Texas 9th Grade ELA Standards in English I Assessment

Looking for free content that’s aligned to your standards? You’ve come to the right place!

9-12.1 The student will demonstrate the ability to understand and analyze a variety of written texts across reading genres.

• 9-12.1.1 Students understand new vocabulary and use it when reading and writing.
  • 9-12.1.1.A determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;
  • 9-12.1.1.B analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words;
  • 9-12.1.1.D describe the origins and meanings of foreign words or phrases used frequently in written English (e.g., caveat emptor, carte blanche, tete a tete, pas de deux, bon appetit, quid pro quo);
  • 9-12.1.1.E use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations a nd denotations, and their etymology.
• 9-12.1.2 Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
  • 9-12.1.2.A analyze how the genre of texts with similar themes shapes meaning;
• 9-12.1.9 Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.
  • 9-12.1.9.D synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence.
• 9-12.1.Figure 19 Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message.
  • 9-12.1.Figure 19.B make complex inferences about text and use textual evidence to support understanding.

9-12.2 The student will demonstrate an ability to understand and analyze literary texts.

• 9-12.2.2 Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
  • 9-12.2.2.B analyze the influence of mythic, classical and traditional literature on 20th and 21st century literature;
  • 9-12.2.2.C relate the figurative language of a literary work to its historical and cultural setting.
• 9-12.2.3 Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.
  • 9-12.2.3.A analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, paradox) in poetry.
• 9-12.2.4 Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding.
  • 9-12.2.4.A explain how dramatic conventions (e.g., monologues, soliloquies, dramatic irony) enhance dramatic text.
• 9-12.2.5 Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.
  • 9-12.2.5.A analyze non-linear plot development (e.g., flashbacks, foreshadowing, sub-plots, parallel plot structures) and compare it to linear plot development;
  • 9-12.2.5.B analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils;
  • 9-12.2.5.C analyze the way in which a work of fiction is shaped by the narrator’s point of view.
• 9-12.2.6 Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding.
  • 9-12.2.6.A analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event.
• 9-12.2.7 Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding.
  • 9-12.2.7.A explain the role of irony, sarcasm, and paradox in literary works.
• 9-12.2.12 Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning.
  • 9-12.2.12.A compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts;
  • 9-12.2.12.D evaluate changes in formality and tone within the same medium for specific audiences and purposes.
• 9-12.2.Figure 19 Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message.
  • 9-12.2.Figure 19.B make complex inferences about text and use textual evidence to support understanding.

9-12.3 The student will demonstrate an ability to understand and analyze informational texts.

• 9-12.3.8 Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
  • 9-12.3.8.A explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author’s purpose.
• 9-12.3.9 Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.
  • 9-12.3.9.A summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion;
  • 9-12.3.9.B differentiate between opinions that are substantiated and unsubstantiated in the text;
  • 9-12.3.9.C make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns.
• 9-12.3.10 Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis.
  • 9-12.3.10.A analyze the relevance, quality, and credibility of evidence given to support or oppose an argument for a specific audience;
  • 9-12.3.10.B analyze famous speeches for the rhetorical structures and devices used to convince the reader of the authors’ propositions.
• 9-12.3.11 Students understand how to glean and use information in procedural texts and documents.
  • 9-12.3.11.A analyze the clarity of the objective(s) of procedural text (e.g., consider reading instructions for software, warranties, consumer publications);
  • 9-12.3.11.B analyze factual, quantitative, or technical data presented in multiple graphical sources.
• 9-12.3.12 Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning.
  • 9-12.3.12.A compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts;
  • 9-12.3.12.D evaluate changes in formality and tone within the same medium for specific audiences and purposes.
• 9-12.3.Figure 19 Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message.
  • 9-12.3.Figure 19.B make complex inferences about text and use textual evidence to support understanding.

9-12.4 The student will demonstrate an ability to compose a variety of written texts with a clear, controlling idea; coherent organization; sufficient development; and effective use of language and conventions.

• 9-12.4.13 Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
  • 9-12.4.13.B structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning;
  • 9-12.4.13.C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed;
  • 9-12.4.13.D edit drafts for grammar, mechanics, and spelling.
• 9-12.4.14 Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.
  • 9-12.4.14.A write an engaging story with a well-developed conflict and resolution, interesting and believable characters, and a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot.
• 9-12.4.15 Students write expository [and procedural or work-related] texts to communicate ideas and information to specific audiences for specific purposes.
  • 9-12.4.15.A write an [analytical] essay of sufficient length that includes
    • 9-12.4.15.A.i effective introductory and concluding paragraphs and a variety of sentence structures;
    • 9-12.4.15.A.ii rhetorical devices, and transitions between paragraphs;
    • 9-12.4.15.A.iii a controlling idea or thesis;
    • 9-12.4.15.A.iv an organizing structure appropriate to purpose, audience, and context;
    • 9-12.4.15.A.v relevant information and valid inferences.

9-12.5 The student will demonstrate an ability to revise a variety of written texts.

• 9-12.5.13 Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
  • 9-12.5.13.C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed.
• 9-12.5.15 Students write expository [and procedural or work-related] texts to communicate ideas and information to specific audiences for specific purposes.
  • 9-12.5.15.A write an [analytical] essay of sufficient length that includes
    • 9-12.5.15.A.i effective introductory and concluding paragraphs and a variety of sentence structures;
    • 9-12.5.15.A.ii rhetorical devices, and transitions between paragraphs;
    • 9-12.5.15.A.iii a controlling idea or thesis;
    • 9-12.5.15.A.iv an organizing structure appropriate to purpose, audience, and context;
    • 9-12.5.15.A.v relevant information and valid inferences.
• 9-12.5.16 Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes
  • 9-12.5.16.A a clear thesis or position based on logical reasons supported by precise and relevant evidence;
  • 9-12.5.16.C counter-arguments based on evidence to anticipate and address objections;
  • 9-12.5.16.D an organizing structure appropriate to the purpose, audience, and context;
  • 9-12.5.16.E an analysis of the relative value of specific data, facts, and ideas.

9-12.6 The student will demonstrate an ability to edit a variety of texts.

• 9-12.6.13 Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
  • 9-12.6.13.D edit drafts for grammar, mechanics, and spelling.
• 9-12.6.17 Students understand the function of and use the conventions of academic language when [speaking and] writing.
  • 9-12.6.17.A use and understand the function of the following parts of speech in the context of reading, writing, [and speaking]:
    • 9-12.6.17.A.i more complex active and passive tenses and verbals (gerunds, infinitives, participles);
    • 9-12.6.17.A.ii restrictive and nonrestrictive relative clauses;
    • 9-12.6.17.A.iii reciprocal pronouns (e.g., each other, one another);
  • 9-12.6.17.C use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).
• 9-12.6.18 Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
  • 9-12.6.18.A use conventions of capitalization;
  • 9-12.6.18.B use correct punctuation marks including
    • 9-12.6.18.B.i quotation marks to indicate sarcasm or irony;
    • 9-12.6.18.B.ii comma placement in nonrestrictive phrases, clauses, and contrasting expressions.
• 9-12.6.19 Students spell correctly.
  • 9-12.6.19.A spell correctly, including using various resources to determine and check correct spellings.