Beruflich Dokumente
Kultur Dokumente
GRADES 9-12
OBJECTIVE STEMS
Grades 9-10
Analyze how an author draws on and transforms source Analyze how an author draws on source materials in a specic
9-10.RL9 materials in a specic work (e.g., how Shakespeare treats a work.
theme or topic from Ovid or the Bible or how a later author Analyze how an author transforms source materials in a specic
draws on a play by Shakespeare). work.
By the end of grade 9, read and comprehend literature, 9th graders read and comprehend literature, including stories,
including stories, dramas, and poems, in the grades 910 text dramas, and poems, in the grades 910 text complexity band
9-10.RL. complexity band prociently, with scaolding as needed at the prociently, with scaolding as needed at the high end of the
10 high end of the range. By the end of grade 10, read and range. 10th graders, read and comprehend literature, including
comprehend literature, including stories, dramas, and poems, stories, dramas, and poems, at the high end of the grades 910
at the high end of the grades 910 text complexity band text complexity band independently and
independently and prociently. prociently.
EAG: CCSS 9-12 ELA-LIT ObjecHve Stems v2 4
Reading Informa?on
Cite strong and thorough text evidence to support analysis of
Cite strong and thorough textual evidence to support analysis what the text says explicitly.
9-10.RI.1 of what the text says explicitly as well as inferences drawn from
the text. Cite strong and thorough text evidence to support inferences
drawn from the text.
Determine the meaning of words and phrases as they are used Determine the meaning of words and phrases as they are used in
in a text, including guraHve, connotaHve, and technical a text including, guraHve, connotaHve, and technical meaning.
9-10.RI.4 meanings; analyze the cumulaHve impact of specic word Analyze the cumulaHve impact of specic word choices on
choices on meaning and tone (e.g., how the language of a meaning and tone (e.g., how the language of a court opinion
court opinion diers from that of a newspaper.) diers from that of a newspaper.
Analyze seminal U.S. documents of historical and literary Analyze seminal U.S. documents of historical and literary
signicance (e.g., Washington's Farewell Address, the signicance.
9-10.RI.9
Gehysburg Address, Roosevelt's Four Freedoms speech, King's Analyze seminal U.S. documents of historical and literary
"Leher from Birmingham Jail"), including how they address signicance including how they address related themes and
related themes and concepts. concepts.
Produce clear and coherent wriHng in which the development, Produce clear and coherent wriHng in which development and
9-10.W.4 organizaHon, and style are appropriate to task, purpose, and organizaHon are appropriate to task, purpose and audience.
audience. (Grade-specic expectaHons for wriHng types are Produce clear and coherent wriHng in which style is appropriate
dened in standards 1-3 above.). to task, purpose and audience.
Develop wriHng as needed by planning, focusing on addressing
Develop and strengthen wriHng as needed by planning, what is most signicant for a specic purpose and audience.
revising, ediHng, rewriHng, or trying a new approach, focusing
9-10.W.5
on addressing what is most signicant for a specic purpose Strengthen wriHng as needed by revising, ediHng, rewriHng, or
and audience. trying a new approach, focusing on addressing what is most
signicant for a specic purpose and audience.
Write rouHnely over extended Hme frames (Hme for research, Write rouHnely over extended Hme for a range of tasks,
9-10.W.
reecHon, and revision) and shorter Hme frames (a single purposes, and audiences.
10
sinng or a day or two) for a range of tasks, purposes, and Write rouHnely for shorter Hme frames for a range of tasks,
audiences. purposes, and audiences.
IniHate and parHcipate eecHvely in a range of collaboraHve Work with peers to set rules for collegial discussions and
discussions (one-on-one, in groups, and teacher-led) with decision-making, clear goals and deadlines, and individual roles.
9-10.SL.1 diverse partners on grades 9-10 topics, texts, and issues, Propel conversaHons by posing and responding to quesHons that
building on others' ideas and expressing their own clearly and relate the current discussion to broader themes or larger ideas;
persuasively. acHvely incorporate others into the discussion; and clarify, verify,
or challenge ideas and conclusions.
Respond thoughpully to diverse perspecHves, summarize points
of agreement and disagreement, and, when warranted, to qualify
or jusHfy their own views and understanding and make new
connecHons in light of the evidence and reasoning presented.
Integrate mulHple sources of informaHon presented in diverse
Integrate mulHple sources of informaHon presented in diverse media or formats (e.g., visually, quanHtaHvely, orally).
9-10.SL.2
media or formats (e.g., visually, quanHtaHvely, orally)
evaluaHng the credibility and accuracy of each source. Evaluate the credibility and accuracy of each source and noHng
any discrepancies among the data.
Evaluate a speaker's point of view, idenHfying any fallacious
reasoning or exaggerated or distorted evidence.
Evaluate a speaker's point of view, reasoning, and use of Evaluate a speakers reasoning, idenHfying any
9-10.SL.3 evidence and rhetoric, idenHfying any fallacious reasoning or fallacious reasoning or exaggerated or distorted evidence.
exaggerated or distorted evidence.
Evaluate a speakers use of evidence and rhetoric,
idenHfying any fallacious reasoning or exaggerated or distorted
evidence.
Analyze the impact of the authors choices regarding how to Analyze the impact of the authors choices regarding how to
11-12.RL. develop and relate elements of a story or drama (e.g., where a develop and relate elements of a story or drama.
3 story is set, how the acHon is ordered, how the characters are
introduced and developed).
11-12.RL. Analyze a case in which grasping point of view requires Analyze a case in which grasping point of view requires
6 disHnguishing what is directly stated in a text from what is disHnguishing what is directly stated in a text from what is really
really meant (e.g., saHre, sarcasm, irony, or understatement). meant.
Analyze mulHple interpretaHons of a story, drama, or poem Analyze mulHple interpretaHons of a story, drama, or poem,
(e.g., recorded or live producHon of a play or recorded novel or evaluaHng how each version interprets the source text.
11-12.RL.
7 poetry), evaluaHng how each version interprets the source
text. (Include at least one play by Shakespeare and one play by
an American dramaHst.)
11-12.RL.
8 Not applicable to literature
Demonstrate knowledge of eighteenth-, nineteenth- and early- Demonstrate knowledge of eighteenth-, nineteenth- and early-
11-12.RL
twenHeth-century foundaHonal works of American literature, twenHeth-century foundaHonal works of American literature.
9
including how two or more texts from the same period treat IdenHfy how two or more texts from the same period treat
similar themes or topics. similar themes or topics.
By the end of grade 11, read and comprehend literature, 11th graders read and comprehend literature, including stories,
including stories, dramas, and poems, in the grades 11 CCR dramas, and poems, in the grades 11 text complexity band
text complexity band prociently, with scaolding as needed at prociently, with scaolding as needed at the high end of the
11-12.RL. the high end of the range. range.
10 By the end of grade 12, read and comprehend literature, 12th graders read and comprehend literature, including stories,
including stories, dramas, and poems, at the high end of the dramas, and poems, at the high end of the grades 12 text
grades 12 CCR text complexity band independently and complexity band independently and prociently.
prociently.
Produce clear and coherent wriHng in which the development, Produce clear and coherent wriHng in which development and
11-12.W.
organizaHon, and style are appropriate to task, purpose, and organizaHon are appropriate to task, purpose and audience.
4
audience. (Grade-specic expectaHons for wriHng types are Produce clear and coherent wriHng in which style is appropriate
dened in standards 1-3 above.). to task, purpose and audience.
Develop wriHng as needed by planning, focusing on addressing
Develop and strengthen wriHng as needed by planning, what is most signicant for a specic purpose and audience.
11-12.W. revising, ediHng, rewriHng, or trying a new approach, focusing
5 on addressing what is most signicant for a specic purpose Strengthen wriHng as needed by revising, ediHng, rewriHng, or
and audience trying a new approach, focusing on addressing what is most
signicant for a specic purpose and audience.
Write rouHnely over extended Hme frames (Hme for research, Write rouHnely over extended Hme for a range of tasks,
11-12.W.
reecHon, and revision) and shorter Hme frames (a single purposes, and audiences.
10
sinng or a day or two) for a range of tasks, purposes, and Write rouHnely for shorter Hme frames for a range of tasks,
audiences. purposes, and audiences.
Integrate mulHple sources of informaHon presented in diverse Integrate mulHple sources of informaHon presented in diverse
11-12.SL. formats and media (e.g., visually, quanHtaHvely, orally) in media or formats (e.g., visually, quanHtaHvely, orally) in order to
2 order to make informed decisions and solve problems, make informed decisions and solve problems.
evaluaHng the credibility and accuracy of each source and Evaluate the credibility and accuracy of each source and noHng
noHng any discrepancies among the data. any discrepancies among the data.
Present informaHon, ndings, and supporHng evidence, Present informaHon, ndings, and supporHng evidence
conveying a clear and disHnct perspecHve, such that listeners conveying a clear and disHnct perspecHve.
11-12.SL. can follow the line of reasoning, alternaHve or opposing Present such that listeners can follow the line of reasoning,
4 perspecHves are addressed, and the organizaHon, alternaHve or opposing perspecHves are addressed, and the
development, substance, and style are appropriate to purpose, organizaHon, development, substance, and style are appropriate
audience, and a range of formal and informal tasks. to purpose, audience, and a range of formal and informal tasks.
Make strategic use of digital media (e.g., textual, graphical,
Make strategic use of digital media in presentaHons to enhance
11-12.SL. audio, visual, and interacHve elements) in presentaHons to
5 understanding of ndings, reasoning, and evidence and to add
enhance understanding of ndings, reasoning, and evidence
interest.
and to add interest.
Adapt speech to a variety of contexts.
11-12.SL.
6
Adapt speech to a variety of contexts and tasks, demonstraHng Adapt speech to a variety of tasks.
a command of formal English when indicated or appropriate.
Demonstrate a command of formal English when indicated or
appropriate.
Compare and contrast treatments of the same topic in several Compare and contrast treatments of the same topic in several
9-10.RH.9 primary and secondary sources.
primary and secondary sources.
By the end of grade 10, read and comprehend history/social By the end of grade 10, read and comprehend history/social
9-10.RH.10 studies texts in the grades 910 text complexity band studies texts in the grades 910 text complexity band
independently and prociently. independently and prociently.
Analyze the structure of the relaHonships among concepts in a Analyze the structure of the relaHonships among concepts in a
9-10.RST.5 text, including relaHonships among key terms (e.g., force, text, including relaHonships among key terms.
fricHon, reacHon force, energy).
Assess the extent to which the reasoning and evidence in a Assess the extent to which the reasoning and evidence in a text
9-10.RST.8 text support the authors claim or a recommendaHon for support the authors claim or a recommendaHon for solving a
solving a scienHc or technical problem. scienHc or technical problem.
Compare and contrast ndings presented in a text to those from
Compare and contrast ndings presented in a text to those other sources.
from other sources (including their own experiments), noHng
9-10.RST.9 When comparing and contrasHng ndings presented in a text to
when the ndings support or contradict previous explanaHons
or accounts. those from other sources, note when the ndings support or
contradict previous explanaHons or accounts.
By the end of grade 10, read and comprehend science/ By the end of grade 10, read and comprehend science/technical
9-10.RST.10 technical texts in the grades 910 text complexity band texts in the grades 910 text complexity band independently and
independently and prociently. prociently.
Evaluate various explanaHons for acHons or events and Evaluate various explanaHons for acHons or events and
determine which explanaHon best accords with textual determine which explanaHon best accords with textual evidence.
11-12.RH.3
evidence, acknowledging where the text leaves mahers Evaluate various explanaHons for acHons or events and
uncertain. acknowledging where the text leaves mahers uncertain.
Determine the meaning of words and phrases as they are used Determine the meaning of words and phrases as they are used in
in a text, including analyzing how an author uses and renes a text, including analyzing how an author uses and renes the
11-12.RH.4 meaning of a key term over the course of a text.
the meaning of a key term over the course of a text (e.g., how
Madison denes facHon in Federalist No. 10).
Integrate informaHon from diverse sources, both primary and Integrate informaHon from diverse sources, both primary and
secondary, into a coherent understanding of an idea or event, secondary, into a coherent understanding of an idea or event.
11-12.RH.9
noHng discrepancies among sources. Integrate informaHon from diverse sources, noHng discrepancies
among sources.
By the end of grade 12, read and comprehend history/social By the end of grade 12, read and comprehend history/social
11-12.RH.10 studies texts in the grades 11CCR text complexity band studies texts in the grades 11CCR text complexity band
independently and prociently. independently and prociently.
Determine the central ideas or conclusions of a text; Determine the central ideas or conclusions of a text.
11-12.RST.2 summarize complex concepts, processes, or informaHon Summarize complex concepts, processes, or informaHon
presented in a text by paraphrasing them in simpler but sHll presented in a text by paraphrasing them in simpler but sHll
accurate terms. accurate terms.
Follow precisely a complex mulHstep procedure when carrying
out experiments, ahending to special cases or excepHons dened
in the text.
Follow precisely a complex mulHstep procedure when taking
Follow precisely a complex mulHstep procedure when carrying measurements, ahending to special cases or excepHons dened
out experiments, taking measurements, or performing in the text.
11-12.RST.3
technical tasks; analyze the specic results based on
explanaHons in the text. Follow precisely a complex mulHstep procedure when
performing technical tasks, ahending to special cases or
excepHons dened in the text.
Analyze the specic results when carrying out experiments based
on explanaHons in the text.
Analyze how the text structures informaHon or ideas into Analyze how the text structures informaHon or ideas into
11-12.RST.5 categories or hierarchies, demonstraHng understanding of the categories or hierarchies, demonstraHng understanding of the
informaHon or idea. informaHon or idea.
By the end of grade 12, read and comprehend science/ By the end of grade 12, read and comprehend science/technical
11-12.RST.10 technical texts in the grades 11CCR text complexity band texts in the grades 11CCR text complexity band independently
independently and prociently. and prociently.