Minnesota 9th Grade ELA Standards in Reading

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R Reading

• R2 Read and comprehend independently, A) both self-selected and teacher-directed texts, B) complex literary and informational texts, and C) from multiple sources representing perspectives identities like and unlike their own from dominant, non-dominant, and marginalized social groups.
  • 9.1.2.1 Read independently and self-monitor understanding of grade-level text and independently annotate learning, independently applying strategies when meaning breaks down, including, but not limited to consulting resources for more information.
  • 9.1.2.2 Select, read, and comprehend texts that address academic tasks, proficiently at grade 9 text complexity.
  • 9.1.2.3 Locate, select, and read texts by two authors on the same topic or theme.
• R3 Read independently, both self-selected and teacher-directed complex literary and informational texts, representing perspectives of historical and contemporary Dakota and Anishinaabe people.
  • 9.1.3.1 Choose and read texts that address the purpose (e.g., personal interest, enjoyment, academic tasks), representing perspectives and identities of historical and contemporary Dakota and Anishinaabe people, to examine concepts, issues, or histories.
• R4 Read critically to comprehend, interpret, and analyze themes and central ideas in complex literary and informational texts.
  • 9.1.4.1 Cite strong and thorough textual evidence to support conclusions of what a text says explicitly as well as inferences drawn from text including making connections to other texts; objectively summarize the text.
  • 9.1.4.2 Analyze the themes or central ideas, including how it emerges and shaped by specific details, of multiple texts, considering author perspective, identity, and bias.
  • 9.1.4.3 Compare and contrast characters, attending to character complexity (e.g., those with multiple or conflicting motivations), in one or more literary texts.
  • 9.1.4.4 Analyze how an author authors unfold an analysis or series of ideas or events, including the order in which points are made, how they are introduced and developed, and the connections that are drawn between them, in informational text.
• R5 Apply knowledge of text structure to understand and evaluate a wide variety of complex literary and informational texts.
  • 9.1.5.1 Evaluate the impact of author’s use of literary elements on the structure of a text. (e.g., narrator point of view, foreshadowing, pacing and flashbacks).
  • 9.1.5.2 Analyze the informational text structure, including, but not limited to, proposition/support, critique, inductive/deductive, focusing on the role of various sentences and paragraphs in a text in developing and refining a key concept.
  • 9.1.5.3 Critically analyze the use, meaning, and aesthetics of illustrations, graphics, and other audiovisual elements and explain their relation to the text.
• R6 Analyze influences on content, meaning, and style of text including fact and fiction, time period, and author perspective and identity, including Dakota and Anishinaabe perspective, in complex literary and informational texts.
  • 9.1.6.1 Examine how the author’s, including Dakota and Anishinaabe authors, purpose, stated identities, biases, and perspective shape the content and style of a text.
  • 9.1.6.2 Examine the impact of a text’s publishing date on its current validity and credibility, in literature, social studies, or science.
  • 9.1.6.3 Delineate the argument and specific claims in a text; identify false statements and fallacious reasoning.
• R7 Evaluate arguments and specific claims from complex informational texts.
  • 9.1.7.1 Compare and contrast the arguments of two authors with different perspectives on the same topic to evaluate arguments using relevance and sufficiency of evidence and validity of reasoning.
• R8 Examine the impact of vocabulary, including words and phrases, on content, style and meaning of complex literary and informational texts.
  • 9.1.8.1 Analyze the impact of specific word choices, rhythm, meter, or other style choices on meaning and tone on literary text. (e.g., word choices that allude to culture, time period, or geography).
  • 9.1.8.2 Examine the impact of domain-specific vocabulary in informational text through study of word origins (morphology and etymology) and use of reference tools.
• R9 Media Literacy in Reading: Access and gather information from a variety of sources, representing diverse perspectives, and assessing validity and credibility of information.
  • 9.1.9.1 Access information from a wide variety of sources, on both sides of an issue, or from multiple perspectives, in the process of inquiry.
  • 9.1.9.2 Evaluate perspective, bias, credibility, relevancy, and sufficiency of sources, accessing additional sources as needed.