Indiana Academic Standards 2020 Grades Nine and 10 English/Language Arts Standards Correlation Guidance Document Intentional alignment of instructional practices and curricular materials to the Indiana Academics Standards (IAS) is vital to improving student outcomes. This guide is meant to encourage strong standards-based instruction when utilizing curricular materials not aligned to IAS but to Common Core State Standards (CCSS). Purchased curricula are not designed to perfectly align with IAS and often align with CCSS. Use of this guide will ensure strong alignment to IAS and foster critical conversations around instructional decisions. Considerations for use: ● Identify the desired IAS; ● Unpack the IAS, referencing the IDOE Literacy Framework; ● Determine the correlating CCSS; ● Consider the differences between IAS and learning objective from CCSS aligned curricular material; ● Identify instructional gaps (in content or complexity) and consider strategies to supplement; and ● Prioritize content in curricular material that is identified in the IAS. IDOE Literacy Framework provides student success criteria, vertical planning, digital resources, and clarifying examples to consider when planning, implementing, and teaching IAS. Updated May 2021 1
Transcript
Indiana Academic Standards 2020Grades Nine and 10 English/Language ArtsStandards Correlation Guidance Document
Intentional alignment of instructional practices and curricular materials to the Indiana Academics Standards (IAS) is vital to improvingstudent outcomes. This guide is meant to encourage strong standards-based instruction when utilizing curricular materials not alignedto IAS but to Common Core State Standards (CCSS). Purchased curricula are not designed to perfectly align with IAS and often alignwith CCSS. Use of this guide will ensure strong alignment to IAS and foster critical conversations around instructional decisions.
Considerations for use:
● Identify the desired IAS;● Unpack the IAS, referencing the IDOE Literacy Framework;● Determine the correlating CCSS;● Consider the differences between IAS and learning objective from CCSS aligned curricular material;● Identify instructional gaps (in content or complexity) and consider strategies to supplement; and● Prioritize content in curricular material that is identified in the IAS.
IDOE Literacy Framework provides student success criteria, vertical planning, digital resources, and clarifying examples to considerwhen planning, implementing, and teaching IAS.
Updated May 2021 1
IAS 2020 CCSS Difference Between IAS 2020 andCCSS
Reading: LiteratureLEARNING OUTCOME FOR READING LITERATURE
9-10.RL.1: Read a variety of literature withina range of complexity appropriate for grades9-10. By the end of grade 9, studentsinteract with texts proficiently andindependently at the low end of the rangeand with scaffolding as needed for texts atthe high end of the range. By the end ofgrade 10, students interact with textsproficiently and independently.
RL.9-10.10 By the end of grade 9, read andcomprehend literature, including stories,dramas, and poems, in the grades 9-10 textcomplexity band proficiently, with scaffoldingas needed at the high end of the range.
By the end of grade 10, read andcomprehend literature, including stories,dramas, and poems, at the high end of thegrades 9-10 text complexity bandindependently and proficiently.
No content differences identified.
KEY IDEAS AND TEXTUAL SUPPORT9-10.RL.2.1 Analyze what a text says bothexplicitly and implicitly as well as inferencesand interpretations through citing strong andthorough textual evidence.
RL.9-10.1 Cite strong and thorough textualevidence to support analysis of what the textsays explicitly as well as inferences drawnfrom the text.
IAS places emphasis on the analysis of atext using textual evidence to support it.
9-10.RL.2.2 Analyze in detail thedevelopment of two or more themes overthe course of a work of literature, includinghow they emerge and are specific andrefined by specific details.
RL.9-10.2 Determine a theme or centralidea of a text and analyze in detail itsdevelopment over the course of the text,including how it emerges and is shaped andrefined by specific details; provide anobjective summary of the text.
IAS requires students to analyze in detailthe development of two or more themesover the course of a work of literature.
9-10.RL.2.3 Analyze how dynamiccharacters (e.g., those with multiple orconflicting motivations) develop over thecourse of a text, interact with othercharacters, and advance the plot or developthe theme.
RL.9-10.3 Analyze how complex characters(e.g., those with multiple or conflictingmotivations) develop over the course of atext, interact with other characters, andadvance the plot or develop the theme.
IAS utilizes the term dynamic characters.
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9-10.RL.2.4 Students are expected to buildupon and continue applying conceptslearned previously.Grade of mastery: 2Make predictions about the context of textusing prior knowledge of text features,explaining whether they were confirmed ornot and why.
No CCSS equivalent.
STRUCTURAL ELEMENTS AND ORGANIZATION9-10.RL.3.1 Analyze and evaluate how anauthor’s choices concerning how tostructure a work of literature, order eventswithin it (e.g., parallel episodes) andmanipulate time (e.g., pacing, flashbacks)contribute to the overall meaning and effectof a work.
RL.9-10.5 Analyze how an author's choicesconcerning how to structure a text, orderevents within it (e.g., parallel plots), andmanipulate time (e.g., pacing, flashbacks)create such effects as mystery, tension, orsurprise.
IAS requires students to evaluate anauthor’s choices concerning how tostructure a work of literature, order eventswithin it and manipulate time to contribute tothe overall meaning and effect of a work.
9-10.RL.3.2 Analyze how the author createssuch effects as suspense or humor throughdifferences in the perspective of thecharacters and the reader (e.g., createdthrough the use of dramatic irony).
No CCSS equivalent.
SYNTHESIS AND CONNECTION OF IDEAS9-10.RL.4.1 Evaluate the extent to whichmultiple interpretations of a story, play, orpoem stay faithful to or departs from the textor script.
RL.9-10.7 Analyze the representation of asubject or a key scene in two differentartistic mediums, including what isemphasized or absent in each treatment(e.g., Auden's "Musée des Beaux Arts" andBreughel's Landscape with the Fall ofIcarus).
No content differences identified.
9-10.RL.4.2 Analyze and evaluate howworks of literary or cultural significance drawon and use allusions, archetypes, symbols
RL.9-10.6 Analyze a particular point of viewor cultural experience reflected in a work ofliterature from outside the United States,
IAS is a blend between the two CCSS listed.
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and allegories from myths, traditionalstories, or religious works, including how thematerial is rendered new.
drawing on a wide reading of worldliterature.
RL.9-10.9 Analyze how an author draws onand transforms source material in a specificwork (e.g., how Shakespeare treats a themeor topic from Ovid or the Bible or how a laterauthor draws on a play by Shakespeare).
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IAS 2020 CCSS Difference Between IAS 2020 andCCSS
Reading: NonfictionLEARNING OUTCOME FOR READING NONFICTION
9-10.RN.1 Read a variety of nonfictionwithin a range of complexity appropriate forgrades 9-10. By the end of grade 9,students interact with texts proficiently andindependently at the low end of the rangeand with scaffolding as needed for texts atthe high end of the range. By the end ofgrade 10, students interact with textsproficiently and independently.
RI.9-10.10 By the end of grade 9, read andcomprehend literary nonfiction in the grades9-10 text complexity band proficiently, withscaffolding as needed at the high end of therange. By the end of grade 10, read andcomprehend literary nonfiction at the highend of the grades 9-10 text complexity bandindependently and proficiently.
No content differences identified.
KEY IDEAS AND TEXTUAL SUPPORT9-10.RN.2.1 Analyze what a text saysexplicitly as well as inferences andinterpretations drawn from the text by citingstrong and thorough textual evidence.
RI.9-10.1 Cite strong and thorough textualevidence to support analysis of what the textsays explicitly as well as inferences drawnfrom the text.
IAS places emphasis on the analysis of atext using textual evidence to support it.
9-10.RN.2.2 Analyze in detail thedevelopment of two or more central ideasover the course of a text, including how theybuild on one another to provide a complexanalysis.
RI.9-10.2 Determine a central idea of a textand analyze its development over thecourse of the text, including how it emergesand is shaped and refined by specificdetails; provide an objective summary of thetext.
IAS requires the students to analyze indetail to development to two or more centralideas over the course of a text.
9-10.RN.2.3 Analyze a series of ideas orevents, including the order in which thepoints are made and developed, and theconnections that are drawn between them.
RI.9-10.3 Analyze how the author unfoldsan analysis or series of ideas or events,including the order in which the points aremade, how they are introduced anddeveloped, and the connections that aredrawn between them.
No content differences identified.
STRUCTURAL ELEMENTS AND ORGANIZATIONS
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9-10.RN.3.1 Students are expected to buildupon and continue applying conceptslearned previously.Grade of Mastery: 5Apply knowledge of text features in multipleprint and digital sources to locateinformation, gain meaning from a text, orsolve a problem.
No CCSS equivalent.
9-10.RN.3.2 Analyze how an author’s ideasor claims are developed and refined byparticular sentences, paragraphs, or largerportions of a text.
RI.9-10.5 Analyze in detail how an author'sideas or claims are developed and refinedby particular sentences, paragraphs, orlarger portions of a text (e.g., a section orchapter).
No content differences identified.
9-10.RN.3.3 Determine an author’sperspective or purpose in a text, andanalyze how an author uses rhetoric toadvance that perspective or purpose.
RI.9-10.6 Determine an author's point ofview or purpose in a text and analyze howan author uses rhetoric to advance thatpoint of view or purpose.
IAS utilizes the term “perspective.”
SYNTHESIS AND CONNECTION OF IDEAS9-10.RN.4.1 Delineate and evaluate theargument and specific claims in a text,assessing whether the reasoning is validand the evidence is relevant and sufficient;identify false statements and fallaciousreasoning.
RI.9-10.8 Delineate and evaluate theargument and specific claims in a text,assessing whether the reasoning is validand the evidence is relevant and sufficient;identify false statements and fallaciousreasoning.
No content differences identified.
9-10.RN.4.2 Analyze various accounts of asubject told in different mediums examiningthe differences among the various accounts.
RI.9-10.7 Analyze various accounts of asubject told in different mediums (e.g., aperson's life story in both print andmultimedia), determining which details areemphasized in each account.
No content differences identified.
9-10.RN.4.3 Analyze U.S. and worlddocuments of historical and literarysignificance, including how they addressrelated themes and concepts.
RI.9-10.9 Analyze seminal U.S. documentsof historical and literary significance (e.g.,Washington's Farewell Address, theGettysburg Address, Roosevelt's FourFreedoms speech, King's "Letter from
No content differences identified.
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Birmingham Jail"), including how theyaddress related themes and concepts.
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IAS 2020 CCSS Difference Between IAS 2020 andCCSS
Reading: VocabularyLEARNING OUTCOME FOR READING VOCABULARY
9-10.RV.1 Acquire and accurately useacademic and content-specific words andphrases at the college and career readinesslevel; demonstrate independence ingathering vocabulary knowledge whenconsidering a word or phrase important tocomprehension or expression.
L.9-10.6 Acquire and use accurately generalacademic and domain-specific words andphrases, sufficient for reading, writing,speaking, and listening at the college andcareer readiness level; demonstrateindependence in gathering vocabularyknowledge when considering a word orphrase important to comprehension orexpression.
No content differences identified.
VOCABULARY BUILDING9-10.RV.2.1 Use context to determine orclarify the meaning of words and phrases.
L.9-10.4.A Use context (e.g., the overallmeaning of a sentence, paragraph, or text; aword's position or function in a sentence) asa clue to the meaning of a word or phrase.
No content differences identified.
9-10.RV.2.2 Students are expected to buildupon and continue applying conceptslearned previously.Grade of Mastery: 7Use the relationship between particularwords (e.g. synonym/antonym, analogy) tobetter understand each of the words.
No CCSS equivalent.
9-10.RV.2.3 Analyze nuances in themeaning of words with similar denotations.
L.9-10.5.B Analyze nuances in the meaningof words with similar denotations.
No content differences identified.
9-10.RV.2.4 Identify and correctly usepatterns of word changes that indicatedifferent meanings or parts of speech (e.g.,
L.9-10.4.B Identify and correctly usepatterns of word changes that indicatedifferent meanings or parts of speech (e.g.,
9-10.RV.2.5 Select appropriate general andspecialized reference materials to find thepronunciation of a word or determine orclarify its precise meaning, part of speech,or etymology.
L.9-10.4.C Consult general and specializedreference materials (e.g., dictionaries,glossaries, thesauruses), both print anddigital, to find the pronunciation of a word ordetermine or clarify its precise meaning, itspart of speech, or its etymology.
No content differences identified.
VOCABULARY IN LITERATURE AND NONFICTION9-10.RV.3.1 Analyze the meaning of wordsand phrases as they are used in works ofliterature, including figurative, connotative,and denotative meanings; analyze theimpact of specific word choices on meaningand tone, including words with multiplemeanings.
RL.9-10.4 Determine the meaning of wordsand phrases as they are used in the text,including figurative and connotativemeanings; analyze the cumulative impact ofspecific word choices on meaning and tone(e.g., how the language evokes a sense oftime and place; how it sets a formal orinformal tone).
IAS requires students to also identify thedenotative meanings of words and wordswith multiple meanings.
9-10.RV.3.2 Determine the meaning ofwords and phrases as they are used in anonfiction text, including figurative,connotative, denotative, and technicalmeanings; evaluate the effectiveness ofspecific word choices on meaning and tonein multiple and varied contexts.
RI.9-10.4 Determine the meaning of wordsand phrases as they are used in a text,including figurative, connotative, andtechnical meanings; analyze the cumulativeimpact of specific word choices on meaningand tone (e.g., how the language of a courtopinion differs from that of a newspaper).
IAS requires students to also identifydenotative meanings of words and wordswith multiple meanings.
9-10.RV.3.3 Interpret figures of speech incontext and analyze their role in the text.
L.9-10.5.A Interpret figures of speech (e.g.,euphemism, oxymoron) in context andanalyze their role in the text.
No content differences identified.
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IAS 2020 CCSS Difference Between IAS 2020 andCCSS
WritingLEARNING OUTCOME FOR WRITING
9-10.W.1 Write routinely over a variety oftime frames for a range of tasks, purposes,and audiences; apply reading standards tosupport analysis, reflection, and research bydrawing evidence from literature andnonfiction texts.
W.9-10.10 Write routinely over extendedtime frames (time for research, reflection,and revision) and shorter time frames (asingle sitting or a day or two) for a range oftasks, purposes, and audiences.W.9-10.9 Draw evidence from literary orinformational texts to support analysis,reflection, and research.
No content differences identified.
HANDWRITING9-10.W.2 Students are expected to buildupon and continue applying conceptslearned previously.Grade of Mastery: 4Write legibly in print or cursive, formingletters and words that can be read byothers.
No CCSS equivalent.
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WRITING GENRES: ARGUMENTATIVE, INFORMATIVE, AND NARRATIVE9-10.W.3.1 Write arguments in a variety offorms that:a. Introduce claim(s), distinguish theclaim(s) from alternate or opposing claims,and create an organization that establishesclear relationships among claim(s),counterclaims, reasons, and evidence.b. Use rhetorical strategies to enhance theeffectiveness of the claimc. Develop claim(s) and counterclaims fairly,supplying evidence for each while pointingout the strengths and limitations of both in amanner that anticipates the audience’sknowledge level and concerns.d. Use effective transitions to link the majorsections of the text, create cohesion, andclarify the relationships between claim(s)and reasons, between reasons andevidence, and between claim(s) andcounterclaims.e. Establish and maintain a consistent styleand tone appropriate to purpose andaudience.f. Provide a concluding statement or sectionthat follows from and supports the argumentpresented.
W.9-10.1 Write arguments to support claimsin an analysis of substantive topics or texts,using valid reasoning and relevant andsufficient evidence.
W.9-10.1.A Introduce precise claim(s),distinguish the claim(s) from alternate oropposing claims, and create an organizationthat establishes clear relationships amongclaim(s), counterclaims, reasons, andevidence.
W.9-10.1.B Develop claim(s) andcounterclaims fairly, supplying evidence foreach while pointing out the strengths andlimitations of both in a manner thatanticipates the audience's knowledge leveland concerns.
W.9-10.1.C Use words, phrases, andclauses to link the major sections of the text,create cohesion, and clarify therelationships between claim(s) and reasons,between reasons and evidence, andbetween claim(s) and counterclaims.
W.9-10.1.D Establish and maintain a formalstyle and objective tone while attending tothe norms and conventions of the disciplinein which they are writing.
W.9-10.1.E Provide a concluding statementor section that follows from and supports theargument presented.
IAS requires students to use rhetoricalstrategies to enhance the effectiveness ofthe claim.
IAS requires that students establish andmaintain consistent style and tone in allwriting rather than just in formal writing.
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9-10.W.3.2 Write informative compositionson a variety of topics that–a. Introduce a topic; organize complexideas, concepts, and information to makeimportant connections and distinctionsb. Develop the topic utilizing crediblesources with relevant, and sufficient facts,extended definitions, concrete details,quotations, or other information andexamples appropriate to the audience’sknowledge of the topic.c. Use appropriate transitions to link themajor sections of the text, create cohesion,and clarify the relationships among complexideas and concepts.d. Choose language and content-specificvocabulary that express ideas precisely andconcisely to manage the complexity of thetopic, recognizing and eliminating wordinessand redundancy.e. Establish and maintain a style appropriateto the purpose and audience.f. Provide a concluding statement or sectionthat follows from and supports theinformation or explanation presented (e.g.,articulating implications or the significanceof the topic).
W.9-10.2 Write informative/explanatory textsto examine and convey complex ideas,concepts, and information clearly andaccurately through the effective selection,organization, and analysis of content.
W.9-10.2.A Introduce a topic; organizecomplex ideas, concepts, and information tomake important connections anddistinctions; include formatting (e.g.,headings), graphics (e.g., figures, tables),and multimedia when useful to aidingcomprehension.
W.9-10.2.B Develop the topic withwell-chosen, relevant, and sufficient facts,extended definitions, concrete details,quotations, or other information andexamples appropriate to the audience'sknowledge of the topic.
W.9-10.2.C Use appropriate and variedtransitions to link the major sections of thetext, create cohesion, and clarify therelationships among complex ideas andconcepts.
W.9-10.2.D Use precise language anddomain-specific vocabulary to manage thecomplexity of the topic.
W.9-10.2.E Establish and maintain a formalstyle and objective tone while attending tothe norms and conventions of the disciplinein which they are writing.
W.9-10.2.F Provide a concluding statementor section that follows from and supports the
IAS requires that students establish andmaintain consistent style and tone in allwriting rather than just in formal writing.
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information or explanation presented (e.g.,articulating implications or the significanceof the topic).
9-10.W.3.3 Write narrative compositions in avariety of forms that–a. Engage and orient the reader by settingout a problem, situation, or observation,establishing one or multiple point(s) of view,and introducing a narrator and/orcharacters.b. Create a smooth progression ofexperiences or events.c. Use narrative techniques, such asdialogue, pacing, description, reflection, andmultiple plotlines to develop experiences,events, and/or characters.d. Use a variety of techniques to sequenceevents so that they build on one another tocreate a coherent whole.e. Use precise words and phrases, tellingdetails, and sensory language to convey avivid picture of the experiences, events,setting, and/or characters.f. Provide an ending that follows from andreflects on what is experienced, observed,or resolved over the course of the narrative.
W.9-10.3 Write narratives to develop real orimagined experiences or events usingeffective technique, well-chosen details, andwell-structured event sequences.
W.9-10.3.A Engage and orient the reader bysetting out a problem, situation, orobservation, establishing one or multiplepoint(s) of view, and introducing a narratorand/or characters; create a smoothprogression of experiences or events.
W.9-10.3.B Use narrative techniques, suchas dialogue, pacing, description, reflection,and multiple plot lines, to developexperiences, events, and/or characters.
W.9-10.3.C Use a variety of techniques tosequence events so that they build on oneanother to create a coherent whole.
W.9-10.3.D Use precise words and phrases,telling details, and sensory language toconvey a vivid picture of the experiences,events, setting, and/or characters.
W.9-10.3.E Provide a conclusion thatfollows from and reflects on what isexperienced, observed, or resolved over thecourse of the narrative.
IAS requires students to provide an endingrather than a conclusion as not all narrativewriting provides a conclusion.
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THE WRITING PROCESS9-10.W.4 Apply the writing process to allformal writing including but not limited toargumentative, informative, and narrativea. Plan and develop; draft; revise usingappropriate reference materials; rewrite; trya new approach,focusing on addressingwhat is most significant for a specificpurpose and audience; and edit to produceand strengthen writing that is clear andcoherent.b. Use technology to generate, produce,publish, and update individual or sharedwriting products, taking advantage oftechnology’s capacity to link to otherinformation and to display informationflexibly and dynamically (e.g., use ofpublishing programs, integration ofmultimedia)c. Utilize a standard style guide frameworkfor in-text documentation, formatting, andworks cited in order to properly creditsources in all writing types, utilizing multiplesources when appropriate.
W.9-10.4 Produce clear and coherentwriting in which the development,organization, and style are appropriate totask, purpose, and audience.(Grade-specific expectations for writingtypes are defined in standards 1-3 above.)
W.9-10.5 Develop and strengthen writing asneeded by planning, revising, editing,rewriting, or trying a new approach, focusingon addressing what is most significant for aspecific purpose and audience. (Editing forconventions should demonstrate commandof Language standards 1-3 up to andincluding grades 9-10 here.)
W.9-10.6 Use technology, including theInternet, to produce, publish, and updateindividual or shared writing products, takingadvantage of technology's capacity to link toother information and to display informationflexibly and dynamically.
IAS requires students to utilize a standardstyle guide framework for in-textdocumentation, formatting, and works citedin order to properly credit sources in allwriting types, utilizing multiple sources whenappropriate.
THE RESEARCH PROCESS: FINDING, ASSESSING, SYNTHESIZING, AND REPORTING INFORMATION9-10.W.5 Conduct short as well as moresustained research assignments and tasksto build knowledge about the researchprocess and the topic under study.a. Formulate an inquiry question, and refineand narrow the focus as research evolves.b. Gather relevant information from multipleauthoritative sources, using advancedsearches effectively, and annotate sources.c. Assess the usefulness of each source inanswering the research question.d. Synthesize and integrate information intothe text selectively to maintain the flow ofideas.e. Avoid plagiarism and over reliance on anyone source and follow a standard format(e.g.,MLA, APA) for citation.f. Present information, choosing from avariety of formats.
W.9-10.7 Conduct short as well as moresustained research projects to answer aquestion (including a self-generatedquestion) or solve a problem; narrow orbroaden the inquiry when appropriate;synthesize multiple sources on the subject,demonstrating understanding of the subjectunder investigation.
W.9-10.8 Gather relevant information frommultiple authoritative print and digitalsources, using advanced searcheseffectively; assess the usefulness of eachsource in answering the research question;integrate information into the text selectivelyto maintain the flow of ideas, avoidingplagiarism and following a standard formatfor citation.
No content differences identified.
CONVENTIONS OF STANDARD ENGLISH: GRAMMAR AND USAGE / CAPITALIZATION, PUNCTUATION, ANDSPELLING
9-10.W.6.1 Demonstrate command ofEnglish grammar and usage, focusing on:
L.9-10.1 Demonstrate command of theconventions of standard English grammarand usage when writing or speaking.
No content differences identified.
a. Pronouns– Students are expected tobuild upon and continue applyingconventions learned previously.Grade of Mastery: 6● Using a variety of pronouns includingsubject, object, possessive, and reflexive;
No CCSS equivalent.
Updated May 2021 15
ensuring pronoun-antecedent agreement;recognizing and correcting vague pronouns(i.e., ones with unclear or ambiguousantecedents).b. Verbs- Forming and using verbs in theindicative, imperative, interrogative,conditional and subjunctive moods.
L.9-10.1.B Use various types of phrases(noun, verb, adjectival, adverbial, participial,prepositional, absolute) and clauses(independent, dependent; noun, relative,adverbial) to convey specific meanings andadd variety and interest to writing orpresentations.
IAS requires students to demonstratecommand of verbs in indicative, imperative,interrogative, conditional and subjunctivemoods.
c. Adjectives and Adverbs – Students areexpected to build upon and continueapplying conventions learned previously.Grade of Mastery: 4● Writing sentences using relative adverbs(e.g., where, when) and explaining theirfunctions in a sentence.
No CCSS equivalent.
d. Phrases and Clauses – Students areexpected to build upon and continueapplying conventions learned previously.Grade of Mastery: 7● Recognizing and correcting misplacedand dangling modifiers.
No CCSS equivalent.
e. Usage – Identifying and using parallelismin all writing to present items in a series anditems juxtaposed for emphasis.
L.9-10.1.A Use parallel structure.* IAS requires students to identify and useparallelism in all writing to present items in aseries and items juxtaposed for emphasis.
9-10.W.6.2 Demonstrate command of theconventions of standard Englishcapitalization, punctuation, and spellingfocusing on:
L.9-10.2 Demonstrate command of theconventions of standard Englishcapitalization, punctuation, and spellingwhen writing.
No content differences identified.
Updated May 2021 16
a. Capitalization –Students are expected tobuild upon and continue applyingconventions learned previously.Grade of Mastery: 5● Applying correct usage of capitalization inwriting.
No CCSS equivalent.
b. Punctuation – Using a semicolon and aconjunctive adverb to link two or moreclosely related independent clauses.
L.9-10.2.A Use a semicolon (and perhapsa conjunctive adverb) to link two or moreclosely related independent clauses.
No content differences identified.
c. Spelling –Students are expected to buildupon and continue applying conventionslearned previously.Grade of Mastery: 5● Applying correct spelling patterns andgeneralizations in writing.
L.9-10.2.C Spell correctly. No content differences identified.
Updated May 2021 17
IAS 2020 CCSS Difference Between IAS 2020 andCCSS
Speaking and ListeningLEARNING OUTCOME FOR SPEAKING AND LISTENING
9-10.SL.1 Listen actively and adjust the useof spoken language (e.g., conventions,style, vocabulary) to communicateeffectively with a variety of audiences andfor different purposes.
SL.9-10.6 Adapt speech to a variety ofcontexts and tasks, demonstratingcommand of formal English when indicatedor appropriate.
No content differences identified.
DISCUSSION AND COLLABORATION9-10.SL.2.1 Initiate and participateeffectively in a range of collaborativediscussions on grade-appropriate topics,texts, and issues, building on others’ ideasand expressing personal ideas clearly andpersuasively.
SL.9-10.1 Initiate and participate effectivelyin a range of collaborative discussions(one-on-one, in groups, and teacher-led)with diverse partners on grades 9-10 topics,texts, and issues, building on others' ideasand expressing their own clearly andpersuasively.
No content differences identified.
9-10.SL.2.2 Examine, analyze, and reflecton ideas under discussion, by providingtextual evidence in order to support or refutethose ideas.
SL.9-10.1.A Come to discussions prepared,having read and researched material understudy; explicitly draw on that preparation byreferring to evidence from texts and otherresearch on the topic or issue to stimulate athoughtful, well-reasoned exchange ofideas.
No content differences identified.
9-10.SL.2.3 Work with peers to establishnorms for collegial discussions anddecision-making, set clear goals anddeadlines, and individual roles as needed.
SL.9-10.1.B Work with peers to set rules forcollegial discussions and decision-making(e.g., informal consensus, taking votes onkey issues, presentation of alternate views),clear goals and deadlines, and individualroles as needed.
No content differences identified.
Updated May 2021 18
9-10.SL.2.4 Expand conversations byposing and responding to questions thatrelate the current discussion to broaderthemes or larger ideas; actively incorporateothers into the discussion; and clarify, verify,or challenge ideas and conclusions.
SL.9-10.1.C Propel conversations by posingand responding to questions that relate thecurrent discussion to broader themes orlarger ideas; actively incorporate others intothe discussion; and clarify, verify, orchallenge ideas and conclusions.
No content differences identified.
9-10.SL.2.5 Respond thoughtfully tomultiple perspectives, summarize points ofagreement and disagreement, and, whenwarranted, qualify or justify personal viewsand understanding and make newconnections in reference to the evidenceand reasoning presented.
SL.9-10.1.D Respond thoughtfully to diverseperspectives, summarize points ofagreement and disagreement, and, whenwarranted, qualify or justify their own viewsand understanding and make newconnections in light of the evidence andreasoning presented.
No content differences identified.
COMPREHENSION9-10.SL.3.1 Analyze multiple sources ofinformation presented in diverse media andformats while evaluating the credibility andaccuracy of each source.
SL.9-10.2 Integrate multiple sources ofinformation presented in diverse media orformats (e.g., visually, quantitatively, orally)evaluating the credibility and accuracy ofeach source.
IAS requires students to analyze rather thanintegrate multiple sources of information.
9-10.SL.3.2 Evaluate a speaker’sperspective, reasoning, and use of evidenceand rhetoric, identifying any fallaciousreasoning or distorted evidence.
SL.9-10.3 Evaluate a speaker's point ofview, reasoning, and use of evidence andrhetoric, identifying any fallacious reasoningor exaggerated or distorted evidence.
No content differences identified.
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PRESENTATION AND KNOWLEDGE OF IDEAS9-10.SL.4.1 Present information, findings,and supporting evidence logically so thatlisteners can follow the line of reasoning,ensuring organization and development areappropriate to purpose, audience, and task.
SL.9-10.4 Present information, findings, andsupporting evidence clearly, concisely, andlogically such that listeners can follow theline of reasoning and the organization,development, substance, and style areappropriate to purpose, audience, and task.
No content differences identified.
9-10.SL.4.2 Create engaging presentationsthat make strategic and creative use ofdigital media (e.g., textual, graphical, audio,visual, and interactive elements) to enhanceaudience understanding of findings,reasoning, and evidence.
SL.9-10.5 Make strategic use of digitalmedia (e.g., textual, graphical, audio, visual,and interactive elements) in presentations toenhance understanding of findings,reasoning, and evidence and to addinterest.
No content differences identified.
9-10.SL.4.3 Students are expected to buildupon and continue applying conceptslearned previously.Grade of Mastery: 2Give and follow multi-step directions.
No CCSS equivalent.
Updated May 2021 20
IAS 2020 CCSS Difference Between IAS 2020 andCCSS
Media LiteracyLEARNING OBJECTIVE FOR MEDIA LITERACY
9-10.ML.1 Critically analyze informationfound in a variety of mediums used topersuade, inform, entertain, and transmitculture.
No CCSS equivalent.
MEDIA LITERACY9-10.ML.2.1 Analyze bias in media throughthe inclusion or exclusion of information andreliability of the source from visual andverbal messages to achieve a desiredresult.
No CCSS equivalent.
9-10.ML.2.2 Analyze and interpret thechanging role of the media in focusing thepublic's attention on events and informingtheir opinions on issues.
No CCSS equivalent.
Updated May 2021 21
Unaligned CCSS
The following CCSS are not aligned to IAS in grades nine and 10.
L.9-10.2.B Use a colon to introduce a list or quotation.
L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices formeaning or style, and to comprehend more fully when reading or listening.
L.9-10.3.A Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual forWriters) appropriate for the discipline and writing type.
L.9.10.4.D Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning incontext or in a dictionary).
L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
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