Hawaii School Districts

Language Arts

Ninth Grade

Final Draft

Hawaii School Districts

Prepared by Marzano and Associates

Grade 9 Summary

Strand / Standard / Topic / Number of Elements
Reading / 1 / Vocabulary and Concept Development / 3
Reading / 1 / Locating Sources and Gathering Information / 2
Reading / 2 / Constructing Meaning / 3
Reading / 3 / Interpretive Stance / 1
Reading / 3 / Critical Stance / 1
Reading / 3 / Literary Elements / 1
Reading / 3 / Personal Connection / 1
Writing / 4 / Literary Writing (Range of Writing) / 2
Writing / 4 / Expository Writing (Range of Writing) / 2
Writing / 4 / Functional Writing (Range of Writing) / 1
Writing / 4 / Reflective Writing (Range of Writing) / 1
Writing / 4 / Sentence Structure and Grammar / 1
Writing / 4 / Punctuation / 1
Writing / 4 / Spelling / 1
Writing / 4 / Citing Sources / 3
Writing / 5 / Meaning / 1
Writing / 5 / Design / 1
Writing / 5 / Clarity / 1
Writing / 5 / Voice / 1
Oral Communication / 6 / Discussion and Presentation / 2
Oral Communication / 6 / Critical Listening / 1
Oral Communication / 6 / Delivery / 2
Oral Communication / 6 / Media Comprehension and Interpretation / 1
Oral Communication / 7 / Meaning / 1
Oral Communication / 7 / Design / 2
Oral Communication / 7 / Clarity / 1
Total / 38
Topic: Vocabulary and Concept Development
Strand: Reading
Standard 1: CONVENTIONS AND SKILLS: Use knowledge of the conventions of language and texts to construct meaning for a range of literary and informational texts for a variety of purposes.
Grade 9
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
·  uses advanced, grade-appropriate vocabulary in different forms
Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / When engaged in tasks involving vocabulary and concept development the student will:
·  (L.A.9.1.1) use grade-appropriate vocabulary, including content area vocabulary, learned through reading and word study (e.g., increase working vocabulary through word study (lists, root/affix study, word origins) and through reading (texts read as a whole class, reading circles, independent reading) and use new words in writing and speech)
·  (9.3.3) analyze the use of various literary elements in short stories, novels, and poetry
·  (9.1.1) identify the meanings of vocabulary through context clues within the text
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
·  recognizes or recalls specific terminology such as:
o  characterization
o  theme
o  plot
o  setting
o  simile
o  metaphor
o  synonym, antonym
o  context clues
·  performs basic processes such as:
o  recognizing or recalling examples of grade-appropriate vocabulary
o  using context clues to understand meaning of new words
o  recognizing or recalling examples of selected literary elements
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.

Sample Tasks for Levels 4.0, 3.0, & 2.0

Level 4.0

·  Ask students to use grade-appropriate vocabulary in different forms such as in different parts of speech.

·  Ask students to use literary terms in their analysis.

Level 3.0

·  Ask students to use grade-appropriate vocabulary and literary terms in writing and speaking, such as incorporating vocabulary in sentences and/or essays.

Level 2.0

·  Ask students to identify literary terms such as: characterization, theme, plot, setting, simile, metaphor, etc. in reading and writing.

·  Ask students to identify terms such as: synonym, antonym, and context clues to determine word meaning.

·  Ask students to use context clues to understand the meaning of new words.

·  Ask students to recognize or recall examples of selected literary elements.

Topic: Locating Sources and Gathering Information
Strand: Reading
Standard 1: CONVENTIONS AND SKILLS: Use knowledge of the conventions of language and texts to construct meaning for a range of literary and informational texts for a variety of purposes.
Grade 9
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
·  uses a balance of print and online resources and takes the time to find the most valid information rather than the most convenient. Synthesizes information and draws accurate conclusions
Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / When engaged in tasks involving locating sources and gathering information the student will:
·  (L.A.9.1.2) use a variety of strategies to gain information from print and online resources, both primary and secondary, as a part of a research plan to support a thesis (e.g., use organizational systems and tools specific to electronic information sources that assist in finding specific and general information. i.e., cross-references, Boolean logic strategies, timelines, hypertext links, knowledge trees, and URL’s and icons)
·  (9.4.6) use parenthetical references and bibliographies to cite research sources
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
·  recognizes or recalls specific terminology such as:
o  plagiarism
o  fiction
o  nonfiction
o  primary, secondary sources
o  parenthetical references
·  performs basic processes such as:
o  gathering information to support a thesis
o  using an outline or webbing device to organize research information
o  organizing research sources through citations and bibliographies
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.

Sample Tasks for Levels 4.0, 3.0, & 2.0

Level 4.0

·  Ask students to document research information to ensure that there is a balance between print and online sources.

·  Ask students to synthesize research information to draw an accurate conclusion.

Level 3.0

·  Ask students to use an organizational system such as webbing, outlining, etc. to gather information from print and online sources to support a thesis.

Level 2.0

·  Ask students to identify terms such as: plagiarism, fiction, nonfiction, primary sources, secondary sources, parenthetical references, etc.

·  Ask students to use an outline or webbing device for the purpose of organization

·  Ask students to identify a thesis

·  Ask students to gather appropriate information to support a thesis.

·  Ask students to organize research sources through citations and bibliography.

Topic: Constructing Meaning
Strand: Reading
Standard 2: READING COMPREHENSION: Use reading strategies to construct meaning from a variety of texts.
Grade 9
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
·  uses information from annotation and notes to analyze text and makes accurate and logical inferences on the author’s message
Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / When engaged in tasks involving the construction of meaning the student will:
·  (L.A.9.2,1) use annotation methods to identify organizational patterns and to make inferences while reading (e.g., highlight key points and establish the predominant relationship among them (main idea with supporting details, steps in a process, commonalities, and differences). Make note of inferences based upon key points)
·  (9.2.2) analyze questions not answered by a select text (e.g., identify questions that are directly connected to information or ideas in a text but are not answered or perhaps not even raised by the writer, Evaluate reasons for this omission)
·  (9.3.1) use textual information such as supporting details and main ideas to analyze literary elements such as characterization and theme
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
·  recognizes or recalls specific terminology such as:
o  thesis
o  supporting details
o  conclusions
o  comparison & contrast
o  inference
o  annotation
·  performs basic processes such as:
o  using annotation methods to identify organizational patterns
o  making inferences based on text
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.

Sample Tasks for Levels 4.0, 3.0, & 2.0

Level 4.0

·  Ask students to analyze information from annotation to draw a conclusion and to write a short essay about the author’s message.

Level 3.0

·  Ask students to annotate reading materials to show the connections among organizational patterns such as the main idea, supporting details and conclusion.

Level 2.0

·  Ask students to identify terms such as: thesis, supporting details, conclusion, comparison, contrast, annotation, inference, etc.

·  Ask students to use annotation methods to gain meaning from text.

1

Topic: Interpretive Stance
Strand: Reading
Standard 3: LITERARY RESPONSE AND ANALYSIS: Respond to literary texts from a range of stances: personal, interpretive, critical.
Grade 9
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
·  makes connections between key thematic concepts and various readings
Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / When engaged in tasks involving interpretive stance the student will:
·  (L.A.9.3.1) use textual evidence (knowledge of rhetorical and literary devices) to interpret and draw conclusions about literature (e.g., locate specific examples and details that support interpretation and conclusions about the text)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
·  recognizes or recalls specific terminology such as:
o  inference
o  supporting details
o  literary elements (theme, characterization, conflicts, etc.)
·  performs basic processes such as:
o  recognizing or recalling examples of rhetorical and literary devices
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.

Sample Tasks for Levels 4.0, 3.0, & 2.0

Level 4.0

·  Ask students to connect key concepts, such as making thematic connections, in more than one reading.

·  Ask students to write a paper to show thematic connections.

Level 3.0

·  Ask students to locate specific examples and supporting details from text to draw a conclusion and validate interpretation of text.

Level 2.0

·  Ask students to identify specific terminology such as: inference and supporting details.

·  Ask students to recognize examples of rhetorical or literary devices such as theme.

Topic: Critical Stance
Strand: Reading
Standard 3: LITERARY RESPONSE AND ANALYSIS: Respond to literary texts from a range of stances: personal, interpretive, critical.
Grade 9
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
·  explains in a paragraph or essay, with supporting details, how historical and/or cultural information helps the reader to understand the novel, poem, or story
Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / When engaged in tasks involving critical stance the student will:
·  (L.A.9.3.2) explain how historical and cultural information enriches the interpretation of the text (e.g., explain the historical context, background of a text, and norms and values of the culture by reading or viewing supporting material; consider this new information when interpreting the text in writing or discussions)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
·  recognizes or recalls specific terminology such as:
o  biography
o  autobiography
o  culture
o  historical background
·  performs basic processes such as:
o  recognizing or recalling examples of historical and cultural information within a text
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.

Sample Tasks for Levels 4.0, 3.0, & 2.0