Grades 9-10 Reading Standards for Informational Text: Key Ideas and Details
Essential Questions:
1. Why do readers read?
2. How do readers construct meaning?
Essential Vocabulary: citation, inference, evidence, analyze, explicit, objective, summary, analyze, central idea, regional culture vs. global culture,
analysis, sequence, nonfiction writing styles, comparison, analogy, category, culture
College and Career Readiness Anchor Standard 1 for Reading: Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
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.
Grades 9-10 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• use details from text to
• that authors don’t always
Students will …
support analysis.
explicitly state meaning.
• citation
• analyze text and support
• construct meaning based
• that for complete
• inference
inferences drawn from the
on logical inferences.
understanding, readers
• evidence
text.
must
examine
explicit
and
• cite materials.
• analyze
inferred evidence.
• determine which piece of
• utilize strategies to
• explicit
evidence most strongly
• that strong textual evidence
critically examine a text
supports analysis.
is needed to support
(e.g. question, clarify).
analysis.
X
College and Career Readiness Anchor Standard 2 for Reading: Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
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.
Grade 9-10 Enduring Understandings
Students will understand…
Students will know…
Students will be able to…
Prior Background Knowledge
Required:
• that a central idea develops
• objective
• determine the central idea
Students will …
over the course of a text.
of a text.
• summary
• determine a central idea
• support central idea
• that texts can have more
• analyze
and analyze its relationship
statement using details
than one valid
• central idea
to supporting ideas.
from the entire text.
interpretation of the central
idea.
• write an objective summary
• objectively summarize an
of the text.
entire text.
Adoption Date: July 22, 2013 X
College and Career Readiness Anchor Standard 3 for Reading: Analyze how and why individuals, events, and ideas develop and interact over
the course of a text.
RL.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events within a cultural context, including the order in which the
points are made, how they are introduced and developed, and the connections that are drawn between them.
Grade 9-10 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• trace the development of
• that an author makes
Students will …
ideas in a text.
conscious choices to
• regional culture vs. global
structure
a
text.
culture
•
use new information and
• recognize and interpret
existing knowledge to
• that culture influences an
• analysis
comparisons, analogies,
make connections within a
author’s
choices.
•
sequence
and categories used
text.
• that the author’s purpose
• nonfiction writing styles
within a text.
affects structure and
(e.g. argument, editorial,
• analyze how an author’s
organization.
article, biography)
cultural background
influences structure and
• comparison
ideas.
• analogy
• category
• culture
X
Adoption Date: July 22, 2013 Grades 9-10 Reading Standards for Informational Text: Craft and Structure
Essential Questions:
1. How does word choice impact the overall meaning of the text?
2. How does the author’s use of structure affect the meaning of the text?
3. How does the author’s point of view and purpose shape and direct the text?
Essential Vocabulary: formal and informal tone, diction, technical language, syntax, claim, evidence, text navigational strategies, rhetoric (e.g.
persuasive appeals, rhetorical questions), point of view, bias, stereotype
College and Career Readiness Anchor Standard 4 for Reading: Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
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, or how an American Indian treaty language differs from everyday speech).
Grade 9-10 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• articulate the effect of
• that word choice affects
Students will …
figurative, connotative, and
tone and meaning (e.g.
• formal and informal tone
technical word choices.
difference between hate,
• distinguish the author’s
• diction
dislike, tolerate, etc.).
intended meaning of words
• determine author’s tone,
• technical language
and phrases as they are
using author’s word
• that cultural differences
• syntax
used in the text.
choices to support claim.
impact meaning and tone.
• analyze the impact of
specific word choices, as
well as analogies and
allusions, on meaning and
tone.
• access resources to increase
comprehension.
X
Adoption Date: July 22, 2013 College and Career Readiness Anchor Standard 5 for Reading: Analyze the structure of text, including how specific sentences, paragraphs, and
larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
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).
Grades 9-10 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• identify author’s claims.
• that authors make
Students will …
purposeful choices in
• claim
• determine how a section of
structuring text.
text relates to/develops
• analyze the structure an
• evidence
author uses to organize a
idea.
• that development of
• text navigational strategies
text.
sentences, paragraphs, or
(e.g. index, table of
chapters are purposeful
• describe how the major
contents)
and related to main idea.
sections contribute to the
text as a whole.
• explain how the author
develops ideas through the
use of the major sections of
the text.
X
College and Career Readiness Anchor Standard 6 for Reading: Assess how point of view or purpose shapes the content and style of a text.
(IEFA)RI.9-10.6: Determine an author’s point of view or purpose in a text (e.g. including texts by and about Montana American Indians) and
analyze how an author uses rhetoric to advance that point of view or purpose.
Grades 9-10 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• determine point of view or
• that an author’s point of
purpose of a text.
view shapes the content
• rhetoric (e.g. persuasive
• determine the author’s
and
style
of
text.
appeals,
rhetorical
purpose or point of view in
• analyze the relationship
questions)
an eighth grade
between the author’s use of
• that unique perspectives
text.(including those by
language and his or her
have value.
• point of view
and about Montana
point of view.
• that not all informational
• bias
American Indians.)
texts
are
objective.
• stereotype
• analyze how an author
presents and responds to
conflicting evidence or
viewpoints in an eighth
grade text.
Adoption Date: July 22, 2013 X
Grades 9-10 Reading Standards for Informational Text: Integration of Knowledge and Ideas
Essential Questions:
1. How does analyzing diverse media help us to build our own knowledge?
2. How does the use of evidence impact the author’s claim?
3. How does analyzing more than one text help us to interpret the author’s intent and build our knowledge?
Essential Vocabulary: media, diversity, context, emphasis, culture, delineate, fallacy, seminal, primary sources
College and Career Readiness Anchor Standard 7 for Reading: Integrate and evaluate content presented in diverse media and formats,
including visually and quantitatively, as well as in words.
RI.9-10.7: Analyze various accounts of a subject told in different mediums within culturally diverse contexts (e.g., a person’s life story in both
print and multimedia), determining which details are emphasized in each account.
Grades 9-10 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• recognize similarities and
• that differing media allow
Students will …
differences among various
for various perspectives.
• media
media.
• have exposure to a variety
• that knowledge can be
• diversity
of reliable media.
acquired from a variety of
• identify which details are
• context
emphasized.
media types.
• experience with using
• emphasis
differing media types.
• evaluate differing media
• that media choice must be
• culture
sources.
appropriate for the
• practice with evaluation of
audience.
media sources.
• integrate information from
differing media.
• that culture influences
• critique the advantages and
media and topic choices.
disadvantages of using
different mediums to
present a particular topic or
idea.
X
Adoption Date: July 22, 2013 College and Career Readiness Anchor Standard 8 for Reading: Delineate and evaluate the argument and specific claims in a text, including the
validity of the reasoning as well as the relevance and sufficiency of the evidence.
RI.9-10.8: Delineate and evaluate the argument and specific claims in a text within culturally diverse contexts, assessing whether the reasoning
is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Grades 9-10 Enduring Understandings
Students will be able to…
Students will understand…
Students
will
know…
Prior Background Knowledge
Vocabulary:
Required:
• identify claims and
• that recognizing fallacy
Students will …
evidence in a text.
involves critical thinking.
• delineate
• identify valid reasoning.
• evaluate claims and
• fallacy
evidence for credibility and
• identify relevant and
relevance.
irrelevant evidence.
• identify fallacies.
X
College and Career Readiness Anchor Standard 9 for Reading: Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
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”, Onondaga Chief Canassatego on Colonizing Education), including
how they address related themes and concepts.
Grades 9-10 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• analyze seminal U.S.
• that culture influences
Students will …
documents of historical and
themes and topics.
• seminal
literary significance.
• analyze a case in which two
• that themes are dictated by
• primary sources (e.g.
or more texts provide
history and are often
memoir, personal narrative,
• identify historical themes
conflicting information on
within text.
similar within a specific
letter, address)
the same topic. (including
time period.
those by and about
Montana American
Indians)
• identify where the texts
disagree on matters of fact
or interpretation.
X
Adoption Date: July 22, 2013 Grades 9-10 Reading Standards for Informational Text: Range of Reading and Level of Text Complexity
Essential Questions:
1. How does reading add meaning to your life?
2. How do readers adapt when text becomes more complex?
Essential Vocabulary: metacognition, active vs. passive reading, comprehension, complexity, proficiency, independence
College and Career Readiness Anchor Standard 10 for Informational Text: Read and comprehend complex literary and informational texts
independently and proficiently.
RI.9-10.10: 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.
Grades 9-10 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• independently read and
• that reading and
Students will …
proficiently comprehend a
comprehending require the
• metacognition
variety of literary
application of multiple
• have familiarity with a
• active vs. passive reading
nonfiction pieces within the
strategies.
variety of non-fiction.
• comprehension
indicated complexity level.
•
that
active
reading
and
• practice with self• complexity
• practice with selfcomprehension of complex
monitoring and self• proficiency
monitoring and selftexts
requires
selfadjustment.
• independence
adjustment.
monitoring and self• use strategies for active
adjustment.
• utilize strategies for active
reading.
reading.
• demonstrate awareness of
their own thinking.
X
Adoption Date: July 22, 2013