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9th Grade

 

 

Informative

OKLAHOMA

http://ok.gov/sde/oklahoma-academic-standards#OC3ELA  (Adopted 2014)

 

Grade 9

 

Informative Essays

 

Standard 1: Writing Process. The student will use the writing process to write

coherently.

 

1.Use a writing process to develop and refine composition skills. Students are expected to:

a. use a variety of prewriting strategies such as brainstorming, outlining, free writing, discussing, clustering, webbing, using graphic organizers, notes, logs, or reading to generate ideas and gather information.

b. determine main idea by evaluating results of prewriting activities to select an appropriate topic.

c. identify audience and purpose for writing:

i. consider specific purposes for writing (e.g., to reflect, inform, explain, persuade, or share an experience or emotion

ii. understand the characteristics of a specific audience for the writing task.

d. identify appropriate mode/genre.

e. develop multiple drafts, individually and collaboratively, to categorize ideas, organize them into paragraphs, and blend paragraphs into larger text.

f. revise drafts.

g. edit for specific purposes to ensure standard usage, varied sentence structure, appropriate word choice, mechanics, and spelling.

h. refine selected pieces to publish for general and specific audiences.

 

2. Use elaboration to develop an idea:

a. draft a text with a clear controlling idea or thesis.

b. develop a coherent progression of ideas applying organizational strategies such as spatial, chronological, order of importance, compare/contrast, logical order, cause/effect, or classification/division.

c. apply different methods of support, such as facts, reasons, examples, sensory details.

d. apply a consistent and appropriate point of view.

 

3. Demonstrate organization, unity, and coherence by using transitions and sequencing:

a. Read the draft from the intended audience’s point of view to evaluate clarity of purpose.

b. Evaluate whether ideas and organizational patterns are clear and support the overall purpose of the piece.

c. Evaluate whether topic sentences, transitions within and between paragraphs, overall sequencing, and the progression of ideas is clear, focused, smooth and coherent.

d. Evaluate whether ideas are adequately developed. Move, add, delete, or replace text for clarity, audience, and purpose.

e. Evaluate whether word choice/figurative language is precise, compelling, effective, and appropriate.

f. Evaluate whether sentence structures are varied in type, length, and complexity.

 

4. Editing, Proofreading, and Evaluating:

a. Apply Standard English usage, correct spelling and usage in text. Correct errors in grammatical conventions (e.g., complete sentences, independent and dependent (restrictive/nonrestrictive) clauses, conjunctions for subordination, correlation, and coordination, subject verb agreement, consistent verb tense, pronoun-antecedent relationship, noun and pronoun agreement, use of prepositional phrases, adverbs, and adjectives).

b. Employ specified proofreading strategies and consults resources (e.g., spell checks, personal spelling lists, or dictionaries) to correct errors in spelling, capitalization, and punctuation, including punctuation of quotations

c. Use a specified format for in-text citation of source materials, for bibliographies, and for lists of works cited. Check against original source for accuracy

d. Demonstrate an understanding of the ethics of writing by creating a document free from plagiarism.

 

5.  Use a variety of sentence structures, types, and lengths to contribute to fluency and interest.

 

6.  Evaluate own writing and others' writing (e.g., determine the best features of a piece of writing, determine how own writing achieves its purpose, ask for feedback, and respond to classmates' writing).

 

Standard 2: Modes and Forms of Writing. The student will write for a variety of purposes and audiences using narrative, descriptive, expository, persuasive, and reflective modes.

 

At Grade 9, combine the rhetorical strategies of narration, exposition, persuasion, reflection, and description to produce text of at least 500 to 750 words. Final drafts are formatted appropriately for the mode. Begin writing documents related to career development. Demonstrate a command of Standard English and the research, organization, and drafting strategies outlined in the writing process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.

 

2. Compose expository compositions, including analytical essays and research reports that:

a. integrates evidence in support of a thesis including information on all relevant perspectives.

b. quotes, summarizes, and paraphrases information and ideas from a variety of primary and secondary sources accurately and coherently.

e. identifies and addresses reader's potential misunderstandings, biases, and expectations.

f. uses technical terms and notations accurately.

 

5. Write reflective papers that may address one of the following purposes:

a. express the individual's insight into conditions or situations, detailing the author’s role in the outcome of the event.

b. connect lessons from literature, history, current events, and movies/media to personal experiences and ideas.

c. complete a self-evaluation on a class performance.

 

6. Write responses to literature that:

a. demonstrate the significant ideas of literary works.

b. support important ideas and viewpoints through accurate and detailed reference to the text or to other works.

c. demonstrate awareness of author's style and an appreciation of the effects created.

d. identify and assess the impact of ambiguities, nuances, and complexities within the text.

 

7. Write for different purposes and to a specific audience or person, adjusting tone and style as necessary to make writing interesting.

 

9. Use appropriate essay test-taking and time-writing strategies that:

a. budget time for prewriting, drafting, revising, and editing.

b. prioritize the question/prompt.

c. identify the common directives from the prompt (identify command verbs: explain, compare, evaluate, define, and develop, etc.).

d. analyze the question or prompt and determine the appropriate mode of writing.

e. apply appropriate organizational methods to thoroughly address the prompt.

f. evaluate work using editing checklist or rubric if available.

 

 

Narrative

OKLAHOMA

http://ok.gov/sde/oklahoma-academic-standards#OC3ELA  (Adopted 2014)

 

Grade 9

 

Narrative Essays

 

Standard 1: Writing Process. The student will use the writing process to write

coherently.

 

1.Use a writing process to develop and refine composition skills. Students are expected to:

a. use a variety of prewriting strategies such as brainstorming, outlining, free writing, discussing, clustering, webbing, using graphic organizers, notes, logs, or reading to generate ideas and gather information.

b. determine main idea by evaluating results of prewriting activities to select an appropriate topic.

c. identify audience and purpose for writing:

i. consider specific purposes for writing (e.g., to reflect, inform, explain, persuade, or share an experience or emotion

ii. understand the characteristics of a specific audience for the writing task.

d. identify appropriate mode/genre.

e. develop multiple drafts, individually and collaboratively, to categorize ideas, organize them into paragraphs, and blend paragraphs into larger text.

f. revise drafts.

g. edit for specific purposes to ensure standard usage, varied sentence structure, appropriate word choice, mechanics, and spelling.

h. refine selected pieces to publish for general and specific audiences.

 

2. Use elaboration to develop an idea:

a. draft a text with a clear controlling idea or thesis.

b. develop a coherent progression of ideas applying organizational strategies such as spatial, chronological, order of importance, compare/contrast, logical order, cause/effect, or classification/division.

c. apply different methods of support, such as facts, reasons, examples, sensory details.

d. apply a consistent and appropriate point of view.

 

3. Demonstrate organization, unity, and coherence by using transitions and sequencing:

a. Read the draft from the intended audience’s point of view to evaluate clarity of purpose.

b. Evaluate whether ideas and organizational patterns are clear and support the overall purpose of the piece.

c. Evaluate whether topic sentences, transitions within and between paragraphs, overall sequencing, and the progression of ideas is clear, focused, smooth and coherent.

d. Evaluate whether ideas are adequately developed. Move, add, delete, or replace text for clarity, audience, and purpose.

e. Evaluate whether word choice/figurative language is precise, compelling, effective, and appropriate.

f. Evaluate whether sentence structures are varied in type, length, and complexity.

 

4. Editing, Proofreading, and Evaluating:

a. Apply Standard English usage, correct spelling and usage in text. Correct errors in grammatical conventions (e.g., complete sentences, independent and dependent (restrictive/nonrestrictive) clauses, conjunctions for subordination, correlation, and coordination, subject verb agreement, consistent verb tense, pronoun-antecedent relationship, noun and pronoun agreement, use of prepositional phrases, adverbs, and adjectives).

b. Employ specified proofreading strategies and consults resources (e.g., spell checks, personal spelling lists, or dictionaries) to correct errors in spelling, capitalization, and punctuation, including punctuation of quotations

c. Use a specified format for in-text citation of source materials, for bibliographies, and for lists of works cited. Check against original source for accuracy

d. Demonstrate an understanding of the ethics of writing by creating a document free from plagiarism.

 

5.  Use a variety of sentence structures, types, and lengths to contribute to fluency and interest.

 

6.  Evaluate own writing and others' writing (e.g., determine the best features of a piece of writing, determine how own writing achieves its purpose, ask for feedback, and respond to classmates' writing).

 

Standard 2: Modes and Forms of Writing. The student will write for a variety of purposes and audiences using narrative, descriptive, expository, persuasive, and reflective modes.

 

At Grade 9, combine the rhetorical strategies of narration, exposition, persuasion, reflection, and description to produce text of at least 500 to 750 words. Final drafts are formatted appropriately for the mode. Begin writing documents related to career development. Demonstrate a command of Standard English and the research, organization, and drafting strategies outlined in the writing process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.

 

1. Compose fictional, biographical, or autobiographical narratives or short stories that:

a. create and develop characters including character motivation, gestures, and feelings.

b. create and develop a plot utilizing the key elements: exposition, rising action, climax, falling action, resolution, and conclusion.

c. create and develop an appropriate point of view.

d. create and develop a setting with a narrative that is relevant to the overall meaning of the work.

e. use a range of narrative devices such as dialogue, suspense, foreshadowing, characterization, and flashback.

 

7. Write for different purposes and to a specific audience or person, adjusting tone and style as necessary to make writing interesting.

 

9. Use appropriate essay test-taking and time-writing strategies that:

a. budget time for prewriting, drafting, revising, and editing.

b. prioritize the question/prompt.

c. identify the common directives from the prompt (identify command verbs: explain, compare, evaluate, define, and develop, etc.).

d. analyze the question or prompt and determine the appropriate mode of writing.

e. apply appropriate organizational methods to thoroughly address the prompt.

f. evaluate work using editing checklist or rubric if available.

 

 

Persuasive

 

OKLAHOMA

http://ok.gov/sde/oklahoma-academic-standards#OC3ELA  (Adopted 2014)

 

Grade 9    

 

Persuasive Essays

 

Standard 1: Writing Process. The student will use the writing process to write

coherently.

 

1.Use a writing process to develop and refine composition skills. Students are expected to:

a. use a variety of prewriting strategies such as brainstorming, outlining, free writing, discussing, clustering, webbing, using graphic organizers, notes, logs, or reading to generate ideas and gather information.

b. determine main idea by evaluating results of prewriting activities to select an appropriate topic.

c. identify audience and purpose for writing:

i. consider specific purposes for writing (e.g., to reflect, inform, explain, persuade, or share an experience or emotion

ii. understand the characteristics of a specific audience for the writing task.

d. identify appropriate mode/genre.

e. develop multiple drafts, individually and collaboratively, to categorize ideas, organize them into paragraphs, and blend paragraphs into larger text.

f. revise drafts.

g. edit for specific purposes to ensure standard usage, varied sentence structure, appropriate word choice, mechanics, and spelling.

h. refine selected pieces to publish for general and specific audiences.

 

2. Use elaboration to develop an idea:

a. draft a text with a clear controlling idea or thesis.

b. develop a coherent progression of ideas applying organizational strategies such as spatial, chronological, order of importance, compare/contrast, logical order, cause/effect, or classification/division.

c. apply different methods of support, such as facts, reasons, examples, sensory details.

d. apply a consistent and appropriate point of view.

 

3. Demonstrate organization, unity, and coherence by using transitions and sequencing:

a. Read the draft from the intended audience’s point of view to evaluate clarity of purpose.

b. Evaluate whether ideas and organizational patterns are clear and support the overall purpose of the piece.

c. Evaluate whether topic sentences, transitions within and between paragraphs, overall sequencing, and the progression of ideas is clear, focused, smooth and coherent.

d. Evaluate whether ideas are adequately developed. Move, add, delete, or replace text for clarity, audience, and purpose.

e. Evaluate whether word choice/figurative language is precise, compelling, effective, and appropriate.

f. Evaluate whether sentence structures are varied in type, length, and complexity.

 

4. Editing, Proofreading, and Evaluating:

a. Apply Standard English usage, correct spelling and usage in text. Correct errors in grammatical conventions (e.g., complete sentences, independent and dependent (restrictive/nonrestrictive) clauses, conjunctions for subordination, correlation, and coordination, subject verb agreement, consistent verb tense, pronoun-antecedent relationship, noun and pronoun agreement, use of prepositional phrases, adverbs, and adjectives).

b. Employ specified proofreading strategies and consults resources (e.g., spell checks, personal spelling lists, or dictionaries) to correct errors in spelling, capitalization, and punctuation, including punctuation of quotations

c. Use a specified format for in-text citation of source materials, for bibliographies, and for lists of works cited. Check against original source for accuracy

d. Demonstrate an understanding of the ethics of writing by creating a document free from plagiarism.

 

5.  Use a variety of sentence structures, types, and lengths to contribute to fluency and interest.

 

6.  Evaluate own writing and others' writing (e.g., determine the best features of a piece of writing, determine how own writing achieves its purpose, ask for feedback, and respond to classmates' writing).

 

Standard 2: Modes and Forms of Writing. The student will write for a variety of purposes and audiences using narrative, descriptive, expository, persuasive, and reflective modes.

 

At Grade 9, combine the rhetorical strategies of narration, exposition, persuasion, reflection, and description to produce text of at least 500 to 750 words. Final drafts are formatted appropriately for the mode. Begin writing documents related to career development. Demonstrate a command of Standard English and the research, organization, and drafting strategies outlined in the writing process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.

 

3. Compose persuasive/argumentative compositions that:

a. include a well-defined thesis that makes a clear and knowledgeable appeal in a sustained and effective fashion.

b. use exposition, narration, and description to support the main argument.

c. clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning.

d. effectively address reader's concerns, counterclaims, biases, and expectations


 


 

 

 


 

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Last modified
20:53, 28 Dec 2015

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