Oklahoma 9th Grade ELA Standards in Critical Reading and Writing

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9.3 Critical Reading and Writing

• Reading: Students will analyze, interpret, and evaluate increasingly complex literary and informational texts that include a wide range of historical, cultural, ethnic, and global perspectives from a variety of genres.
  • 9.3.R.1 Students will analyze the extent to which historical, cultural, and/or global perspectives affect authors’ stylistic choices in grade-level literary and informational texts.
  • 9.3.R.2 Students will evaluate authors’ perspectives and explain how those perspectives contribute to the meanings of texts.
  • 9.3.R.3 Students will evaluate how literary elements impact theme, mood, and/or tone, using textual evidence:
    • 9.3.R.3.a setting
    • 9.3.R.3.b plot structure (e.g., foreshadowing, flashback, in media res)
    • 9.3.R.3.c conflict (i.e., internal, external)
    • 9.3.R.3.d characters (e.g., protagonist, antagonist)
    • 9.3.R.3.e characterization (i.e., direct, indirect)
    • 9.3.R.3.f point of view (e.g., narrator reliability)
    • 9.3.R.3.g archetypes
  • 9.3.R.4 Students will evaluate how literary devices impact theme, mood, and/or tone, using textual evidence:
    • 9.3.R.4.a figurative language (i.e., simile, metaphor, personification, hyperbole, imagery, symbolism)
    • 9.3.R.4.b sound devices (i.e., onomatopoeia, alliteration, assonance)
    • 9.3.R.4.c irony (i.e., verbal, situational, dramatic)
  • 9.3.R.5 Students will evaluate the validity of a speaker’s argument:
    • 9.3.R.5.a distinguish the kinds of evidence (e.g., logical, empirical, anecdotal)
    • 9.3.R.5.b distinguish substantiated from unsubstantiated claims
    • 9.3.R.5.c analyze rhetorical appeals (i.e., ethos, logos, pathos)
    • 9.3.R.5.d identify bias
    • 9.3.R.5.e identify logical fallacies
  • 9.3.R.6 Students will analyze how informational text structures support the author’s purpose.
  • 9.3.R.7 Students will analyze how two or more texts address similar themes or topics, using textual evidence to support their claims and inferences.
• Writing: Students will thoughtfully and intentionally write, addressing a range of modes, purposes, and audiences.
  • 9.3.W.1 Students will compose narratives reflecting real or imagined experiences that:
    • 9.3.W.1.a include engaging plots involving well-developed, complex characters resolving conflicts
    • 9.3.W.1.b establish narrator(s) that enhance(s) the narrative
    • 9.3.W.1.c are intentionally sequenced in a way to achieve a specific effect (e.g., create suspense, establish mood, reflect theme)
    • 9.3.W.1.d provide clear descriptions, using precise language, sensory details, and dialogue
    • 9.3.W.1.e include varied syntax to enhance readability
    • 9.3.W.1.f emulate literary elements and/or literary devices from mentor texts
  • 9.3.W.2 Students will compose informative essays, reports, or technical writing that:
    • 9.3.W.2.a objectively introduce and develop topics
    • 9.3.W.2.b include a defensible thesis
    • 9.3.W.2.c incorporate evidence (e.g., specific facts, details, charts and graphs, data)
    • 9.3.W.2.d maintain an organized structure
    • 9.3.W.2.e use sentence variety and word choice to create clarity and concision
    • 9.3.W.2.f establish and maintain a formal style
    • 9.3.W.2.g emulate literary devices from mentor texts
  • 9.3.W.3 Students will compose argumentative essays, reviews, or op-eds that:
    • 9.3.W.3.a introduce precise, informed claims
    • 9.3.W.3.b include a defensible thesis
    • 9.3.W.3.c acknowledge counterclaims or alternate perspectives
    • 9.3.W.3.d organize claims, counterclaims, and evidence in a logical sequence
    • 9.3.W.3.e provide the most relevant evidence to develop balanced arguments, using credible sources
    • 9.3.W.3.f use sentence variety and word choice to create clarity and concision
    • 9.3.W.3.g use style and tone that suits the audience and purpose
  • 9.3.W.4 Students will blend narrative, informative, and argumentative writing to suit their audience and purpose.