Grade 9 to 10 NJSLS-ELA Prerequisite Concepts and Skills · Web viewIncluded here are the...
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November 2020 Grades 9–10: New Jersey Student Learning Standards for English Language Arts – Prerequisite Concepts and Skills Description Included here are the prerequisite concepts and skills necessary for students to learn grade level content based on the New Jersey Student Learning Standards in English language arts (ELA). This tool is intended to support educators in the identification of any conceptual or skill gaps that might exist in a student’s understanding of ELA standards. The organization of this document mirrors that of the instructional units and reflects a grouping of standards and student learning objectives. The tables are each divided into three columns. The first column lists the Focus Standards and Student Learning Objectives, which contain the target grade level standards and the corresponding concepts and skills in that standard. The standards of focus for the 2020-2021 school year generally align to the recommendations of Student Achievement Partners 2020-21 Priority Instructional Content in English Language Arts/Literacy and Mathematics . The second column contains the Previous Grade Standards and Learning Objectives, which are concepts and skills necessary for students to learn the grade level standard as listed on the left. The third column lists other grade level standards that could be integrated into instruction to support the instruction of focus standards. Given the recursive nature of concepts in English language arts, some of the standards contain the same concepts from grade to grade. Therefore, the bold text with asterisks distinguishes the new concepts and skills reflected in a grade level standard and the corresponding student learning objective for that new concept. For example, in Unit 2, *Accurately cite strong and thorough textual evidence* is bolded and bookended with asterisks, indicating that is a new concept or skill. Rationale for Unit Focus Unit 2 has a strong focus on argumentative writing and accurately citing evidence as student learn to use textual support to craft arguments. In addition, students deepen their analyses of and
Transcript of Grade 9 to 10 NJSLS-ELA Prerequisite Concepts and Skills · Web viewIncluded here are the...
November 2020
Grades 9–10: New Jersey Student Learning Standards for English Language Arts – Prerequisite Concepts and Skills
Description
Included here are the prerequisite concepts and skills necessary for students to learn grade level content based on the New Jersey Student Learning Standards in English language arts (ELA). This tool is intended to support educators in the identification of any conceptual or skill gaps that might exist in a student’s understanding of ELA standards. The organization of this document mirrors that of the instructional units and reflects a grouping of standards and student learning objectives.
The tables are each divided into three columns. The first column lists the Focus Standards and Student Learning Objectives, which contain the target grade level standards and the corresponding concepts and skills in that standard. The standards of focus for the 2020-2021 school year generally align to the recommendations of Student Achievement Partners 2020-21 Priority Instructional Content in English Language Arts/Literacy and Mathematics. The second column contains the Previous Grade Standards and Learning Objectives, which are concepts and skills necessary for students to learn the grade level standard as listed on the left. The third column lists other grade level standards that could be integrated into instruction to support the instruction of focus standards. Given the recursive nature of concepts in English language arts, some of the standards contain the same concepts from grade to grade. Therefore, the bold text with asterisks distinguishes the new concepts and skills reflected in a grade level standard and the corresponding student learning objective for that new concept. For example, in Unit 2, *Accurately cite strong and thorough textual evidence* is bolded and bookended with asterisks, indicating that is a new concept or skill.
Rationale for Unit Focus
Unit 2 has a strong focus on argumentative writing and accurately citing evidence as student learn to use textual support to craft arguments. In addition, students deepen their analyses of and connections to various informational and literary texts in order to develop and support well-reasoned and informed arguments.
Grades 9-10: New Jersey Student Learning Standards for English Language Arts – Prerequisite Concepts and Skills
Unit 2, Module A
Focus Standards and Student Learning Objectives
Previous Grade Standard and Student Learning Objectives
Supporting Standards
RI.9-10.1. *Accurately cite strong and thorough textual evidence*, (e.g., via discussion, written response, etc.) and make relevant connections, to support analysis of what the text says explicitly as well as inferentially, *including determining where the text leaves matters uncertain.*
We are learning to/that…
*cite strong and thorough textual evidence*
*determine where the text leaves the matter being studied uncertain*
pieces of textual evidence vary in strength and relevance
interpret and cite a text and make relevant connections for explicit and inferential meaning
support analysis of what the text says explicitly as well as inferentially
RI.8.1. Cite the textual evidence and make relevant connections that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
We have learned to/that…
*pieces of textual evidence vary in strength and relevance*
*cite text evidence that most strongly supports an analysis of what the text says explicitly*
*cite text evidence that most strongly supports an analysis of inferences drawn from the text*
make relevant connections that most strongly supports analysis of what the text says explicitly.
make relevant connections that most strongly supports analysis of inferences drawn from the text.
RI.9-10.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetorical devices to advance that point of view or purpose.
RI.9-10.8. Describe 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 reasoning.
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.
A. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
B. Develop claim(s) and counterclaims avoiding common logical fallacies, propaganda devices, and using sound reasoning, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
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Grades 9-10: New Jersey Student Learning Standards for English Language Arts – Prerequisite Concepts and Skills
Focus Standards and Student Learning Objectives
Previous Grade Standard and Student Learning Objectives
Supporting Standards
identifying any false reasoning or distorted evidence.
SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience.
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 (MLA or APA Style Manuals).
We are learning to/that…
*gathering relevant information from multiple sources requires effective search techniques and selectivity*
gather relevant information from multiple authoritative print and digital sources
avoid plagiarism
W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
We have learned to/that…
*assess the credibility and accuracy of each source*
print and digital sources are ways to gather relevant information.
gather relevant information from multiple print and digital sources.
use search terms correctly.
quote and paraphrase the data and conclusion of others
avoid plagiarism and follow a standard format for citation.
RI.9-10.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.) and make relevant connections, to support analysis of what the text says explicitly as well as inferentially, *including determining where the text leaves matters uncertain.
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).
RI.9-10.8. Describe 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 reasoning.
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 work (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using
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Grades 9-10: New Jersey Student Learning Standards for English Language Arts – Prerequisite Concepts and Skills
Focus Standards and Student Learning Objectives
Previous Grade Standard and Student Learning Objectives
Supporting Standards
valid reasoning and relevant and sufficient evidence.
A. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
B. Develop claim(s) and counterclaims avoiding common logical fallacies, propaganda devices, and using sound reasoning, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, trying a new approach, or consulting a style manual (such as MLA or APA Style), focusing on addressing what is most significant for a specific purpose and audience.
SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any false reasoning or distorted evidence.
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Grades 9-10: New Jersey Student Learning Standards for English Language Arts – Prerequisite Concepts and Skills
Unit 2, Module B
Focus Standards and Student Learning Objectives
Previous Grade Standards and Student Learning Objectives
Supporting Standards
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.
A. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
We are learning to/that…
use context as a clue to the meaning of a word or phrase
L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
A. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
We have learned to/that…
use context to determine or clarify the meaning of unknown and multiple-meaning words or phrases
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.
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).
RI.9-10.8. Describe 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 reasoning.
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.
D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
We are learning to/that…
verify the preliminary determination of the meaning of a word or phrase, such as by checking the inferred meaning in context or in a dictionary
L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
We have learned to/that…
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary)
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.
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).
RI.9-10.8. Describe 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 reasoning.
5Updated November 2020
Grades 9-10: New Jersey Student Learning Standards for English Language Arts – Prerequisite Concepts and Skills
Unit 2, Module C
Focus Standards and Student Learning Objectives
Previous Grade Standards and Student Learning Objectives
Supporting Standards
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 (MLA or APA Style Manuals).
We are learning to/that…
*use 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*
*follow a standard format for citation (MLA or APA Style Manuals)*
W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
We have learned to/that…
*use search terms correctly*
*assess the credibility and accuracy of each source*
*quote and paraphrase the data and conclusion of others*
print and digital sources are ways to gather relevant information
gather relevant information from multiple print and digital sources
avoid plagiarism and follow a standard format for citation
RI.9-10.8. Describe 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 reasoning.
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.
W.9-10.6. Use technology, including the Internet, to produce, share, 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.
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.
B. *Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g.,
L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
B. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede,
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.
RI.9-10.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.) and make relevant connections, to support analysis of what the text says
6Updated November 2020
Grades 9-10: New Jersey Student Learning Standards for English Language Arts – Prerequisite Concepts and Skills
Focus Standards and Student Learning Objectives
Previous Grade Standards and Student Learning Objectives
Supporting Standards
analyze, analysis, analytical; advocate, advocacy).*
C. Consult *general and specialized* reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, *or its etymology.*
We are learning to/that…
determine or clarify the meaning of unknown and multiple-meaning words and phrases
determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies
*consult general and specialized reference materials to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology *
*identify and correctly use patterns of word changes that indicate different meanings or parts of speech*
recede, secede).
C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
We have learned to/that…
*determine or clarify the meaning of unknown and multiple-meaning words and phrases*
*consult print and digital reference materials to determine or clarify the pronunciation, meaning, and part of speech of unknown and multiple-meaning words or phrases*
*the meaning of unknown or multiple-meaning words can be determined through consulting reference materials
use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word
explicitly as well as inferentially, including determining where the text leaves matters uncertain.
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).
RI.9-10.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetorical devices to advance that point of view or purpose.
RI.9-10.8. Describe 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 reasoning.
7Updated November 2020
