.R.I.5 Craft and Structure: Analyze in detail how an
conclusions from information and
author's ideas or claims are developed and refined by
apply knowledge to curricular areas,
particular sentences, paragraphs, or larger portions of a
real world situations, and further
text (e.g., a section or chapter).
investigations.

CC.9.R.I.5 Craft and Structure: Analyze in detail how an

author's ideas or claims are developed and refined by
particular sentences, paragraphs, or larger portions of a
text (e.g., a section or chapter).

2.2.2 Use both divergent and

convergent thinking to formulate
alternative conclusions and test them
against the evidence.

2.2.3 Employ a critical stance in

CC.9.R.I.5 Craft and Structure: Analyze in detail how an
drawing conclusions by
author's ideas or claims are developed and refined by
demonstrating that the pattern of
particular sentences, paragraphs, or larger portions of a
evidence leads to a decision or
text (e.g., a section or chapter).
conclusion.

CC.9.R.I.5 Craft and Structure: Analyze in detail how an

2.4.2 Reflect on systematic process
author's ideas or claims are developed and refined by
and assess for completeness of
particular sentences, paragraphs, or larger portions of a
investigation.
text (e.g., a section or chapter).

CC.9.R.I.5 Craft and Structure: Analyze in detail how an

4.1.3 Respond to literature and
author's ideas or claims are developed and refined by
creative expressions of ideas in
particular sentences, paragraphs, or larger portions of a
various formats and genres.
text (e.g., a section or chapter).

CC.9.R.I.6 Craft and Structure: Determine an author's

point of view or purpose in a text and analyze how an
author uses rhetoric to advance that point of view or
purpose.

1.1.7 Make sense of information

gathered from diverse sources by
identifying misconceptions, main and
supporting ideas, conflicting
information, and point of view or
bias.

CC.9.R.I.6 Craft and Structure: Determine an author's

point of view or purpose in a text and analyze how an
author uses rhetoric to advance that point of view or
purpose.

2.3.2 Consider diverse and global

perspectives in drawing conclusions.

CC.9.R.I.6 Craft and Structure: Determine an author's

point of view or purpose in a text and analyze how an
author uses rhetoric to advance that point of view or
purpose.

3.3.1 Solicit and respect diverse

perspectives while searching for
information, collaborating with
others, and participating as a member
of the community.

3.3.2 Respect the differing interests

and experiences of others and seek a
variety of viewpoints.

CC.9.R.I.6 Craft and Structure: Determine an author's

point of view or purpose in a text and analyze how an
author uses rhetoric to advance that point of view or
purpose.
CC.9.R.I.6 Craft and Structure: Determine an author's
point of view or purpose in a text and analyze how an
author uses rhetoric to advance that point of view or
purpose.
CC.9.R.I.7 Integration of Knowledge and Ideas: 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.

4.1.3 Respond to literature and

creative expressions of ideas in
various formats and genres.

1.1.5 Evaluate information found in

selected sources on the basis of
accuracy, validity, appropriateness to
needs, importance, and social and
cultural context.

CC.9.R.I.7 Integration of Knowledge and Ideas: 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.
CC.9.R.I.7 Integration of Knowledge and Ideas: 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.
CC.9.R.I.7 Integration of Knowledge and Ideas: 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.

1.1.6 Read, view, and listen for

information presented in any format
(e.g., textual, visual, media, digital) in
order to make inferences and gather
meaning.

1.2.3 Demonstrate creativity by using

multiple resources and formats.

CC.9.R.I.7 Integration of Knowledge and Ideas: 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.

1.1.5 Evaluate information found in

selected sources on the basis of
accuracy, validity, appropriateness to
needs, importance, and social and
cultural context.

CC.9.R.I.8 Integration of Knowledge and Ideas: Delineate

and evaluate the argument and specific claims in a text,
assessing whether the reasoning is valid and the
evidence is relevant and sufficient; identify false
statements and fallacious reasoning.

1.1.7 Make sense of information

gathered from diverse sources by
identifying misconceptions, main and
supporting ideas, conflicting
information, and point of view or
bias.

4.1.3 Respond to literature and

creative expressions of ideas in
various formats and genres.

2.1.1 Continue an inquiry-based

research process by applying critical
CC.9.R.I.8 Integration of Knowledge and Ideas: Delineate
thinking skills (analysis, synthesis,
and evaluate the argument and specific claims in a text,
evaluation, organization) to
assessing whether the reasoning is valid and the
information and knowledge in order
evidence is relevant and sufficient; identify false
to construct new understandings,
statements and fallacious reasoning.
draw conclusions, and create new
knowledge.

CC.9.R.I.8 Integration of Knowledge and Ideas: Delineate

and evaluate the argument and specific claims in a text,
assessing whether the reasoning is valid and the
evidence is relevant and sufficient; identify false
statements and fallacious reasoning.

2.1.3 Use strategies to draw

conclusions from information and
apply knowledge to curricular areas,
real world situations, and further
investigations.

CC.9.R.I.8 Integration of Knowledge and Ideas: Delineate

and evaluate the argument and specific claims in a text,
assessing whether the reasoning is valid and the
evidence is relevant and sufficient; identify false
statements and fallacious reasoning.

2.2.2 Use both divergent and

convergent thinking to formulate
alternative conclusions and test them
against the evidence.

CC.9.R.I.9 Integration of Knowledge and Ideas: Analyze

seminal U.S. documents of historical and literary
significance (e.g., Washington's Farewell Address, the
Gettysburg Address, Roosevelt's Four Freedoms speech,
King's Letter From Birmingham Jail), including how they
address related themes and concepts.

2.1.3 Use strategies to draw

conclusions from information and
apply knowledge to curricular areas,
real world situations, and further
investigations.

CC.9.R.I.9 Integration of Knowledge and Ideas: Analyze

seminal U.S. documents of historical and literary
significance (e.g., Washington's Farewell Address, the
Gettysburg Address, Roosevelt's Four Freedoms speech,
King's Letter From Birmingham Jail), including how they
address related themes and concepts.

2.2.2 Use both divergent and

convergent thinking to formulate
alternative conclusions and test them
against the evidence.

CC.9.R.I.9 Integration of Knowledge and Ideas: Analyze

seminal U.S. documents of historical and literary
significance (e.g., Washington's Farewell Address, the
Gettysburg Address, Roosevelt's Four Freedoms speech,
King's Letter From Birmingham Jail), including how they
address related themes and concepts.

2.2.3 Employ a critical stance in

drawing conclusions by
demonstrating that the pattern of
evidence leads to a decision or
conclusion.

3.3.6 Use information and knowledge

in the service of democratic values.

CC.9.R.I.9 Integration of Knowledge and Ideas: Analyze

seminal U.S. documents of historical and literary
significance (e.g., Washington's Farewell Address, the
Gettysburg Address, Roosevelt's Four Freedoms speech,
King's Letter From Birmingham Jail), including how they
address related themes and concepts.
CC.9.R.I.10 Range of Reading and Level of Text
Complexity: By the end of grade 9, read and
comprehend literary nonfiction in the grades 9-9 text
complexity band proficiently, with scaffolding as needed
at the high end of the range. By the end of grade 9, read
and comprehend literary nonfiction at the high end of
the grades 9-9 text complexity band independently and
proficiently.

4.1.1 Read, view, and listen for

pleasure and personal growth.

CC.9.R.I.9 Range of Reading and Level of Text

Complexity: By the end of grade 9, read and
comprehend literary nonfiction in the grades 9-9 text
4.1.2 Read widely and fluently to
complexity band proficiently, with scaffolding as needed
make connections with own self, the
at the high end of the range. By the end of grade 9, read
world, and previous reading
and comprehend literary nonfiction at the high end of
the grades 9-9 text complexity band independently and
proficiently.

CC.9.R.I.10 Range of Reading and Level of Text

Complexity: By the end of grade 9, read and
comprehend literary nonfiction in the grades 9-9 text
4.1.3 Respond to literature and
complexity band proficiently, with scaffolding as needed
creative expressions of ideas in
at the high end of the range. By the end of grade 9, read
various formats and genres.
and comprehend literary nonfiction at the high end of
the grades 9-9 text complexity band independently and
proficiently.

1.1.1 Follow an inquiry-based process

CC.9.R.L.1 Key Ideas and Details: Cite strong and
in seeking knowledge in curricular
thorough textual evidence to support analysis of what
subjects and make the real world
the text says explicitly as well as inferences drawn from
connection for using this process in
the text.
own life.
CC.9.R.L.1 Key Ideas and Details: Cite strong and
1.1.2 Use prior and background
thorough textual evidence to support analysis of what
knowledge as context for new
the text says explicitly as well as inferences drawn from
learning.
the text.
1.1.5 Evaluate information found in
CC.9.R.L.1 Key Ideas and Details: Cite strong and
selected sources on the basis of
thorough textual evidence to support analysis of what
accuracy, validity, appropriateness to
the text says explicitly as well as inferences drawn from
needs, importance, and social and
the text.
cultural context.

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1.1.7 Make sense of information

CC.9.R.L.1 Key Ideas and Details: Cite strong and
gathered from diverse sources by
thorough textual evidence to support analysis of what identifying misconceptions, main and
the text says explicitly as well as inferences drawn from supporting ideas, conflicting
the text.
information, and point of view or
bias.

2.1.1 Continue an inquiry-based

research process by applying critical
CC.9.R.L.1 Key Ideas and Details: Cite strong and
thinking skills (analysis, synthesis,
thorough textual evidence to support analysis of what evaluation, organization) to
the text says explicitly as well as inferences drawn from information and knowledge in order
the text.
to construct new understandings,
draw conclusions, and create new
knowledge.

2.1.3 Use strategies to draw

CC.9.R.L.1 Key Ideas and Details: Cite strong and
conclusions from information and
thorough textual evidence to support analysis of what
apply knowledge to curricular areas,
the text says explicitly as well as inferences drawn from
real world situations, and further
the text.
investigations.

2.2.3 Employ a critical stance in

CC.9.R.L.1 Key Ideas and Details: Cite strong and
drawing conclusions by
thorough textual evidence to support analysis of what
demonstrating that the pattern of
the text says explicitly as well as inferences drawn from
evidence leads to a decision or
the text.
conclusion.
CC.9.R.L.1 Key Ideas and Details: Cite strong and
thorough textual evidence to support analysis of what 2.3.1 Connect understanding to the
the text says explicitly as well as inferences drawn from real world.
the text.
CC.9.R.L.1 Key Ideas and Details: Cite strong and
thorough textual evidence to support analysis of what 2.4.1 Determine how to act on
the text says explicitly as well as inferences drawn from information (accept, reject, modify).
the text.

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CC.9.R.L.2 Key Ideas and Details: Determine a theme or

central idea 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.

1.1.1 Follow an inquiry-based process

in seeking knowledge in curricular
subjects and make the real world
connection for using this process in
own life.

CC.9.R.L.2 Key Ideas and Details: Determine a theme or

central idea of a text and analyze in detail its
1.1.2 Use prior and background
development over the course of the text, including how knowledge as context for new
it emerges and is shaped and refined by specific details; learning.
provide an objective summary of the text.

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CC.9.R.L.2 Key Ideas and Details: Determine a theme or

central idea 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.

1.1.5 Evaluate information found in

selected sources on the basis of
accuracy, validity, appropriateness to
needs, importance, and social and
cultural context.

CC.9.R.L.2 Key Ideas and Details: Determine a theme or

central idea 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.

1.1.7 Make sense of information

gathered from diverse sources by
identifying misconceptions, main and
supporting ideas, conflicting
information, and point of view or
bias.

2.1.1 Continue an inquiry-based

research process by applying critical
CC.9.R.L.2 Key Ideas and Details: Determine a theme or
thinking skills (analysis, synthesis,
central idea of a text and analyze in detail its
evaluation, organization) to
development over the course of the text, including how
information and knowledge in order
it emerges and is shaped and refined by specific details;
to construct new understandings,
provide an objective summary of the text.
draw conclusions, and create new
knowledge.

CC.9.R.L.2 Key Ideas and Details: Determine a theme or

central idea 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.

2.1.3 Use strategies to draw

conclusions from information and
apply knowledge to curricular areas,
real world situations, and further
investigations.

CC.9.R.L.2 Key Ideas and Details: Determine a theme or

central idea 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.

2.2.2 Use both divergent and

convergent thinking to formulate
alternative conclusions and test them
against the evidence.

CC.9.R.L.2 Key Ideas and Details: Determine a theme or

central idea of a text and analyze in detail its
2.3.1 Connect understanding to the
development over the course of the text, including how
real world.
it emerges and is shaped and refined by specific details;
provide an objective summary of the text.

CC.9.R.L.2 Key Ideas and Details: Determine a theme or

central idea of a text and analyze in detail its
2.4.1 Determine how to act on
development over the course of the text, including how
information (accept, reject, modify).
it emerges and is shaped and refined by specific details;
provide an objective summary of the text.

CC.9.R.L.3 Key Ideas and Details: Analyze how complex

characters (e.g., those with multiple or conflicting
4.1.3 Respond to literature and
motivations) develop over the course of a text, interact creative expressions of ideas in
with other characters, and advance the plot or develop various formats and genres.
the theme.

CC.9.R.L.4 Craft and Structure: Determine the meaning

of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze
the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a
sense of time and place; how it sets a formal or informal
tone).
CC.9.R.L.4 Craft and Structure: Determine the meaning
of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze
the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a
sense of time and place; how it sets a formal or informal
tone).
CC.9.R.L.5 Craft and Structure: Analyze how an author's
choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g.,
pacing, flashbacks) create such effects as mystery,
tension, or surprise.

1.1.6 Read, view, and listen for

information presented in any format
(e.g., textual, visual, media, digital) in
order to make inferences and gather
meaning.

4.1.3 Respond to literature and

creative expressions of ideas in
various formats and genres.

2.4.2 Reflect on systematic process

and assess for completeness of
investigation.

CC.9.R.L.5 Craft and Structure: Analyze how an author's

choices concerning how to structure a text, order events 4.1.3 Respond to literature and
within it (e.g., parallel plots), and manipulate time (e.g., creative expressions of ideas in
pacing, flashbacks) create such effects as mystery,
various formats and genres.
tension, or surprise.

1.1.7 Make sense of information

CC.9.R.L.6 Craft and Structure: Analyze a particular point gathered from diverse sources by
of view or cultural experience reflected in a work of
identifying misconceptions, main and
literature from outside the United States, drawing on a supporting ideas, conflicting
wide reading of world literature.
information, and point of view or
bias.

CC.9.R.L.6 Craft and Structure: Analyze a particular point

1.2.7 Display persistence by
of view or cultural experience reflected in a work of
continuing to pursue information to
literature from outside the United States, drawing on a
gain a broad perspective.
wide reading of world literature.

CC.9.R.L.6 Craft and Structure: Analyze a particular point

of view or cultural experience reflected in a work of
2.3.2 Consider diverse and global
literature from outside the United States, drawing on a perspectives in drawing conclusions.
wide reading of world literature.

CC.9.R.L.6 Craft and Structure: Analyze a particular point 3.3.1 Solicit and respect diverse
of view or cultural experience reflected in a work of
perspectives while searching for
literature from outside the United States, drawing on a information, collaborating with

CC.9.R.L.6 Craft and Structure: Analyze a particular point

3.3.2 Respect the differing interests
of view or cultural experience reflected in a work of
and experiences of others and seek a
literature from outside the United States, drawing on a
variety of viewpoints.
wide reading of world literature.

CC.9.R.L.6 Craft and Structure: Analyze a particular point

4.1.2 Read widely and fluently to
of view or cultural experience reflected in a work of
make connections with own self, the
literature from outside the United States, drawing on a
world, and previous reading.
wide reading of world literature.

CC.9.R.L.6 Craft and Structure: Analyze a particular point

4.1.3 Respond to literature and
of view or cultural experience reflected in a work of
creative expressions of ideas in
literature from outside the United States, drawing on a
various formats and genres.
wide reading of world literature.

CC.9.R.L.7 Integration of Knowledge and Ideas: Analyze

the representation of a subject or a key scene in two
different artistic mediums, including what is emphasized 1.2.3 Demonstrate creativity by using
or absent in each treatment (e.g., Auden's Muse des multiple resources and formats.
Beaux Arts and Breughel's Landscape with the Fall of
Icarus).

CC.9.R.L.7 Integration of Knowledge and Ideas: Analyze

the representation of a subject or a key scene in two
4.1.3 Respond to literature and
different artistic mediums, including what is emphasized
creative expressions of ideas in
or absent in each treatment (e.g., Auden's Muse des
various formats and genres.
Beaux Arts and Breughel's Landscape with the Fall of
Icarus).

CC.9.R.L.9 Integration of Knowledge and Ideas: Analyze

how an author draws on and transforms source material 4.1.2 Read widely and fluently to
in a specific work (e.g., how Shakespeare treats a theme make connections with own self, the
or topic from Ovid or the Bible or how a later author
world, and previous reading.
draws on a play by Shakespeare).

CC.9.R.L.9 Integration of Knowledge and Ideas: Analyze

how an author draws on and transforms source material 4.1.3 Respond to literature and
in a specific work (e.g., how Shakespeare treats a theme creative expressions of ideas in
or topic from Ovid or the Bible or how a later author
various formats and genres.
draws on a play by Shakespeare).

CC.9.R.L.10 Range of Reading and Level of Text

Complexity: By the end of grade 9, read and
comprehend literature, including stories, dramas, and
poems, in the grades 9-10 text complexity band
proficiently, with scaffolding as needed at the high end
of the range. By the end of grade 10, read and
comprehend literature, including stories, dramas, and
poems, at the high end of the grades 9-10 text
complexity band independently and proficiently.

4.1.1 Read, view, and listen for

pleasure and personal growth.

CC.10.R.L.10 Range of Reading and Level of Text

Complexity: By the end of grade 9, read and
comprehend literature, including stories, dramas, and
poems, in the grades 9-10 text complexity band
proficiently, with scaffolding as needed at the high end
of the range. By the end of grade 10, read and
comprehend literature, including stories, dramas, and
poems, at the high end of the grades 9-10 text
complexity band independently and proficiently.

4.1.2 Read widely and fluently to

make connections with own self, the
world, and previous reading.

CC.10.R.L.10 Range of Reading and Level of Text

Complexity: By the end of grade 9, read and
comprehend literature, including stories, dramas, and
poems, in the grades 9-10 text complexity band
proficiently, with scaffolding as needed at the high end
of the range. By the end of grade 10, read and
comprehend literature, including stories, dramas, and
poems, at the high end of the grades 9-10 text
complexity band independently and proficiently.

4.1.3 Respond to literature and

creative expressions of ideas in
various formats and genres.

CC.9.R.L.10 Range of Reading and Level of Text

Complexity: By the end of grade 9, read and
comprehend literature, including stories, dramas, and
poems, in the grades 9-10 text complexity band
proficiently, with scaffolding as needed at the high end
of the range. By the end of grade 10, read and
comprehend literature, including stories, dramas, and
poems, at the high end of the grades 9-10 text
complexity band independently and proficiently.

4.2.4 Show an appreciation for

literature by electing to read for
pleasure and expressing an interest in
various literary genres.

CC.9.SL.1 Comprehension and Collaboration: Initiate and

participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
1.1.9 Collaborate with others to
with diverse partners on grades 9-9 topics, texts, and
broaden and deepen understanding.
issues, building on others' ideas and expressing their
own clearly and persuasively.

CC.9.SL.1 Comprehension and Collaboration: Initiate and

participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
1.3.4 Contribute to the exchange of
with diverse partners on grades 9-9 topics, texts, and
ideas within the learning community.
issues, building on others' ideas and expressing their
own clearly and persuasively.

CC.9.SL.1 Comprehension and Collaboration: Initiate and

participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9-9 topics, texts, and
issues, building on others' ideas and expressing their
own clearly and persuasively.

2.1.5 Collaborate with others to

exchange ideas, develop new
understandings, make decisions, and
solve problems.

CC.9.SL.1 Comprehension and Collaboration: Initiate and

participate effectively in a range of collaborative
3.1.2 Participate and collaborate as
discussions (one-on-one, in groups, and teacher-led)
members of a social and intellectual
with diverse partners on grades 9-9 topics, texts, and
network of learners.
issues, building on others' ideas and expressing their
own clearly and persuasively.

CC.9.SL.1 Comprehension and Collaboration: Initiate and

participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9-9 topics, texts, and
issues, building on others' ideas and expressing their
own clearly and persuasively.

3.2.2 Show social responsibility by

participating actively with others in
learning situations and by
contributing questions and ideas
during group discussions.

CC.9.SL.1 Comprehension and Collaboration: Initiate and

participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
3.2.3 Demonstrate teamwork by
with diverse partners on grades 9-9 topics, texts, and
working productively with others.
issues, building on others' ideas and expressing their
own clearly and persuasively.

CC.9.SL.1 Comprehension and Collaboration: Initiate and

participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9-9 topics, texts, and
issues, building on others' ideas and expressing their
own clearly and persuasively.

3.3.3 Use knowledge and information

skills and dispositions to engage in
public conversation and debate
around issues of common concern.

CC.9.SL.1 Comprehension and Collaboration: Initiate and

participate effectively in a range of collaborative
3.3.5 Contribute to the exchange of
discussions (one-on-one, in groups, and teacher-led)
ideas within and beyond the learning
with diverse partners on grades 9-9 topics, texts, and
community.
issues, building on others' ideas and expressing their
own clearly and persuasively.

CC.9.SL.1 Comprehension and Collaboration: Initiate and

participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9-9 topics, texts, and
issues, building on others' ideas and expressing their
own clearly and persuasively.

3.4.3 Assess own ability to work with

others in a group setting by
evaluating varied roles, leadership,
and demonstrations of respect for
other viewpoints.

CC.9.SL.1 Comprehension and Collaboration: Initiate and

participate effectively in a range of collaborative
4.3.1 Participate in the social
discussions (one-on-one, in groups, and teacher-led)
exchange of ideas, both electronically
with diverse partners on grades 9-9 topics, texts, and
and in person.
issues, building on others' ideas and expressing their
own clearly and persuasively.

CC.9.SL.1.a Comprehension and Collaboration: Come to

discussions prepared, having read and researched
material under study; explicitly draw on that
preparation by referring to evidence from texts and
other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.

3.2.2 Show social responsibility by

participating actively with others in
learning situations and by
contributing questions and ideas
during group discussions.

CC.9.SL.1.a Comprehension and Collaboration: Come to

discussions prepared, having read and researched
material under study; explicitly draw on that
preparation by referring to evidence from texts and
other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.

3.4.3 Assess own ability to work with

others in a group setting by
evaluating varied roles, leadership,
and demonstrations of respect for
other viewpoints.

CC.9.SL.1.b Comprehension and Collaboration: Work

with peers to set rules for collegial discussions and
decision-making (e.g., informal consensus, taking votes
on key issues, presentation of alternate views), clear
goals and deadlines, and individual roles as needed.

2.1.5 Collaborate with others to

exchange ideas, develop new
understandings, make decisions, and
solve problems.

CC.9.SL.1.b Comprehension and Collaboration: Work

with peers to set rules for collegial discussions and
decision-making (e.g., informal consensus, taking votes
on key issues, presentation of alternate views), clear
goals and deadlines, and individual roles as needed.

3.1.2 Participate and collaborate as

members of a social and intellectual
network of learners

CC.9.SL.1.b Comprehension and Collaboration: Work

with peers to set rules for collegial discussions and
decision-making (e.g., informal consensus, taking votes
on key issues, presentation of alternate views), clear
goals and deadlines, and individual roles as needed.

3.2.3 Demonstrate teamwork by

working productively with others.

CC.9.SL.1.b Comprehension and Collaboration: Work

with peers to set rules for collegial discussions and
decision-making (e.g., informal consensus, taking votes
on key issues, presentation of alternate views), clear
goals and deadlines, and individual roles as needed.

3.2.3 Demonstrate teamwork by

working productively with others.

CC.9.SL.1.b Comprehension and Collaboration: Work

with peers to set rules for collegial discussions and
decision-making (e.g., informal consensus, taking votes
on key issues, presentation of alternate views), clear
goals and deadlines, and individual roles as needed.

3.3.3 Use knowledge and information

skills and dispositions to engage in
public conversation and debate
around issues of common concern.

CC.9.SL.1.b Comprehension and Collaboration: Work

with peers to set rules for collegial discussions and
decision-making (e.g., informal consensus, taking votes
on key issues, presentation of alternate views), clear
goals and deadlines, and individual roles as needed.

3.4.3 Assess own ability to work with

others in a group setting by
evaluating varied roles, leadership,
and demonstrations of respect for
other viewpoints.

CC.9.SL.1.c Comprehension and Collaboration: Propel

conversations by posing and responding to questions
that relate the current discussion to broader themes or
larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and
conclusions.
CC.9.SL.1.c Comprehension and Collaboration: Propel
conversations by posing and responding to questions
that relate the current discussion to broader themes or
larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and
conclusions.
CC.9.SL.1.c Comprehension and Collaboration: Propel
conversations by posing and responding to questions
that relate the current discussion to broader themes or
larger ideas; actively incorporate others into the
CC.9.SL.1.c Comprehension and Collaboration: Propel
conversations by posing and responding to questions
that relate the current discussion to broader themes or
larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and
conclusions.
CC.9.SL.1.c Comprehension and Collaboration: Propel
conversations by posing and responding to questions
that relate the current discussion to broader themes or
larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and
conclusions.

2.2.2 Use both divergent and

convergent thinking to formulate
alternative conclusions and test them
against the evidence.

3.2.2 Show social responsibility by

participating actively with others in
learning situations and by
contributing questions and ideas
during group discussions.

3.3.1 Solicit and respect diverse

perspectives while searching for
information, collaborating with
others, and participating as a member

3.3.2 Respect the differing interests

and experiences of others and seek a
variety of viewpoints.

3.3.3 Use knowledge and information

skills and dispositions to engage in
public conversation and debate
around issues of common concern.

CC.9.SL.1.d Comprehension and Collaboration: Respond

thoughtfully to diverse perspectives, summarize points
of agreement and disagreement, and, when warranted, 1.4.3 Monitor gathered information
qualify or justify their own views and understanding and and assess for gaps or weaknesses.
make new connections in light of the evidence and
reasoning presented.

CC.9.SL.1.d Comprehension and Collaboration: Respond

thoughtfully to diverse perspectives, summarize points
2.4.2 Reflect on systematic process
of agreement and disagreement, and, when warranted,
and assess for completeness of
qualify or justify their own views and understanding and
investigation.
make new connections in light of the evidence and
reasoning presented.

CC.9.SL.1.d Comprehension and Collaboration: 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.

3.3.1 Solicit and respect diverse

perspectives while searching for
information, collaborating with
others, and participating as a member
of the community.

CC.9.SL.2 Comprehension and Collaboration: Integrate

multiple sources of information presented in diverse
media or formats (e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of each source.

1.1.4 Find, evaluate, and select

appropriate sources to answer
questions.

CC.9.SL.2 Comprehension and Collaboration: Integrate

multiple sources of information presented in diverse
media or formats (e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of each source.

1.1.5 Evaluate information found in

selected sources on the basis of
accuracy, validity, appropriateness to
needs, importance, and social and
cultural context.

CC.9.SL.2 Comprehension and Collaboration: Integrate

multiple sources of information presented in diverse
media or formats (e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of each source.
CC.9.SL.2 Comprehension and Collaboration: Integrate
multiple sources of information presented in diverse
media or formats (e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of each source.
CC.9.SL.2 Comprehension and Collaboration: Integrate
multiple sources of information presented in diverse
media or formats (e.g., visually, quantitatively, orally)

1.1.6 Read, view, and listen for

information presented in any format
(e.g., textual, visual, media, digital) in
order to make inferences and gather
meaning.
1.1.7 Make sense of information
gathered from diverse sources by
identifying misconceptions, main and
supporting ideas, conflicting
information, and point of view or
bias.
1.2.2 Demonstrate confidence and
self-direction by making independent
choices in the selection of resources

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CC.9.SL.2 Comprehension and Collaboration: Integrate

multiple sources of information presented in diverse
media or formats (e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of each source.

1.2.4 Maintain a critical stance by

questioning the validity and accuracy
of all information.

CC.9.SL.2 Comprehension and Collaboration: Integrate

multiple sources of information presented in diverse
media or formats (e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of each source.

1.3.2 Seek divergent perspectives

during information gathering and
assessment.

CC.9.SL.2 Comprehension and Collaboration: Integrate

multiple sources of information presented in diverse
media or formats (e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of each source.

4.3.2 Recognize that resources are

created for a variety of purposes.

CC.9.SL.3 Comprehension and Collaboration: Evaluate a

1.1.4 Find, evaluate, and select
speaker's point of view, reasoning, and use of evidence
appropriate sources to answer
and rhetoric, identifying any fallacious reasoning or
questions.
exaggerated or distorted evidence.

1.1.5 Evaluate information found in

CC.9.SL.3 Comprehension and Collaboration: Evaluate a
selected sources on the basis of
speaker's point of view, reasoning, and use of evidence
accuracy, validity, appropriateness to
and rhetoric, identifying any fallacious reasoning or
needs, importance, and social and
exaggerated or distorted evidence.
cultural context.

1.1.7 Make sense of information

gathered from diverse sources by
identifying misconceptions, main and
supporting ideas, conflicting
information, and point of view or
bias.

CC.9.SL.3 Comprehension and Collaboration: Evaluate a

1.2.4 Maintain a critical stance by
speaker's point of view, reasoning, and use of evidence
questioning the validity and accuracy
and rhetoric, identifying any fallacious reasoning or
of all information.
exaggerated or distorted evidence.

CC.9.SL.3 Comprehension and Collaboration: Evaluate a

speaker's point of view, reasoning, and use of evidence 4.3.2 Recognize that resources are
and rhetoric, identifying any fallacious reasoning or
created for a variety of purposes.
exaggerated or distorted evidence.

CC.9.SL.4 Presentation of Knowledge and Ideas: Present

information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the 1.3.4 Contribute to the exchange of
line of reasoning and the organization, development,
ideas within the learning community.
substance, and style are appropriate to purpose,
audience, and task.

CC.9.SL.3 Comprehension and Collaboration: Evaluate a

speaker's point of view, reasoning, and use of evidence
and rhetoric, identifying any fallacious reasoning or
exaggerated or distorted evidence.

CC.9.SL.4 Presentation of Knowledge and Ideas: Present

information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the
line of reasoning and the organization, development,
substance, and style are appropriate to purpose,
audience, and task.

2.1.6 Use the writing process, media

and visual literacy, and technology
skills to create products that express
new understandings.

CC.9.SL.4 Presentation of Knowledge and Ideas: Present

information, findings, and supporting evidence clearly,
3.1.3 Use writing and speaking skills
concisely, and logically such that listeners can follow the
to communicate new understandings
line of reasoning and the organization, development,
effectively.
substance, and style are appropriate to purpose,
audience, and task.

CC.9.SL.4 Presentation of Knowledge and Ideas: Present

information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the
line of reasoning and the organization, development,
substance, and style are appropriate to purpose,
audience, and task.

3.2.1 Demonstrate leadership and

confidence by presenting ideas to
others in both formal and informal
situations.

CC.9.SL.4 Presentation of Knowledge and Ideas: Present

information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the 4.1.6 Organize personal knowledge in
line of reasoning and the organization, development,
a way that can be called upon easily.
substance, and style are appropriate to purpose,
audience, and task.

CC.9.SL.4 Presentation of Knowledge and Ideas: Present

information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the 4.1.6 Organize personal knowledge in
line of reasoning and the organization, development,
a way that can be called upon easily.
substance, and style are appropriate to purpose,
audience, and task.

CC.9.SL.5 Presentation of Knowledge and Ideas: Make

strategic use of digital media (e.g., textual, graphical,
1.3.5 Use information technology
audio, visual, and interactive elements) in presentations
responsibly.
to enhance understanding of findings, reasoning, and
evidence and to add interest.

CC.9.SL.5 Presentation of Knowledge and Ideas: Make

strategic use of digital media (e.g., textual, graphical,
2.1.4 Use technology and other
audio, visual, and interactive elements) in presentations information tools to analyze and
to enhance understanding of findings, reasoning, and
organize information.
evidence and to add interest.

CC.9.SL.5 Presentation of Knowledge and Ideas: 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.

3.1.4 Use technology and other

information tools to organize and
display knowledge and understanding
in ways that others can view, use, and
assess.

CC.9.SL.5 Presentation of Knowledge and Ideas: Make

strategic use of digital media (e.g., textual, graphical,
4.1.7 Use social networks and
audio, visual, and interactive elements) in presentations information tools to gather and share
to enhance understanding of findings, reasoning, and
information.
evidence and to add interest.
CC.9.SL.6 Presentation of Knowledge and Ideas: Adapt
speech to a variety of contexts and tasks, demonstrating
3.3.4 Create products that apply to
command of formal English when indicated or
authentic, real-world contexts.
appropriate. (See grades 9-9 Language standards 1 and 3
on pages 54 for specific expectations.)

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CC.9.SL.6 Presentation of Knowledge and Ideas: Adapt

speech to a variety of contexts and tasks, demonstrating
4.1.8 Use creative and artistic formats
command of formal English when indicated or
to express personal learning.
appropriate. (See grades 9-9 Language standards 1 and 3
on pages 54 for specific expectations.)

1.1.7 Make sense of information

CC.9.W.1 Text Types and Purposes: Write arguments to gathered from diverse sources by
support claims in an analysis of substantive topics or
identifying misconceptions, main and
texts, using valid reasoning and relevant and sufficient supporting ideas, conflicting
evidence.
information, and point of view or
bias.

2.1.1 Continue an inquiry-based

research process by applying critical
CC.9.W.1 Text Types and Purposes: Write arguments to thinking skills (analysis, synthesis,
support claims in an analysis of substantive topics or
evaluation, organization) to
texts, using valid reasoning and relevant and sufficient information and knowledge in order
evidence.
to construct new understandings,
draw conclusions, and create new
knowledge.

2.1.3 Use strategies to draw

CC.9.W.1 Text Types and Purposes: Write arguments to
conclusions from information and
support claims in an analysis of substantive topics or
apply knowledge to curricular areas,
texts, using valid reasoning and relevant and sufficient
real world situations, and further
evidence.
investigations.

CC.9.W.1 Text Types and Purposes: Write arguments to

support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient
evidence.

2.1.6 Use the writing process, media

and visual literacy, and technology
skills to create products that express
new understandings.

CC.9.W.1 Text Types and Purposes: Write arguments to

support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient
evidence.

2.2.2 Use both divergent and

convergent thinking to formulate
alternative conclusions and test them
against the evidence.
2.2.3 Employ a critical stance in
CC.9.W.1 Text Types and Purposes: Write arguments to
drawing conclusions by
support claims in an analysis of substantive topics or
demonstrating that the pattern of
texts, using valid reasoning and relevant and sufficient
evidence leads to a decision or
evidence.
conclusion.
CC.9.W.1 Text Types and Purposes: Write arguments to
3.1.3 Use writing and speaking skills
support claims in an analysis of substantive topics or
to communicate new understandings
texts, using valid reasoning and relevant and sufficient
effectively.
evidence.

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CC.9.W.1.a Text Types and Purposes: Introduce precise

claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that
establishes clear relationships among claim(s),
counterclaims, reasons, and evidence.

2.1.1 Continue an inquiry-based

research process by applying critical
thinking skills (analysis, synthesis,
evaluation, organization) to
information and knowledge in order
to construct new understandings,
draw conclusions, and create new
knowledge.

CC.9.W.1.a Text Types and Purposes: Introduce precise

claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that
establishes clear relationships among claim(s),
counterclaims, reasons, and evidence.

2.1.3 Use strategies to draw

conclusions from information and
apply knowledge to curricular areas,
real world situations, and further
investigations.

CC.9.W.1.a Text Types and Purposes: Introduce precise

claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that
establishes clear relationships among claim(s),
counterclaims, reasons, and evidence.

2.2.2 Use both divergent and

convergent thinking to formulate
alternative conclusions and test them
against the evidence.

CC.9.W.1.a Text Types and Purposes: Introduce precise

claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that
establishes clear relationships among claim(s),
counterclaims, reasons, and evidence.

2.2.3 Employ a critical stance in

drawing conclusions by
demonstrating that the pattern of
evidence leads to a decision or
conclusion.

CC.9.W.1.b Text Types and Purposes: Develop claim(s)

and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both
in a manner that anticipates the audience's knowledge
level and concerns.

1.1.7 Make sense of information

gathered from diverse sources by
identifying misconceptions, main and
supporting ideas, conflicting
information, and point of view or
bias.

CC.9.W.1.b Text Types and Purposes: Develop claim(s)

and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both
in a manner that anticipates the audience's knowledge
level and concerns.

2.2.2 Use both divergent and

convergent thinking to formulate
alternative conclusions and test them
against the evidence.

CC.9.W.1.b Text Types and Purposes: Develop claim(s)

and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both
in a manner that anticipates the audience's knowledge
level and concerns.

2.2.3 Employ a critical stance in

drawing conclusions by
demonstrating that the pattern of
evidence leads to a decision or
conclusion.

CC.9.W.1.b Text Types and Purposes: Develop claim(s)

and counterclaims fairly, supplying evidence for each
3.1.3 Use writing and speaking skills
while pointing out the strengths and limitations of both to communicate new understandings
in a manner that anticipates the audience's knowledge effectively.
level and concerns.

CC.9.W.1.b Text Types and Purposes: Develop claim(s)

and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both
in a manner that anticipates the audience's knowledge
level and concerns.

3.3.3 Use knowledge and information

skills and dispositions to engage in
public conversation and debate
around issues of common concern.

CC.9.W.1.c Text Types and Purposes: Use words,

phrases, and clauses to link the major sections of the
text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims.

2.1.6 Use the writing process, media

and visual literacy, and technology
skills to create products that express
new understandings.

CC.9.W.1.c Text Types and Purposes: Use words,

phrases, and clauses to link the major sections of the
text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims.

3.1.3 Use writing and speaking skills

to communicate new understandings
effectively.

3.1.3 Use writing and speaking skills

to communicate new understandings
effectively.

R
R

CC. 9.W.1.d Text Types and Purposes: Establish and

maintain a formal style and objective tone while
attending to the norms and conventions of the discipline
in which they are writing.
CC.9.W.1.e Text Types and Purposes: Provide a
concluding statement or section that follows from and
supports the argument presented.

3.1.3 Use writing and speaking skills

to communicate new understandings
effectively.

CC.9.W.1.e Text Types and Purposes: Provide a

concluding statement or section that follows from and
supports the argument presented.

3.1.3 Use writing and speaking skills

to communicate new understandings
effectively.

2.1.1 Continue an inquiry-based

research process by applying critical
CC.9.W.2 Text Types and Purposes: Write
thinking skills (analysis, synthesis,
informative/explanatory texts to examine and convey
evaluation, organization) to
complex ideas, concepts, and information clearly and
information and knowledge in order
accurately through the effective selection, organization,
to construct new understandings,
and analysis of content.
draw conclusions, and create new
knowledge.

CC.9.W.2 Text Types and Purposes: Write

informative/explanatory texts to examine and convey
2.1.2 Organize knowledge so that it is
complex ideas, concepts, and information clearly and
useful.
accurately through the effective selection, organization,
and analysis of content.

CC.9.W.2 Text Types and Purposes: Write

informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and
accurately through the effective selection, organization,
and analysis of content.
CC.9.W.2 Text Types and Purposes: Write
informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and
accurately through the effective selection, organization,
and analysis of content.
CC.9.W.2 Text Types and Purposes: Write
informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and
accurately through the effective selection, organization,
and analysis of content.

2.1.3 Use strategies to draw

conclusions from information and
apply knowledge to curricular areas,
real world situations, and further
investigations.

2.1.6 Use the writing process, media

and visual literacy, and technology
skills to create products that express
new understandings.

2.2.3 Employ a critical stance in

drawing conclusions by
demonstrating that the pattern of
evidence leads to a decision or
conclusion.

CC.9.W.2 Text Types and Purposes: Write

informative/explanatory texts to examine and convey
3.1.3 Use writing and speaking skills
complex ideas, concepts, and information clearly and
to communicate new understandings
accurately through the effective selection, organization, effectively.
and analysis of content.

CC.9.W.2.a Text Types and Purposes: Introduce a topic;

organize complex ideas, concepts, and information to
make important connections and distinctions; include
formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding
comprehension.

3.1.1 Conclude an inquiry-based

research process by sharing new
understandings and reflecting on the
learning.

CC.9.W.2.a Text Types and Purposes: Introduce a topic;

organize complex ideas, concepts, and information to
3.1.3 Use writing and speaking skills
make important connections and distinctions; include
to communicate new understandings
formatting (e.g., headings), graphics (e.g., figures,
effectively.
tables), and multimedia when useful to aiding
comprehension.

CC.9.W.2.a Text Types and Purposes: Introduce a topic;

organize complex ideas, concepts, and information to
make important connections and distinctions; include
formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding
comprehension.

3.1.4 Use technology and other

information tools to organize and
display knowledge and understanding
in ways that others can view, use, and
assess.

2.1.1 Continue an inquiry-based

research process by applying critical
CC.9.W.2.b Text Types and Purposes: Develop the topic
thinking skills (analysis, synthesis,
with well-chosen, relevant, and sufficient facts,
evaluation, organization) to
extended definitions, concrete details, quotations, or
information and knowledge in order
other information and examples appropriate to the
to construct new understandings,
audience's knowledge of the topic.
draw conclusions, and create new
knowledge.

CC.9.W.2.b Text Types and Purposes: Develop the topic

with well-chosen, relevant, and sufficient facts,
extended definitions, concrete details, quotations, or
other information and examples appropriate to the
audience's knowledge of the topic.

2.1.3 Use strategies to draw

conclusions from information and
apply knowledge to curricular areas,
real world situations, and further
investigations.

CC.9.W.2.b Text Types and Purposes: Develop the topic

with well-chosen, relevant, and sufficient facts,
extended definitions, concrete details, quotations, or
other information and examples appropriate to the
audience's knowledge of the topic.

2.1.6 Use the writing process, media

and visual literacy, and technology
skills to create products that express
new understandings.

CC.9.W.2.b Text Types and Purposes: Develop the topic

with well-chosen, relevant, and sufficient facts,
3.1.3 Use writing and speaking skills
extended definitions, concrete details, quotations, or
to communicate new understandings
other information and examples appropriate to the
effectively.
audience's knowledge of the topic.

CC.9.W.2.b Text Types and Purposes: Develop the topic

with well-chosen, relevant, and sufficient facts,
extended definitions, concrete details, quotations, or
other information and examples appropriate to the
audience's knowledge of the topic.

3.1.4 Use technology and other

information tools to organize and
display knowledge and understanding
in ways that others can view, use, and
assess.

CC-9.W.2.c Text Types and Purposes: Use appropriate

and varied transitions to link the major sections of the
text, create cohesion, and clarify the relationships
among complex ideas and concepts.

2.1.6 Use the writing process, media

and visual literacy, and technology
skills to create products that express
new understandings.

CC-9.W.2.c Text Types and Purposes: Use appropriate

and varied transitions to link the major sections of the
text, create cohesion, and clarify the relationships
among complex ideas and concepts.

3.1.3 Use writing and speaking skills

to communicate new understandings
effectively

2.1.6 Use the writing process, media

CC.9.W.2.d Text Types and Purposes: Use precise
and visual literacy, and technology
language and domain-specific vocabulary to manage the
skills to create products that express
complexity of the topic.
new understandings.

CC.9.W.2.d Text Types and Purposes: Use precise

language and domain-specific vocabulary to manage the
complexity of the topic.
CC.9.W.2.e Text Types and Purposes: Establish and
maintain a formal style and objective tone while
attending to the norms and conventions of the discipline
in which they are writing.
CC.9.W.2.e Text Types and Purposes: Establish and
maintain a formal style and objective tone while
attending to the norms and conventions of the discipline
in which they are writing.

3.1.3 Use writing and speaking skills

to communicate new understandings
effectively.
2.1.6 Use the writing process, media
and visual literacy, and technology
skills to create products that express
new understandings.

R
R

3.1.3 Use writing and speaking skills

to communicate new understandings
effectively.

CC.9.W.2.f Text Types and Purposes: Provide a

concluding statement or section that follows from and
supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).

2.1.6 Use the writing process, media

and visual literacy, and technology
skills to create products that express
new understandings.

CC.9.W.2.f Text Types and Purposes: Provide a

3.1.3 Use writing and speaking skills
concluding statement or section that follows from and
to communicate new understandings
supports the information or explanation presented (e.g.,
effectively.
articulating implications or the significance of the topic).

CC.9.W.3 Text Types and Purposes: Write narratives to

develop real or imagined experiences or events using
effective technique, well-chosen details, and wellstructured event sequences.

CC.9.W.3.a Text Types and Purposes: Engage and orient

the reader by setting out a problem, situation, or
observation, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters;
create a smooth progression of experiences or events.
CC.9.W.3.b Text Types and Purposes: Use narrative
techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop
experiences, events, and/or characters.
CC.9.W.3.c Text Types and Purposes: Use a variety of
techniques to sequence events so that they build on one
another to create a coherent whole.
CC.9.W.3.d Text Types and Purposes: Use precise words
and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events,
setting, and/or characters.
CC.9.W.3.e Text Types and Purposes: Provide a
conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of
the narrative.

3.1.3 Use writing and speaking skills

to communicate new understandings
effectively.

R
R
R
R
R

CC.9.W.4 Production and Distribution of Writing:

Produce clear and coherent writing in which the
3.3.5 Contribute to the exchange of
development, organization, and style are appropriate to
ideas within and beyond the learning
task, purpose, and audience. (Grade-specific
community.
expectations for writing types are defined in standards 13 above.)

CC.9.W.5 Production and Distribution of Writing:

Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach,
2.1.2 Organize knowledge so that it is
focusing on addressing what is most significant for a
useful.
specific purpose and audience. (Editing for conventions
should demonstrate command of Language standards 13 on up to and including grades 9-9 page 55.)

CC.9.W.5 Production and Distribution of Writing:

Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach,
3.4.2 Assess the quality and
focusing on addressing what is most significant for a
effectiveness of the learning product.
specific purpose and audience. (Editing for conventions
should demonstrate command of Language standards 13 on up to and including grades 9-9 page 55.)

CC.9.W.6 Production and Distribution of Writing: Use

technology, including the Internet, to produce, publish,
1.1.8 Demonstrate mastery of
and update individual or shared writing products, taking
technology tools to access
advantage of technology's capacity to link to other
information and pursue inquiry.
information and to display information flexibly and
dynamically.

CC.9.W.6 Production and Distribution of Writing: Use

technology, including the Internet, to produce, publish,
and update individual or shared writing products, taking 1.3.5 Use information technology
advantage of technology's capacity to link to other
responsibly.
information and to display information flexibly and
dynamically.

CC.9.W.6 Production and Distribution of Writing: Use

technology, including the Internet, to produce, publish,
2.1.4 Use technology and other
and update individual or shared writing products, taking
information tools to analyze and
advantage of technology's capacity to link to other
organize information.
information and to display information flexibly and
dynamically.

CC.9.W.6 Production and Distribution of Writing: Use

technology, including the Internet, to produce, publish,
and update individual or shared writing products, taking
advantage of technology's capacity to link to other
information and to display information flexibly and
dynamically.

2.1.6 Use the writing process, media

and visual literacy, and technology
skills to create products that express
new understandings.

CC.9.W.6 Production and Distribution of Writing: Use

technology, including the Internet, to produce, publish,
3.1.2 Participate and collaborate as
and update individual or shared writing products, taking
members of a social and intellectual
advantage of technology's capacity to link to other
network of learners.
information and to display information flexibly and
dynamically.

CC.9.W.6 Production and Distribution of Writing: Use

technology, including the Internet, to produce, publish,
and update individual or shared writing products, taking
advantage of technology's capacity to link to other
information and to display information flexibly and
dynamically.

3.1.4 Use technology and other

information tools to organize and
display knowledge and understanding
in ways that others can view, use, and
assess.

CC.9.W.6 Production and Distribution of Writing: Use

technology, including the Internet, to produce, publish,
and update individual or shared writing products, taking 3.1.6 Use information and technology
advantage of technology's capacity to link to other
ethically and responsibly.
information and to display information flexibly and
dynamically.

CC.9.W.6 Production and Distribution of Writing: Use

technology, including the Internet, to produce, publish,
4.3.1 Participate in the social
and update individual or shared writing products, taking
exchange of ideas, both electronically
advantage of technology's capacity to link to other
and in person.
information and to display information flexibly and
dynamically.

CC.9.W.7 Research to Build and Present Knowledge:

Conduct short as well as more sustained research
projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the
subject under investigation.

1.1.1 Follow an inquiry-based process

in seeking knowledge in curricular
subjects and make the real world
connection for using this process in
own life.

CC.9.W.7 Research to Build and Present Knowledge:

Conduct short as well as more sustained research
projects to answer a question (including a self-generated 1.1.2 Use prior and background
question) or solve a problem; narrow or broaden the
knowledge as context for new
inquiry when appropriate; synthesize multiple sources learning.
on the subject, demonstrating understanding of the
subject under investigation.

CC.9.W.7 Research to Build and Present Knowledge:

Conduct short as well as more sustained research
projects to answer a question (including a self-generated 1.1.3 Develop and refine a range of
question) or solve a problem; narrow or broaden the
questions to frame search for new
inquiry when appropriate; synthesize multiple sources understanding.
on the subject, demonstrating understanding of the
subject under investigation.

CC.9.W.7 Research to Build and Present Knowledge:

Conduct short as well as more sustained research
projects to answer a question (including a self-generated 1.1.4 Find, evaluate, and select
question) or solve a problem; narrow or broaden the
appropriate sources to answer
inquiry when appropriate; synthesize multiple sources questions.
on the subject, demonstrating understanding of the
subject under investigation.

CC.9.W.7 Research to Build and Present Knowledge:

Conduct short as well as more sustained research
projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the
subject under investigation.

1.1.5 Evaluate information found in

selected sources on the basis of
accuracy, validity, appropriateness to
needs, importance, and social and
cultural context.

CC.9.W.7 Research to Build and Present Knowledge:

Conduct short as well as more sustained research
projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the
subject under investigation.

1.1.6 Read, view, and listen for

information presented in any format
(e.g., textual, visual, media, digital) in
order to make inferences and gather
meaning.

CC.9.W.7 Research to Build and Present Knowledge:

Conduct short as well as more sustained research
projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the
subject under investigation.

1.1.7 Make sense of information

gathered from diverse sources by
identifying misconceptions, main and
supporting ideas, conflicting
information, and point of view or
bias.

CC.9.W.7 Research to Build and Present Knowledge:

Conduct short as well as more sustained research
projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the
subject under investigation.

1.2.1 Display initiative and

engagement by posing questions and
investigating the answers beyond the
collection of superficial facts.

CC.9.W.7 Research to Build and Present Knowledge:

Conduct short as well as more sustained research
projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the
subject under investigation.

1.2.2 Demonstrate confidence and

self-direction by making independent
choices in the selection of resources
and information.

CC.9.W.7 Research to Build and Present Knowledge:

Conduct short as well as more sustained research
1.2.3 Demonstrate creativity by using
projects to answer a question (including a self-generated
multiple resources and formats.
question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources

CC.9.W.7 Research to Build and Present Knowledge:

Conduct short as well as more sustained research
projects to answer a question (including a self-generated 1.2.4 Maintain a critical stance by
question) or solve a problem; narrow or broaden the
questioning the validity and accuracy
inquiry when appropriate; synthesize multiple sources of all information.
on the subject, demonstrating understanding of the
subject under investigation.

CC.9.W.7 Research to Build and Present Knowledge:

Conduct short as well as more sustained research
projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the
subject under investigation.

1.2.5 Demonstrate adaptability by

changing the inquiry focus, questions,
resources, or strategies when
necessary to achieve success.

CC.9.W.7 Research to Build and Present Knowledge:

Conduct short as well as more sustained research
projects to answer a question (including a self-generated 1.2.6 Display emotional resilience by
question) or solve a problem; narrow or broaden the
persisting in information searching
inquiry when appropriate; synthesize multiple sources despite challenges.
on the subject, demonstrating understanding of the
subject under investigation.

CC.9.W.7 Research to Build and Present Knowledge:

Conduct short as well as more sustained research
projects to answer a question (including a self-generated 1.2.7 Display persistence by
question) or solve a problem; narrow or broaden the
continuing to pursue information to
inquiry when appropriate; synthesize multiple sources gain a broad perspective.
on the subject, demonstrating understanding of the
subject under investigation.

CC.9.W.7 Research to Build and Present Knowledge:

Conduct short as well as more sustained research
projects to answer a question (including a self-generated 1.3.2 Seek divergent perspectives
question) or solve a problem; narrow or broaden the
during information gathering and
inquiry when appropriate; synthesize multiple sources assessment.
on the subject, demonstrating understanding of the
subject under investigation.

CC.9.W.7 Research to Build and Present Knowledge:

Conduct short as well as more sustained research
projects to answer a question (including a self-generated 1.4.1 Monitor own information
question) or solve a problem; narrow or broaden the
seeking processes for effectiveness
inquiry when appropriate; synthesize multiple sources and progress, and adapt as necessary.
on the subject, demonstrating understanding of the
subject under investigation.

CC.9.W.7 Research to Build and Present Knowledge:

Conduct short as well as more sustained research
projects to answer a question (including a self-generated
1.4.3 Monitor gathered information
question) or solve a problem; narrow or broaden the
and assess for gaps or weaknesses.
inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the
subject under investigation.

CC.9.W.7 Research to Build and Present Knowledge:

Conduct short as well as more sustained research
projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the
subject under investigation.

2.1.1 Continue an inquiry-based

research process by applying critical
thinking skills (analysis, synthesis,
evaluation, organization) to
information and knowledge in order
to construct new understandings,
draw conclusions, and create new
knowledge.

CC.9.W.7 Research to Build and Present Knowledge:

Conduct short as well as more sustained research
projects to answer a question (including a self-generated
2.1.2 Organize knowledge so that it is
question) or solve a problem; narrow or broaden the
useful.
inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the
subject under investigation.

CC.9.W.7 Research to Build and Present Knowledge:

Conduct short as well as more sustained research
projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the
subject under investigation.

2.1.3 Use strategies to draw

conclusions from information and
apply knowledge to curricular areas,
real world situations, and further
investigations.

CC.9.W.7 Research to Build and Present Knowledge:

Conduct short as well as more sustained research
projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the
subject under investigation.

2.2.1 Demonstrate flexibility in use of

resources by adapting information
strategies to each specific resource
and by seeking additional resources
when clear conclusions cannot be
drawn.

CC.9.W.7 Research to Build and Present Knowledge:

Conduct short as well as more sustained research
projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the
subject under investigation.

2.2.2 Use both divergent and

convergent thinking to formulate
alternative conclusions and test them
against the evidence.

CC.9.W.7 Research to Build and Present Knowledge:

Conduct short as well as more sustained research
projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the
subject under investigation.

2.2.3 Employ a critical stance in

drawing conclusions by
demonstrating that the pattern of
evidence leads to a decision or
conclusion.

CC.9.W.7 Research to Build and Present Knowledge:

Conduct short as well as more sustained research
projects to answer a question (including a self-generated
2.4.1 Determine how to act on
question) or solve a problem; narrow or broaden the
information (accept, reject, modify).
inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the
subject under investigation.

CC.9.W.7 Research to Build and Present Knowledge:

Conduct short as well as more sustained research
projects to answer a question (including a self-generated 2.4.2 Reflect on systematic process
question) or solve a problem; narrow or broaden the
and assess for completeness of
inquiry when appropriate; synthesize multiple sources investigation.
on the subject, demonstrating understanding of the
subject under investigation.

CC.9.W.7 Research to Build and Present Knowledge:

Conduct short as well as more sustained research
projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the
subject under investigation.

3.1.1 Conclude an inquiry-based

research process by sharing new
understandings and reflecting on the
learning.

CC.9.W.7 Research to Build and Present Knowledge:

Conduct short as well as more sustained research
projects to answer a question (including a self-generated
3.1.5 Connect learning to community
question) or solve a problem; narrow or broaden the
issues.
inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the
subject under investigation.

CC.9.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
1.1.3 Develop and refine a range of
effectively; assess the usefulness of each source in
questions to frame search for new
answering the research question; integrate information
understanding.
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

CC.9.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
1.1.4 Find, evaluate, and select
effectively; assess the usefulness of each source in
appropriate sources to answer
answering the research question; integrate information
questions.
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

CC.9.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
effectively; assess the usefulness of each source in
answering the research question; integrate information
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

1.1.5 Evaluate information found in

selected sources on the basis of
accuracy, validity, appropriateness to
needs, importance, and social and
cultural context.

CC.9.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
effectively; assess the usefulness of each source in
answering the research question; integrate information
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

1.1.6 Read, view, and listen for

information presented in any format
(e.g., textual, visual, media, digital) in
order to make inferences and gather
meaning.

CC.9.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
effectively; assess the usefulness of each source in
answering the research question; integrate information
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

1.1.7 Make sense of information

gathered from diverse sources by
identifying misconceptions, main and
supporting ideas, conflicting
information, and point of view or
bias.

CC.9.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
1.1.8 Demonstrate mastery of
effectively; assess the usefulness of each source in
technology tools to access
answering the research question; integrate information
information and pursue inquiry.
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

CC.9.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
effectively; assess the usefulness of each source in
answering the research question; integrate information
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

1.2.1 Display initiative and

engagement by posing questions and
investigating the answers beyond the
collection of superficial facts.

CC.9.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
effectively; assess the usefulness of each source in
answering the research question; integrate information
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

1.2.2 Demonstrate confidence and

self-direction by making independent
choices in the selection of resources
and information.

CC.9.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
effectively; assess the usefulness of each source in
1.2.3 Demonstrate creativity by using
answering the research question; integrate information multiple resources and formats.
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

CC.9.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
1.2.4 Maintain a critical stance by
effectively; assess the usefulness of each source in
questioning the validity and accuracy
answering the research question; integrate information
of all information.
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

CC.10.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
effectively; assess the usefulness of each source in
answering the research question; integrate information
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

1.2.5 Demonstrate adaptability by

changing the inquiry focus, questions,
resources, or strategies when
necessary to achieve success.

CC.9.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
1.2.6 Display emotional resilience by
effectively; assess the usefulness of each source in
persisting in information searching
answering the research question; integrate information
despite challenges.
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

CC.9.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
1.2.7 Display persistence by
effectively; assess the usefulness of each source in
continuing to pursue information to
answering the research question; integrate information
gain a broad perspective.
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

CC.9.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
1.3.1 Respect copyright/intellectual
effectively; assess the usefulness of each source in
property rights of creators and
answering the research question; integrate information
producers.
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

CC.9.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
1.3.2 Seek divergent perspectives
effectively; assess the usefulness of each source in
during information gathering and
answering the research question; integrate information
assessment.
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

CC.9.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
1.3.3 Follow ethical and legal
effectively; assess the usefulness of each source in
guidelines in gathering and using
answering the research question; integrate information
information.
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

CC.10.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
effectively; assess the usefulness of each source in
1.3.5 Use information technology
answering the research question; integrate information responsibly.
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

CC.10.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
1.4.1 Monitor own information
effectively; assess the usefulness of each source in
seeking processes for effectiveness
answering the research question; integrate information
and progress, and adapt as necessary.
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

CC.10.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
effectively; assess the usefulness of each source in
1.4.3 Monitor gathered information
answering the research question; integrate information and assess for gaps or weaknesses.
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

CC.10.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
effectively; assess the usefulness of each source in
answering the research question; integrate information
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

2.1.1 Continue an inquiry-based

research process by applying critical
thinking skills (analysis, synthesis,
evaluation, organization) to
information and knowledge in order
to construct new understandings,
draw conclusions, and create new
knowledge.

CC.10.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
effectively; assess the usefulness of each source in
2.1.2 Organize knowledge so that it is
answering the research question; integrate information useful.
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

CC.10.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
effectively; assess the usefulness of each source in
answering the research question; integrate information
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

2.1.3 Use strategies to draw

conclusions from information and
apply knowledge to curricular areas,
real world situations, and further
investigations.

CC.10.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
effectively; assess the usefulness of each source in
answering the research question; integrate information
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

2.2.2 Use both divergent and

convergent thinking to formulate
alternative conclusions and test them
against the evidence.

CC.10.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
effectively; assess the usefulness of each source in
answering the research question; integrate information
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

2.2.3 Employ a critical stance in

drawing conclusions by
demonstrating that the pattern of
evidence leads to a decision or
conclusion.

CC.10.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
2.3.3 Use valid information and
effectively; assess the usefulness of each source in
reasoned conclusions to make ethical
answering the research question; integrate information
decisions.
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

CC.10.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
effectively; assess the usefulness of each source in
2.4.1 Determine how to act on
answering the research question; integrate information information (accept, reject, modify).
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

CC.9.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
2.4.2 Reflect on systematic process
effectively; assess the usefulness of each source in
and assess for completeness of
answering the research question; integrate information
investigation.
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

CC.9.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
effectively; assess the usefulness of each source in
answering the research question; integrate information
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

3.1.1 Conclude an inquiry-based

research process by sharing new
understandings and reflecting on the
learning.

CC.9. W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
3.1.3 Use writing and speaking skills
effectively; assess the usefulness of each source in
to communicate new understandings
answering the research question; integrate information
effectively.
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

CC.10.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
effectively; assess the usefulness of each source in
3.1.6 Use information and technology
answering the research question; integrate information ethically and responsibly.
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

CC.10.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
effectively; assess the usefulness of each source in
answering the research question; integrate information
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

3.3.1 Solicit and respect diverse

perspectives while searching for
information, collaborating with
others, and participating as a member
of the community.

CC.10.W.8 Research to Build and Present Knowledge:

Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
effectively; assess the usefulness of each source in
3.3.7 Respect the principles of
answering the research question; integrate information intellectual freedom.
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

CC.10.W.9 Research to Build and Present Knowledge:

Draw evidence from literary or informational texts to
support analysis, reflection, and research.

1.1.5 Evaluate information found in

selected sources on the basis of
accuracy, validity, appropriateness to
needs, importance, and social and
cultural context.

R
R

CC.10.W.9 Research to Build and Present Knowledge:

Draw evidence from literary or informational texts to
support analysis, reflection, and research.

CC.10.W.9 Research to Build and Present Knowledge:

Draw evidence from literary or informational texts to
support analysis, reflection, and research.

1.1.6 Read, view, and listen for

information presented in any format
(e.g., textual, visual, media, digital) in
order to make inferences and gather
meaning.
1.1.7 Make sense of information
gathered from diverse sources by
identifying misconceptions, main and
supporting ideas, conflicting
information, and point of view or
bias.

R
R

CC.10.W.9 Research to Build and Present Knowledge:

Draw evidence from literary or informational texts to
support analysis, reflection, and research.

1.2.4 Maintain a critical stance by

questioning the validity and accuracy
of all information.

CC.10.W.9 Research to Build and Present Knowledge:

Draw evidence from literary or informational texts to
support analysis, reflection, and research.

2.1.1 Continue an inquiry-based

research process by applying critical
thinking skills (analysis, synthesis,
evaluation, organization) to
information and knowledge in order
to construct new understandings,
draw conclusions, and create new
knowledge.

CC.10.W.9 Research to Build and Present Knowledge:

Draw evidence from literary or informational texts to
support analysis, reflection, and research.

2.1.3 Use strategies to draw

conclusions from information and
apply knowledge to curricular areas,
real world situations, and further
investigations.

CC.10.W.9 Research to Build and Present Knowledge:

Draw evidence from literary or informational texts to
support analysis, reflection, and research.

2.2.2 Use both divergent and

convergent thinking to formulate
alternative conclusions and test them
against the evidence.

CC.10.W.9 Research to Build and Present Knowledge:

Draw evidence from literary or informational texts to
support analysis, reflection, and research.

2.2.3 Employ a critical stance in

drawing conclusions by
demonstrating that the pattern of
evidence leads to a decision or
conclusion.

CC.10.W.9 Research to Build and Present Knowledge:

Draw evidence from literary or informational texts to
support analysis, reflection, and research.

2.3.3 Use valid information and

reasoned conclusions to make ethical
decisions.

CC.10.W.9 Research to Build and Present Knowledge:

Draw evidence from literary or informational texts to
support analysis, reflection, and research.

4.1.3 Respond to literature and

creative expressions of ideas in
various formats and genres.

CC.10.W.9.a Research to Build and Present Knowledge:

Apply grades 9-10 Reading standards to literature (e.g.,
Analyze how an author draws on and transforms
source material in a specific work [e.g., how
Shakespeare treats a theme or topic from Ovid or the
Bible or how a later author draws on a play by
Shakespeare]).

4.1.3 Respond to literature and

creative expressions of ideas in
various formats and genres.

CC.10.W.9.b Research to Build and Present Knowledge:

Apply grades 9-10 Reading standards to literary
nonfiction (e.g., Delineate and evaluate the argument
and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and
sufficient; identify false statements and fallacious
reasoning).

2.1.1 Continue an inquiry-based

research process by applying critical
thinking skills (analysis, synthesis,
evaluation, organization) to
information and knowledge in order
to construct new understandings,
draw conclusions, and create new
knowledge.

CC.10.W.9.b Research to Build and Present Knowledge:

Apply grades 9-10 Reading standards to literary
nonfiction (e.g., Delineate and evaluate the argument
and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and
sufficient; identify false statements and fallacious
reasoning).
CC.10.W.9.b Research to Build and Present Knowledge:
Apply grades 9-10 Reading standards to literary
nonfiction (e.g., Delineate and evaluate the argument
and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and
sufficient; identify false statements and fallacious
reasoning).
CC.9.W.10 Range of Writing: 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.
CC.9.W.10 Range of Writing: 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.

2.1.3 Use strategies to draw

conclusions from information and
apply knowledge to curricular areas,
real world situations, and further
investigations.

2.2.2 Use both divergent and

convergent thinking to formulate
alternative conclusions and test them
against the evidence.

2.1.6 Use the writing process, media

and visual literacy, and technology
skills to create products that express
new understandings.

3.1.1 Conclude an inquiry-based

research process by sharing new
understandings and reflecting on the
learning.

CC.9.W.10 Range of Writing: Write routinely over

extended time frames (time for research, reflection, and
3.3.4 Create products that apply to
revision) and shorter time frames (a single sitting or a
authentic, real-world contexts.
day or two) for a range of tasks, purposes, and
audiences.