This text resource illustrates the Standards Map for the Grades 9 and 10 Reading Informational Text domain in the Common Core State Standards.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Textual Evidence
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3 - Cite (Evidence)
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3 - I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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A. Strong and thorough evidence supports analysis; anything less weakens it.
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A.1 Why is some analysis incomplete?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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3 - Determine (Central text idea)
4 - Analyze (Development)
3 - Include (Emergence details)
2 - Provide (Objective summary)
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3 - I can determine a central idea of a text.
4 - I can analyze the central idea’s development over the course of the text.
3 - I can include how the central idea emerges and is shaped and refined by specific details.
2 - I can provide an objective summary of the text.
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A. Central ideas are supported and shaped by details.
B. An objective summary includes the gist of the overall writing and possibly suspense for future research.
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A.1 How are ideas related in text?
B.1 How do I summarize?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Author Unfolding
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4 - Analyze (Unfolding)
2 - Include (Order)
2 - Include (Introduction)
2 - Include (Development)
2 - Include (Connections)
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4 - I can analyze how the author unfolds an analysis or series of ideas or events.
2 - I can include the order in which the points are made.
2 - I can include how points are introduced.
2 - I can include how points are developed.
2 - I can include the connections that are drawn between points.
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A. Authors unfold analysis, ideas or events by order, introduction, development and connection.
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A.1 How do authors unfold analysis, ideas or events?
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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)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Impact
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2 - Determine (Textual meaning of words)
2 - Determine (Textual meaning of phrases)
2 - Include (Figurative, connotative, technical meanings)
4 - Analyze (Cumulative impact of specific word choice on meaning)
4 - Analyze (Cumulative impact of specific word choices on tone)
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2 - I can determine the meaning of words as they are used in a text.
2 - I can determine the meanings of phrases as they are used in a text.
2 - I can include figurative, connotative, and technical meanings.
4 - I can analyze the cumulative impact of specific word choices on meaning (e.g., how the language of a court opinion differs from that of a newspaper).
4 - I can analyze the cumulative impact of specific word choices on tone (e.g., how the language of a court opinion differs from that of a newspaper).
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A. Considering various types of meanings can determine cumulative impact of word choice on meaning.
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A.1 How might word or phrase meaning be determined in a text?
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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).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Author’s Ideas/Claims
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4 - Analyze (Idea development)
4 - Analyze (Idea refinement)
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4 - I can analyze in detail how an author’s ideas or claims are developed by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
4 - I can analyze in detail how an author’s ideas or claims are refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
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A. Individual text sentences reveal idea development and refinement.
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A.1 How do I know the impact of particular text segments?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Author's Text
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2 - Determine (Point of view or purpose)
4 - Analyze (Rhetoric)
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2 - I can determine an author’s point of view or purpose in a text.
4 - I can analyze how an author uses rhetoric to advance point of view or purpose.
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A. Authors use rhetoric to advance point of view or purpose.
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A.1 How do authors use rhetoric?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Various Accounts
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4 - Analyze (Accounts)
2 - Determine (Detail emphasis)
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4 - I can analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia).
2 - I can determine which details are emphasized in each account.
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A. Detail emphasis of similar subjects are portrayed differently in different media accounts.
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A.1 Why are different mediums different in presentation of same topics?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Argument/Claims
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2 - Delineate (Argument)
2 - Delineate (Claims)
4 - Evaluate (Argument)
4 - Evaluate (Claims)
4 - Assess (Reasoning validity)
4 - Assess (Evidence sufficiency)
2 - Identify (False statements)
2 - Identify (Fallacious reasoning)
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2 - I can delineate the argument in a text.
2 - I can delineate the specific claims in a text.
4 - I can evaluate the argument in a text.
4 - I can evaluate the specific claims in a text.
4 - I can assess whether the reasoning is valid.
4 - I can assess whether the evidence is relevant.
4 - I can assess whether the evidence is sufficient.
2 - I can identify false statements.
2 - I can identify fallacious reasoning.
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A. Delineating and evaluating reveals invalid reasoning, evidence relevancy and sufficiency.
B. Check for valid reasoning and sufficient evidence to support claims.
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A.1 Why do I evaluate arguments?
B.1 How do I evaluate arguments?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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4 - Analyze (Seminal U.S. documents)
1 - Include (Related themes, concepts)
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4 - I can 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”).
1 - I can include how these documents address related themes and concepts.
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A. Seminal U.S. documents are analyzed by noting how they address related themes and concepts.
B. Seminal topics of are written in the formal language of the times.
C. Literary and historical documents may have similar themes and concerns.
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A.1 How do I analyze seminal U.S. documents?
B.1 How might analyzing seminal documents be a challenge?
C.1 How might literary and historical documents be similar over time?
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By the end of grade 9, read and comprehend literary 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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Literary Nonfiction
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1 - Read (Literary nonfiction)
2 - Comprehend (Literary nonfiction)
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1 - I can read literary nonfiction that is between the ninth and tenth grade complexity band.
2 - I can comprehend literary nonfiction that is between the ninth and tenth grade complexity band.
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A. Ninth graders must read nonfiction to show comprehension of real life matters.
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A.1 Why should ninth graders read nonfiction?
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