What does a student learn in StateAlaska,GradeGrade 9,SubjectEnglish Language Arts?

Students back up their reading with specific lines or passages from the text. They quote or paraphrase what the author says directly, and they explain what the text implies but never quite states out loud.

Students identify the central idea of a story or poem and trace how specific moments build and sharpen that idea from beginning to end. They can also summarize the key events in order after reading.

Students trace how a character changes across a story, looking at what drives them, how they treat other characters, and what their choices reveal about the story's deeper meaning.

Students figure out what words and phrases really mean in a story or poem, including what they suggest beyond their dictionary definition. Then students look at how an author's word choices, taken together, shape the mood and feel of the whole piece.

Students look at how an author builds a story: where scenes are placed, when time jumps forward or back, and how devices like foreshadowing or symbolism work together to create tension or surprise.

Students read stories and poems from different parts of the world and explain how the author's background or culture shapes what the story says and how it feels. The goal is to see literature through more than one cultural lens.

Students compare how a story moment or subject is shown in two different art forms, like a poem and a painting, noticing what each one highlights or leaves out.

This standard doesn't apply to literature. Analyzing arguments and evaluating evidence are skills reserved for nonfiction and informational texts, not stories, poems, or plays.

Students look at how one author borrows from an older work and makes it their own. They trace what changed, what stayed, and why those choices shape the meaning of the new piece.

Students read novels, poems, and stories from different cultures at a high school reading level. Some texts will be challenging, and students get support when needed.

Students find specific lines or passages from a nonfiction text to back up their reading of it, whether the answer is stated outright or requires some reading between the lines.

Students find the main point an author is making and trace how that point builds from paragraph to paragraph. They also summarize the key ideas in order, using details from the text to show how the argument or explanation takes shape.

Students trace how a writer builds an argument or explanation step by step, looking at which ideas come first, how each one develops, and how they connect to what came before.

Students figure out what words mean in context, including hidden meanings, emotional weight, and technical terms. Then they look at how an author's specific word choices, taken together, shape the overall feeling and point of a piece.

Students look at how specific sentences or paragraphs build an author's argument, tracing how the piece shifts, deepens, or circles back to strengthen a central idea.

Students figure out what an author is trying to argue or prove, then look closely at the words, examples, and appeals the author uses to push the reader toward that position.

Students compare how the same topic is covered across a written article, a video, or another format, then explain what each version highlights or leaves out.

Students read a persuasive article or speech and decide whether the argument actually holds up. They check if the evidence is real and relevant, spot any misleading claims, and flag reasoning that sounds convincing but falls apart under scrutiny.

Students read famous historical speeches and documents, like Lincoln's Gettysburg Address or King's "Letter from Birmingham Jail," and compare the ideas and arguments those writers are making across more than one text.

Students read challenging real-world nonfiction, like essays, speeches, and memoirs, at a level typical for high school. Harder texts are tackled with some guidance.

Students write an argument for a real position on a topic or text, then back it up with evidence and reasoning that actually holds up. The goal is a case a skeptical reader could follow and take seriously.

Students open an argument by stating a clear position, then acknowledge what the other side believes and explain why their own claim is stronger. The essay's structure shows how the evidence and reasoning connect back to that central position.

Students practice making an argument by supporting their main position with evidence, then honestly addressing the opposing side. They weigh the strengths and weak spots of both positions, keeping in mind what their reader already knows.

Students practice connecting their argument's moving parts with transition words and phrases. A well-placed "however" or "as a result" shows readers how each reason, piece of evidence, and counterargument fits together.

Students practice writing in a formal, objective voice, setting aside personal opinion to match the tone expected in academic or professional writing. Think of it as learning to sound like a textbook, not a text message.

The final paragraph of an argument should wrap up the case students made, not introduce new ideas. Students practice ending an essay in a way that leaves the reader clear on what was argued and why it matters.

Students write to explain a complex topic, choosing relevant details, organizing them in a logical order, and analyzing what the information actually means. The goal is clarity, not opinion.

Students open an informational piece with a clear introduction, then arrange ideas so connections stand out. Where it helps readers, they add headings, charts, or visuals to make the structure easier to follow.

Students pick specific facts, quotes, and details that actually support the topic and fit what the reader already knows. The goal is enough evidence to make the explanation convincing, not just a list of everything available.

Students practice connecting paragraphs and ideas with transition words and phrases so the writing flows clearly from one point to the next, rather than jumping around.

Students choose exact words and subject-specific terms to explain a complex topic clearly. Vague words get swapped for precise ones that match how experts in that field actually talk.

Students practice writing in a formal, neutral voice suited to the subject, avoiding casual language or personal opinions when the assignment calls for an objective approach.

Students wrap up an explanatory essay with a closing that connects back to the main point, explaining why the topic matters or what readers should take away from it.

Students write a story, real or invented, with a clear sequence of events and specific details that make scenes and characters feel vivid. The focus is on craft: choosing the right details and keeping the story moving.

Narrative writing starts with something that pulls the reader in: a problem, a moment, or a detail worth noticing. Students establish who is telling the story and let the events unfold in an order that feels natural, not jumbled.

Students use dialogue, description, and reflection to make characters and events feel real on the page. The goal is to control the pace of a story so readers feel tension slow down or speed up at the right moments.

Students arrange scenes or details in an order that builds tension or meaning, so the story feels like it's going somewhere. Each moment connects to the next with purpose.

Students choose specific words and sensory details (sounds, smells, textures) to make scenes and characters feel real on the page, not just described.

Students write a closing paragraph that grows naturally out of the story they told, not just a summary tacked on at the end. The ending should leave a reader with a sense of what the experience meant.

Students write pieces that fit the assignment: the structure, word choices, and tone match what the task calls for and who will read it.

Students revise and edit their writing with a clear purpose and reader in mind, deciding what to cut, sharpen, or rework until the piece does what it needs to do.

Students use computers and the internet to write, publish, and revise their work, adding links or formatting that shifts based on the reader's needs. This goes beyond printing a final draft.

Students research a question, sometimes one they wrote themselves, and pull together what several sources say into one clear answer. They know when to widen the search or narrow it down based on what they find.

Students find reliable sources, judge whether each one actually helps answer their research question, and weave the best information into their writing with proper citations.

Students pull quotes and details from books, articles, or other sources to back up their ideas in writing. The evidence has to fit the point they're making, not just sit next to it.

Students read a story or play, then trace how the author borrowed ideas, characters, or themes from an older work and made them their own. The writing shows how one piece of literature shapes another.

Students read nonfiction books, articles, or essays and then write using what they found. They evaluate whether the author's argument holds up, spot faulty logic or misleading claims, and use that analysis as evidence in their own writing.

Students write often, both in quick single-sitting tasks and in longer projects that take days or weeks. The goal is to build the habit of writing for different reasons and different readers.

Students hold focused conversations with classmates and teachers, building on what others say instead of just waiting for their turn. They back up their own ideas clearly and stay on topic.

Students read and research the topic before a class discussion, then use specific evidence from that reading to back up their points and push the conversation forward.

Students work with classmates to agree on ground rules before a discussion starts. That includes setting a goal for the conversation, deciding how the group will make decisions, and assigning roles if needed.

Students keep a class discussion moving by asking questions that connect the topic to bigger ideas, pulling quieter classmates into the conversation, and pushing back on or clarifying points that need a closer look.

Students listen to classmates with different views, then restate where the group agrees and where it doesn't. When the evidence calls for it, students adjust or explain their own position.

Students pull together information from sources like videos, charts, and speeches, then weigh whether each source is trustworthy and flag where the sources disagree.

Students listen to a speaker's argument and judge whether the reasoning holds up. They spot weak logic, one-sided claims, and evidence that's been stretched or distorted.

Students organize and deliver a spoken presentation so listeners can follow the argument from start to finish. The structure, detail, and word choice fit the audience and purpose.

Students choose images, audio, charts, or video clips to support a spoken presentation, picking each element because it clarifies a point or makes the evidence easier to follow.

Students learn when to speak formally and when a relaxed tone fits better. They adjust their word choice and delivery based on who is listening and what the situation calls for.

Students practice the grammar rules that make writing and speech clear, things like subject-verb agreement, pronoun use, and sentence structure. The goal is writing and talking that any reader or listener can follow without stumbling.

Students write sentences so that matching ideas use the same grammatical form. A list of verbs stays verbs; a list of phrases stays phrases.

Students practice building sentences with different phrase and clause structures, like a participial phrase that adds detail or a dependent clause that sets up a contrast. The goal is writing that holds a reader's attention.

Students practice the mechanics of written English: capital letters in the right places, punctuation that keeps sentences clear, and correct spelling. These details signal to readers that the writing is careful and ready to be taken seriously.

Students learn when and how to use a semicolon to connect two related sentences without a coordinating conjunction. A conjunctive adverb like "however" or "therefore" can follow the semicolon to sharpen the connection.

Students learn when to place a colon before a list or a direct quote. It is a small punctuation choice that makes writing clearer and easier to follow.

Students spell words correctly in their writing. This includes commonly confused words, tricky plurals, and words that sound right but look wrong on the page.

Students learn how word choice and sentence style shift depending on the situation, whether writing a formal essay or a casual text. They practice choosing language that fits the moment and notice how other writers do the same.

Students learn to format papers and cite sources following the rules of a standard style guide, like MLA. They practice applying those rules when they write and when they revise.

Students figure out unfamiliar words by using context clues, word roots, and other strategies rather than stopping to look everything up. The goal is to read more independently and understand what words mean in context.

When students hit an unfamiliar word, they figure out its meaning by studying its roots and parts, reading the surrounding sentences for context, or recognizing idioms and dialect. They use the clues the text already gives them.

Recognizing that one root word shifts form depending on how it's used in a sentence. Students learn that "analyze" becomes "analysis" as a noun and "analytical" as an adjective, and use those forms correctly in their own writing.

Students look up unfamiliar words in a dictionary or thesaurus, print or digital, to confirm spelling, pronunciation, exact meaning, or word origin.

Students guess what an unfamiliar word means from context, then check that guess in a dictionary or by rereading the sentence. It's a two-step habit: infer first, verify second.

Students learn to read between the lines of language: why "heart of stone" means cold, not rocky, and why "nervous" and "terrified" feel different even though both describe fear. The goal is sharper reading and more precise word choices in writing.

Students spot figures of speech like euphemisms and oxymorons in what they're reading, then explain what effect those word choices have on the meaning of the passage.

Students study words that mean nearly the same thing and work out what makes each one different. For example, "angry" and "furious" share a definition but carry different weight in a sentence.

Students learn and use the kind of vocabulary that shows up in textbooks, lectures, and professional writing. When they hit an unfamiliar word that matters, they figure out what it means on their own rather than waiting for someone to tell them.

Students back up their analysis of historical documents with direct quotes or details from the source, noting when it was created and where it came from.

Students read a historical document or article, find the central idea, and explain in their own words how that idea unfolds from beginning to end.

Students read a historical text and figure out whether one event actually caused the next or just happened before it. It's the difference between "this led to that" and "these two things happened in order."

Students figure out what history and social studies terms mean from context, reading how words like "sovereignty," "inflation," or "civil rights" are actually used in a passage rather than just memorizing a definition.

Students look at how a history or social studies text is organized, then explain why the author arranged it that way. The structure might highlight a cause, build an argument, or make one idea stand out over others.

Two authors can cover the same historical event and tell very different stories. Students read both and figure out what each author chose to highlight, leave out, or stress, and why those choices shape the reader's understanding.

Students read graphs, charts, or research data alongside written text, then explain how the numbers and the words together tell a fuller story than either one does alone.

Students read a history or social studies text and decide how well the author's argument actually holds up. They look at whether the reasons and facts given are strong enough to back the author's main point.

Students read multiple sources on the same historical event or topic, then explain how each source frames it differently. The focus is on what each source includes, leaves out, or emphasizes compared to the others.

Students read history and social studies texts at a high school level on their own, without help. By the end of tenth grade, they handle those sources independently.

Students read science or technical writing and back up their analysis with exact words or details from the text. They pay close attention to how explanations are worded, not just the general idea.

Students read a science or technical article, identify the main idea or conclusion, follow how the author explains a complex process step by step, and sum it up accurately in their own words.

Students read step-by-step instructions in science or technical writing and follow them exactly, including any special rules or exceptions the text mentions.

Students figure out what technical words and symbols mean by reading them in context. Think of decoding a lab report or a chart in a science textbook, where the surrounding text explains what a term or symbol actually means.

Science and technical texts use specific terms that build on each other. Students identify how those terms connect, such as how one force produces a reaction, and explain why the author arranged the ideas in that order.

Students figure out why an author wrote a science or technical passage, whether to explain a concept, walk through a process, or report on an experiment, and identify the specific question that piece of writing is trying to answer.

Students take written descriptions of data or processes and turn them into a chart or table, then do the reverse: look at a graph or equation and explain what it means in plain sentences.

Students read a science or technical article and judge whether the evidence actually backs up the author's claim. They decide if the reasoning holds up or if the argument has gaps.

Students read a science article or report, then compare its findings to other sources or their own lab results. They note where the evidence lines up and where it conflicts.

Students read science articles, technical manuals, and other nonfiction independently at a level typical for ninth and tenth grade. By the end of tenth grade, they handle that reading without support.

Students write a structured argument about a history, science, or technical topic, backing each claim with evidence from sources rather than personal opinion.

Students open an argument by stating a clear position, then acknowledge the other side before organizing the full piece so each claim, counterpoint, and piece of supporting evidence connects logically.

Students back up their argument and the opposing side with real data, then honestly note where each position is strong and where it falls short, all written to match what the reader already knows.

Students connect their argument's moving parts with transitions and linking phrases. That means tying claims to evidence, reasons to proof, and their own position to any opposing view they've addressed.

Writing in history, science, or a technical subject means keeping a formal tone throughout. Students avoid casual language, personal opinions, and first-person statements, matching the style professional writers use in that field.

Students write a closing paragraph that wraps up their argument, not just stops it. The conclusion ties back to the evidence and reasoning already presented, leaving the reader with a clear sense of where the argument landed.

Informative writing in history, science, or technical classes follows a clear structure: introduce the topic, explain it with facts and details, and wrap up with a conclusion. Students practice this in every subject, not just English class.

Students open a history, science, or technical paper with a clear introduction that tells readers what is coming, then organize the body using tools like comparison or cause-and-effect. Headings, charts, or tables are added wherever they help readers follow along.

Students back up their main idea with specific facts, definitions, and direct quotes that fit what the reader already knows. The details should be relevant and thorough, not just tacked on.

Students practice connecting paragraphs and sections with transition words and varied sentence structures so the writing flows and the logic between ideas is clear.

Students choose words that fit the subject, using the exact terms a scientist, historian, or engineer would use rather than vague or everyday substitutes. The writing sounds like it belongs in that field.

Writing in history, science, or a technical subject means keeping the tone professional and opinion-free. Students learn to sound like a researcher, not a blogger, matching the style expected in each subject.

Students write a closing paragraph that wraps up the information they presented, explaining why the topic matters or what readers should take away from it.

This standard doesn't apply to history, science, or technical writing. Those subjects focus on argument and explanation, not narrative storytelling, so students aren't required to write narratives in those classes.

Students write clearly for the subject at hand, choosing the right level of detail and tone for the assignment. A lab report sounds different from a history argument, and this standard is about knowing that difference.

Students plan, draft, and revise their writing with a specific reader and purpose in mind, cutting or reworking whatever isn't doing its job. The goal is a final piece that says exactly what it needs to say, nothing more.

Students use computers and the Internet to write, publish, and update documents for history, science, or technical classes. That includes adding links to sources and formatting information so it's easy to read and share.

Students pick a question about a topic in history, science, or another subject and research it using multiple sources. They adjust the focus when their question is too broad or too narrow, then pull what they find together into one clear answer.

Students gather facts from reliable print and digital sources, judge how useful each source is, and weave the strongest details into their writing without copying. Every borrowed idea gets a proper citation.

Students pull facts, details, and direct quotes from nonfiction sources to back up their writing in history, science, or technical classes. The evidence has to actually support the point they are making.

Students practice writing regularly in history, science, and technical classes, both on quick assignments finished in one sitting and on longer projects that leave time to revise and refine.