ELA I Can statements 9-10

The "I Can" statements here are not required for each benchmark. Rather, teachers should select those statements that will facilitate scaffolding and differentiation within their lessons.

Reading Literature

CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• I can define textual evidence ("word for word" support). (K)
• I can define inference and explain how a reader uses textual evidence to reach a logical conclusion ("based on what I've read, it's most likely true that…"). (R)
• I can read closely and find answers explicitly in the text ("right there" answers) and answers that require an inference. (S)
• I can analyze an author's words and determine multiple pieces of textual evidence that strongly and thoroughly support both explicit and inferential questions. (R)

Key Vocabulary

• textual evidence
• analyze
• inference
• explicit

CCSS.ELA-Literacy.RL.9-10.2
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.

• I can define theme. (K)
• I can analyze plot to determine a theme. (R)
• I can determine how specific details in the text reveal and continually refine a theme. (R)
• I can define a summary. (K)
• I can compose an objective summary stating the key points of the text without adding my own opinions or feelings. (P)

Key Vocabulary

• theme
• central idea
• summary
• objective

CCSS.ELA-Literacy.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

• I can identify and explain the role of complex characters in a text. (R)
• I can analyze how complex characters develop over the course of a text. (R)
• I can analyze how characters develop through their interactions with others. (R)
• I can analyze how complex characters advance the plot of a text and/or contribute to the development of the theme. (R)

Key Vocabulary

• complex character
• theme

CCSS.ELA-Literacy.RL.9-10.4
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).

• I can define and identify various forms of figurative language. (K)
• I can distinguish between literal language and figurative language. (K)
• I can recognize the difference between denotative meanings and connotative meanings. (K)
• I can analyze why authors choose specific words to evoke a particular meaning or tone. (R)
• I can analyze how specific word choices build upon one another to create a cumulative impact on the overall meaning and tone of a text.

Key Vocabulary

• figurative language
• literal language
• denotative meaning
• connotative meaning
• cumulative

CCSS.ELA-Literacy.RL.9-10.5
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

• I can identify different literary text structures (e.g., narrative, poem, drama). (K)
• I can analyze a text and determine why an author chose to present his or her text using a particular structure. (R)
• I can analyze a text and determine why an author organized events in a particular order. (R)
• I can analyze a text and determine how an author manipulates time. (R)
• I can analyze how an author's choice of text structure creates such effects as mystery, tension, or surprise. (R)

Key Vocabulary

• text structure

CCSS.ELA-Literacy.RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

• I can explain how the point of view or cultural experience found in various works of world literature differs from works of literature written in the United States. (R)
• I can analyze multiple texts of world literature to gain insight into the point of view of other societies and cultures. (R)

Key Vocabulary

• point of view
• cultural experience
• world literature

CCSS.ELA-Literacy.RL.9-10.7
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

• I can identify a subject or a key scene that is portrayed in two different artistic mediums (e.g., poetry, painting, drama). (K)
• I can determine what is emphasized or absent in each artistic medium. (R)
• I can analyze the impact of a particular subject or key scene from another artistic medium. (R)

Key Vocabulary

• artistic medium

CCSS.ELA-Literacy.RL.9-10.9
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).

• I can identify source material from one author found in the work of another. (K)
• I can analyze how authors interpret and transform themes, events, topics, etc. from source material. (R)
• I can critique various works that have drawn on or transformed the same source material and explain the varied interpretations of different authors. (S)

Key Vocabulary

• source material
• critique

CCSS.ELA-Literacy.RL.9-10.10
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.

• I can recognize when the text I am reading is too easy or too difficult for me. (K)
• I can determine reading strategies that will help me comprehend difficult texts.

Key Vocabulary

• reading strategy
• comprehension

Reading Informational Text

CCSS.ELA-Literacy.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• I can define textual evidence. (K)
• I can define inference and explain how a reader uses textual evidence to reach a logical conclusion. (R)
• I can read closely and find answers explicitly in text and answers that require an inference. (S)
• I can analyze an author's words and determine multiple pieces of textual evidence that strongly and thoroughly support both explicit and inferential questions. (R)

Key Vocabulary

• textual evidence
• inference
• explicit

CCSS.ELA-Literacy.RI.9-10.2
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.

• I can define a central idea. (K)
• I analyze how specific details developed over the course of a text shape and refine a central idea. (R)
• I can compose an objective summary stating the key points of the text without adding my own opinions or feelings. (P)

Key Vocabulary

• central idea
• objective

CCSS.ELA-Literacy.RI.9-10.3
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.

• I can determine the overall analysis, ideas, or events being conveyed by an author. (R)
• I can analyze how a text unfolds and determine the impact that the order, development, and/or connections between points have on the reader. (R)

Key Vocabulary

• analysis

CCSS.ELA-Literacy.RI.9-10.4
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).

• I can define and identify various forms of figurative language. (K)
• I can distinguish between literal language and figurative language. (K)
• I can recognize the difference between denotative meanings and connotative meanings. (K)
• I can recognize words that have technical meaning and understand their purpose in a specific text. (R)
• I can analyze how specific word choices build on one another to create a cumulative impact on the overall meaning and tone of a text. (R)

Key Vocabulary

• figurative language
• literal language
• denotation
• connotation
• technical meaning
• tone
• mood
• cumulative

CCSS.ELA-Literacy.RI.9-10.5
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).

• I can identify particular sentences, paragraphs, or larger portions of a text that support an author's ideas or claims. (R)
• I can analyze and explain how the role of particular sentences, paragraphs, or larger portions of a text helps to develop and refine the author's ideas or claims. (R)

Key Vocabulary

• claim
• refine

CCSS.ELA-Literacy.RI.9-10.6
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.

• I can determine a point of view as how the author feels about the situation/topic of a text. (K)
• I can determine an author's point of view and explain his or her purpose for writing the text. (R)
• I can define rhetoric. (K)
• I can identify when an author uses rhetoric and analyze how the rhetoric strengthens his or her point of view or purpose. (R)

Key Vocabulary

• point of view
• purpose
• rhetoric

CCSS.ELA-Literacy.RI.9-10.7
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.

• I an identify various accounts of the same subject that are presented in different mediums. (K)
• I can analyze various accounts of the same subject and determine which details are emphasized in each medium. (R)
• I can evaluate the advantages and disadvantages of presenting a subject in different mediums. (R)

Key Vocabulary

• medium

CCSS.ELA-Literacy.RI.9-10.8
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.

• I can identify the side of an argument an author presents in a text. (K)
• I can determine the credibility of the author and his or her purpose. (R)
• I can identify claims that are supported by facts and those that are opinions. (K)
• I can recognize when an author introduces irrelevant evidence, false statements, and/or fallacious reasoning to his or her argument. (R)
• I can delineate and evaluate an argument using the evidence an author provides and determine if the evidence provided is relevant and sufficient to support the claim. (R)

Key Vocabulary

• delineate
• argument
• credibility
• claim
• relevant
• sufficient
• fallacious reasoning

CCSS.ELA-Literacy.RI.9-10.9
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.

• I can identify seminal U.S. documents that have related themes and concepts. (K)
• I can analyze how different documents address related themes and concepts. (R)
• I can determine how the time period and point of view of an author affects his or her perspective on a theme or concept. (R)

Key Vocabulary

• seminal documents

CCSS.ELA-Literacy.RI.9-10.10
By the end of grade 9, read and comprehend literacy nonfiction 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 literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.

• I can recognize when the text I am reading is too easy or too difficult for me. (K)
• I can determine reading strategies that will help me comprehend difficult texts. (S)

Key Vocabulary none

Writing

CCSS.ELA-Literacy.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

• I can analyze substantive (influential) topics or texts to determine an argument that causes or has caused debate in society. (K)
• I can choose a side of the argument and identify claims that support my choice and claims that oppose my choice. (R)
• I can determine the credibility of a source (who wrote it, when it was written, and why it was written) and the accuracy of the details presented in the source. (R)
• I can support my claims and counterclaims by pointing out the strengths and limitations of both with textual evidence found in credible sources. (R)
• I can present my argument in a formal style that includes an introduction, supporting details with transitions that create cohesion and clarify relationships, and provide a concluding statement/section that supports my argument. (P)

Key Vocabulary

• debate
• argument
• claim
• counterclaim
• evidence
• credible sources
• transition

CCSS.ELA-Literacy.W.9-10.2
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.

• I can select a topic and identify and gather relevant information to share with my audience. (R)
• I can define common organizational/formatting structures and determine the structures that will allow me to organize my complex ideas best. (R)
• I can analyze the information, identify domain-specific vocabulary for my topic, and organize information into broader categories using my chosen structures. (R)
• I can present my information maintaining an objective tone and formal style that includes an introduction that previews what is to follow, supporting details, varied transitions (to clarify and create cohesion when I move from one idea to another), and a concluding statement/section that supports the information presented. (P)

Key Vocabulary

• organizational structure
• formatting structure
• domain-specific vocabulary
• transition
• cohesion

CCSS.ELA-Literacy.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

• I can define narrative and describe the basic parts of plot. (K)
• I can engage the reader by introducing one or more points of view, the narrator (first, second, or third person point of view), characters, setting, and the event that starts the story in motion. (S)
• I can use narrative techniques to develop experiences, events, and/or characters where one event logically leads to another. (S)
• I can use descriptive words and phrases that reveal details, appeal to the sense, and help convey a vivid picture of the experiences, events, setting, and/or characters. (S)
• I can signal changes in time and place by using transition words, phrases, and clauses to show the relationship among experiences and events. (S)
• I can write a logical conclusion that reflects on the experiences/events and provides a sense of closure. (P)

Key Vocabulary

• narrative
• point of view
• plot line
• transition

CCSS.ELA-Literacy.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

• I can identify the writing style (argument, informative/explanatory, or narrative) that best fits my task, purpose, and audience. (K)
• I can use organizational/formatting structures to develop my writing ideas. (S)
• I can compose a clear and logical piece of writing that demonstrates my understanding of a specific writing style. (P)

Key Vocabulary

• writing style
• task
• purpose
• audience

CCSS.ELA-Literacy.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

• I can use prewriting strategies to formulate ideas. (S)
• I can recognize that a well-developed piece of writing requires more than one draft. (K)
• I can apply revision strategies with the help of others. (S)
• I can edit my writing by checking for errors in capitalization, punctuation, grammar, spelling, etc. (S)
• I can analyze my writing to determine if my purpose and audience have been fully addressed and revise when necessary. (S)
• I can prepare multiple drafts using revisions and edits to develop and strengthen my writing. (P)
• I can recognize when revising, editing, and rewriting are not enough, and I need to try a new approach. (R)

Key Vocabulary

• revision strategy
• edit
• purpose
• audience

CCSS.ELA-Literacy.W.9-10.6
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.

• I can identify technology that will help me produce, publish, and update my individual or shared writing products. (K)
• I can determine the most efficient technology medium to complete my writing task. (S)
• I can use technology to enhance my writing product by linking to other information and/or displaying information flexibly and dynamically. (S)

Key Vocabulary

• flexibly
• dynamically

CCSS.ELA-Literacy.W.9-10.7
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.

• I can define research and distinguish how research differs from other types of writing. (K)
• I can focus my research around a problem to be solved, a central question that is provided, or a self-generated question I have determined. (S)
• I can choose several sources and synthesize information to answer my research inquiry. (R)
• I can determine if I need to narrow or broaden my inquiry based on the information gathered. (R)
• I can demonstrated understanding of the subject under investigation. (P)

Key Vocabulary

• research
• central question
• synthesize

CCSS.ELA-Literacy.W.9-10.8
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.

• I can determine the credibility of a source of reviewing who wrote it, when it was written, and why it was written. (R)
• I can assess the usefulness of my sources to determine those that contain the information that best answers my research question. (S)
• I can use advanced searches with multiple authoritative print and/or digital sources effectively to gather information needed to support my research. (S)
• I can define plagiarism. (K)
• I can avoid plagiarism by paraphrasing and/or summarizing my research findings. (S)
• I can determine when my research data or facts must be quoted and integrate the information into my text to maintain the flow of ideas. (S)
• I can follow a standard format for citation to create a bibliography for sources that I paraphrased or quoted in my writing. (K)

Key Vocabulary

• credibility
• advanced search
• plagiarism
• paraphrase
• authoritative print

CCSS.ELA-Literacy.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.

• I can define textual evidence. (K)
• I can determine textual evidence that supports my analysis, reflection, and/or research. (R)
• I can compose written responses and include textual evidence to strengthen my analysis, reflection, and/or research. (P)

Key Vocabulary

• textual evidence
• analysis
• reflection
• research

CCSS.ELA-Literacy.W.9-10.10
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.

• I can recognize that different writing tasks require varied time frames to complete. (K)
• I can determine a writing format/style to fit my task, purpose, and/or audience. (R)
• I can write for a variety of reasons (e.g., to inform, to describe, to persuade, to entertain/convey an experience). (P)

Key Vocabulary

• writing format
• writing style
• task
• purpose
• audience

Speaking and Listening

CCSS.ELA-Literacy.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

• I can review and/or research materials to be discussed and determine key points and/or central ideas. (R)
• I can create questions and locate key textual evidence to contribute to a discussion on the given topic, text, or issue. (P)
• I can work with peers to define the rules and roles necessary for collegial discussions and decision-making. (S)
• I can come prepared with key points and textual evidence to contribute to a discussion and stimulate a thoughtful well-reasoned exchange of ideas. (S)
• I can participate in a discussion by posing questions that connect the ideas of several speakers, responding to questions, and elaborating on my own ideas and/or the ideas of others to propel the discussion. (S)
• I can make relevant observations and use my ideas and comments to relate the current discussion to broader themes or ideas. (S)
• I can respond thoughtfully to diverse perspectives presented in a discussion, integrate them with my own when warranted, and justify my own views based on evidence introduced by others. (S)

Key Vocabulary

• elaborate
• integrate
• warranted
• justify

CCSS.ELA-Literacy.SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

• I can identify various purposes for presenting information to a reader or audience. (K)
• I can analyze the information presented in diverse media and formats and integrate the information to gain an overall understanding of the topic presented. (R)
• I can evaluate the credibility and accuracy of various presentations. (R)

Key Vocabulary

• media
• format

CCSS.ELA-Literacy.SL.9-10.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

• I can define point of view as how the speaker feels about the situation/topic being presented. (K)
• I can determine a speaker's point of view and explain his or her reasoning. (R)
• I can define rhetoric. (K)
• I identify when a speaker uses evidence and/or rhetoric and analyze how these techniques strengthen his or her point of view or purpose. (R)
• I can recognize when a speaker introduces distorted evidence (unjust interpretation) and/or fallacious reasoning (incorrect reasoning) to his or her argument. (K)

Key Vocabulary

• point of view
• rhetoric
• distorted evidence
• fallacious reasoning

CCSS.ELA-Literacy.SL.9-10.4
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.

• I can present information, findings, and/or supporting evidence clearly, concisely, and logically. (P)
• I can present my information in a sequence that allows the listener to follow my line of reasoning. (P)
• I can prepare a presentation with organization, development, substance, and style that are appropriate to purpose, task, and audience. (P)

Key Vocabulary

• line of reasoning
• task
• purpose
• audience

CCSS.ELA-Literacy.SL.9-10.5
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.

• I can identify the parts of my presentation, including findings, reasoning, and evidence, that could use clarification, strengthening, and/or additional interest. (K)
• I can integrate appropriate digital media in a strategic manner to improve my presentation. (S)

Key Vocabulary

• digital media

CCSS.ELA-Literacy.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

• I can identify various reasons for speaking (e.g., informational, descriptive, formal, informal). (K)
• I can determine speaking tasks that will require a formal structure. (R)
• I can compose a formal speech that demonstrates a command of grades 9-10 Language standards. (P)

Key Vocabulary

• formal
• informal

Language

CCSS.ELA-Literacy.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

• I can define and identify parallel structures. (K)
• I can recognize when I have not used parallel structure in my writing. (K)
• I can use parallel structure correctly in my writing. (S)
• I can define and identify various types of phrases and clauses. (K)
• I can use appropriate phrases and clauses to convey specific meaning and add variety and interest to writing or presentations. (S)

Key Vocabulary

• parallel structure
• phrases
• clauses

CCSS.ELA-Literacy.L.9-10.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

• I can determine when to capitalize words. (K)
• I can identify and explain when to use semicolons. (R)
• I can use a semicolon with a conjunctive adverb. (S)
• I can identify and explain when to use a colon. (R)
• I can use a colon to introduce a list or quotation. (S)
• I can identify misspelled words and use resources to assist me in spelling correctly. (K)

Key Vocabulary

• semicolon
• independent clause
• colon

CCSS.ELA-Literacy.L.9-10.3
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.

• I can identify how language functions in different contexts. (K)
• I can analyze the context of various texts and determine how language choice affects meaning, style, and comprehension. (R)
• I can apply the guidelines in a given style manual to write and edit work. (S)

Key Vocabulary

• context
• style manual

CCSS.ELA-Literacy.L.9-10.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

• I can infer the meaning of unknown words using context clues. (R)
• I can recognize and define common affixes and roots. (K)
• I can break down unknown words into units of meaning to infer the definition of the unknown word. (R)
• I can use patterns of word changes to determine a word's meaning or part of speech. (S)
• I can verify my inferred meaning of an unknown word, its part of speech, and/or its etymology by consulting general and specialized reference materials. (K)

Key Vocabulary

• affix
• root
• etymology

CCSS.ELA-Literacy.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

• I can define and identify various forms of figurative language. (K)
• I can interpret figures of speech and analyze their overall role in the text. (R)
• I can recognize word relationships and use the relationship to further understand multiple words. (S)
• I can recognize the difference between denotative meanings and connotative meanings. (K)
• I can analyze how certain words and phrases that have similar denotations can carry different nuances. (R)

Key Vocabulary

• figure of speech
• word relationships
• denotation
• nuance

CCSS.ELA-Literacy.L.9-10.6
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.

• I can recognize the difference between general academic words and phrases and domain-specific words and phrases. (K)
• I can acquire and use college and career readiness level academic and domain-specific words and phrases to demonstrate proficiency in reading, writing, speaking, and listening. (S)
• I can consider vocabulary knowledge including denotation, nuance, etymology, etc. and determine the most appropriate words or phrases to express overall meaning. (S)
• I can gather vocabulary knowledge independently when considering a word or phrases important to comprehension or expression. (S)

Key Vocabulary

• general academic words
• domain-specific words