Texas 9th Grade ELA Standards in English II Assessment

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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.C infer word meaning through the identification and analysis of analogies and other word relationships;
  • 9-12.1.1.D show the relationship between the origins and meaning of foreign words or phrases used frequently in written English and historical events or developments (e.g., glasnost, avant-garde, coup d’état);
  • 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 and 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 compare and contrast differences in similar themes expressed in different time periods;
• 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 archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional and classical 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 structure or prosody (e.g., meter, rhyme scheme) and graphic elements (e.g., line length, punctuation, word position) 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 analyze how archetypes and motifs in drama affect the plot of plays.
• 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 isolated scenes and their contribution to the success of the plot as a whole in a variety of works of fiction;
  • 9-12.2.5.B analyze differences in the characters’ moral dilemmas in works of fiction across different countries or cultures;
  • 9-12.2.5.C evaluate the connection between forms of narration (e.g., unreliable, omniscient) and tone in works of fiction.
• 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 evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction.
• 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 function of symbolism, allegory, and allusions 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 evaluate how messages presented in media reflect social and cultural views in ways different from traditional 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 analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details.
• 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 and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique;
  • 9-12.3.9.B distinguish among different kinds of evidence (e.g., logical, empirical, anecdotal) used to support conclusions and arguments in texts;
  • 9-12.3.9.C make and defend subtle inferences and 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 explain shifts in perspective in arguments about the same topic and evaluate the accuracy of the evidence used to support the different viewpoints within those arguments.
• 9-12.3.11 Students understand how to glean and use information in procedural texts and documents.
  • 9-12.3.11.A evaluate text for the clarity of its graphics and its visual appeal;
  • 9-12.3.11.B synthesize information from multiple graphical sources to draw conclusions about the ideas presented (e.g., maps, charts, schematics).
• 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 evaluate how messages presented in media reflect social and cultural views in ways different from traditional 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 thesis; 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 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.
• 9-12.4.15 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 thesis or controlling idea;
    • 9-12.4.15.A.iv an organizing structure appropriate to purpose, audience, and context;
    • 9-12.4.15.A.v relevant evidence and well-chosen details;
    • 9-12.4.15.A.vi distinctions about the relative value of specific data, facts, ideas that support the thesis statement.
• 9-12.4.16 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
  • 9-12.4.16.A a clear thesis or position based on logical reasons supported by precise and relevant evidence;
  • 9-12.4.16.D an organizing structure appropriate to the purpose, audience, and context;
  • 9-12.4.16.E an analysis of the relative value of specific data, facts, and ideas.

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 thesis or controlling idea;
    • 9-12.5.15.A.iv an organizing structure appropriate to purpose, audience, and context;
    • 9-12.5.15.A.v relevant evidence and well-chosen details;
    • 9-12.5.15.A.vi distinctions about the relative value of specific data, facts, and ideas that support the thesis statement.
• 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;
  • 9-12.5.16.F a range of appropriate appeals (e.g., descriptions, anecdotes, case studies, analogies, illustrations).

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 comma placement in nonrestrictive phrases, clauses, and contrasting expressions;
    • 9-12.6.18.B.ii quotation marks to indicate sarcasm or irony.
• 9-12.6.19 Students spell correctly.
  • 9-12.6.19.A spell correctly, including using various resources to determine and check correct spellings.