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

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

ReadingKey Ideas and Details S T RA RA FA

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 find a line from a text and use it to prove what I know the
text says.
I can find a line from a text and use it to prove what I think the
text means.

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 identify what an informational passage is arguing.
I can explain how that argument is shaped through details and
facts.
I can tell another person what the informational text is about
without offering my opinion.

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 explain why an author has organized their argument the
way the have.
I can explain how the author makes connections between
pieces of information to create an argument.
I can identify sentences in an informational text that help the
author make the central idea.

ReadingCraft and Structure

RI.9-10.4 Determine the meaning of words and phrases as they are

used in a text; analyze the cumulative impact of specific word choices
on meaning and tone.
I can figure out what words mean by using strategies like
context clues and decoding.
I can explain why the author uses those words to get across
ideas and attitudes.

RI.9-10.5 Analyze how an authors ideas or claims are developed and

refined by particular sentences, paragraphs, or larger portions of a
text.
I can explain how an author gets his or her ideas across by
 pointing out certain sentences, paragraphs, and passages that
he or she uses.
I can explain how an author makes his or her argument better
by including particularly powerful sentences, paragraphs, or
passages that he or she uses.

RI.9-10.6 Determine an authors 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 identify an authors point of view on a topic that some
people may or may not agree with.
I can explain why an author uses rhetorical and literary devices
to get his or her ideas across.

ReadingIntegration of Knowledge and Ideas

RI.9-10.7 Analyze various accounts of a subject told in different

mediums, determining which details are emphasized in each account.
I can read different texts, like news articles, about the same
topic and talk about how each one is different and why.

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 judge someone elses argument and tell whether or not
they are right or wrong based on whether they use good
evidence and reasoning that is true.

RI.9-10.9 Analyze influential documents of historical and literary

significance, including how they address related themes and concepts.
I can read historical documents and prove how they are still
important today.
I can read historical documents and relate them to texts we
read in class.

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

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