Idaho

$Idaho flag$

Skills available for Idaho ninth-grade language arts standards

Standards are in black and IXL language arts skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

Show alignments for:

Idaho Content Standards (adopted in 2022) Idaho Content Standards (adopted in 2022)
Idaho Content Standards: Language Idaho Content Standards: Language
Idaho Content Standards: Reading Informational Text Idaho Content Standards: Reading Informational Text
Idaho Content Standards: Reading Literature Idaho Content Standards: Reading Literature
Idaho Content Standards: Writing Idaho Content Standards: Writing

Actions

Print standards

9/10.RC Reading Comprehension

9/10.RC.TC Text Complexity
- 9/10.RC.TC.1 Independently and proficiently read and comprehend texts representing a balance of genres, cultures, and perspectives that exhibit complexity at the higher end of the grades 9–10 band.
  - Analyze short stories: set 1 (9-D.2)
  - Analyze short stories: set 2 (9-D.3)
9/10.RC.V Volume of Reading to Build Knowledge
- 9/10.RC.V.2 Regularly engage in a volume of reading related to the topics and themes being studied to build knowledge and vocabulary. (These texts can include a range of genres and should be at a range of complexity levels so students can read the texts independently, with peers, or with modest support.)
9/10.RC.TE Textual Evidence
- 9/10.RC.TE.3 Draw ample evidence from grade-level texts to support claims and inferences, attending to the precise details of the authors' descriptions or explanations through quoting, paraphrasing, and citing textual references.
9/10.RC.RF Reading Fluency
- 9/10.RC.RF.4 Read grade-level text with accuracy, automaticity, appropriate rate, and expression in successive readings to support comprehension.
9/10.RC.L Literature
- 9/10.RC.L.5 Use evidence from literature to demonstrate understanding of grade-level texts.
  - 9/10.RC.L.5a Analyze the development of themes over the course of the text, including how themes emerge and are shaped and refined by specific details.
    - Match the quotations with their themes (9-D.1)
  - 9/10.RC.L.5b Analyze how complex characters—those with multiple or conflicting motivations—develop over the course of texts, interact with other characters, and advance the plot.
    - Analyze short stories: set 1 (9-D.2)
    - Analyze short stories: set 2 (9-D.3)
  - 9/10.RC.L.5c Analyze how authors structure specific parts of a text, including the choice of where to begin and end a scene, and explain how they contribute to its overall structure and meaning.
    - Analyze short stories: set 1 (9-D.2)
    - Analyze short stories: set 2 (9-D.3)
  - 9/10.RC.L.5d Analyze points of view or cultural experiences that represent diverse voices and perspectives in works of literature.
  - 9/10.RC.L.5e Compare multiple interpretations of texts (including recorded or live production), evaluating how each version interprets the source text.
    - Compare passages for subjective and objective tone (9-B.3)
    - Compare passages for tone (9-B.4)
9/10.RC.NF Nonfiction Text
- 9/10.RC.NF.6 Use evidence from nonfiction works to demonstrate understanding of grade-level texts.
  - 9/10.RC.NF.6a Analyze the development of central ideas over the course of texts, including how they emerge and are shaped and refined by specific details; provide accurate summaries of how key events or ideas develop.
  - 9/10.RC.NF.6b Explain how authors unfold an analysis or series of ideas or events, including the order in which points are made, how they are introduced and developed, and the connections that are drawn among them.
  - 9/10.RC.NF.6c Analyze how authors use structure to explain relationships among concepts in a text, including how key sentences, paragraphs, and sections of texts contribute to the whole.
  - 9/10.RC.NF.6d Assess the argument and specific claims in texts, examining whether the reasoning is valid, the evidence is relevant, and whether there are any false or unsupported statements.
  - 9/10.RC.NF.6e Analyze seminal documents of historical and literary significance, including how they address related themes and concepts of liberty, equality, individual responsibility, and justice.

9/10.VD Vocabulary Development

9/10.VD.WB Word Building
- 9/10.VD.WB.1 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level content, choosing flexibly from a range of strategies.
  - 9/10.VD.WB.1a Use context (e.g., the overall meaning of a sentence, paragraph, or portion of text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
  - 9/10.VD.WB.1b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., defend, defense, defendant, defensible).
    - Word pattern analogies (9-O.1)
    - Word pattern sentences (9-O.2)
  - 9/10.VD.WB.1c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), print or digital, to find the pronunciation of a grade-level word and determine or clarify its precise meaning, its part of speech, or its etymology.
  - 9/10.VD.WB.1d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
    - Use dictionary entries to determine correct usage (9-V.3)
- 9/10.VD.WB.2 Determine how words and phrases provide meaning and nuance to texts.
  - 9/10.VD.WB.2a Use Greek, Latin, and Norse mythology, and other works often alluded to in American and world literature to understand the meaning of words or phrases (e.g., reference to "Achilles' heel" from Greek mythology).
    - Interpret the meaning of an allusion from its source (9-C.2)
    - Recall the source of an allusion (9-C.3)
  - 9/10.VD.WB.2b Interpret figurative language (e.g., hyperbole, paradox) in context and analyze its role in texts (e.g., The Party's embrace of the slogans "War is Peace" and "Freedom is Slavery" in Orwell's 1984).
  - 9/10.VD.WB.2c Analyze nuances in the meaning of words with similar denotations (e.g., shrewd, clever, cunning, brainy).
    - Choose the word whose connotation and denotation best match the sentence (9-S.1)
    - Use words accurately and precisely (9-S.2)
  - 9/10.VD.WB.2d Analyze the cumulative impact of specific word choices on meaning and tone (e.g., how Jonathan Swift uses exaggeration to create his satirical essay "A Modest Proposal").
9/10.VD.AV Academic Vocabulary
- 9/10.VD.AV.3 Acquire and use accurately general academic and content-specific words and phrases occurring in grade-level reading and content; demonstrate independence when gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Use these words in discussions and writing.

9/10.RS Research

9/10.RS.IP Inquiry Process to Build, Present, and Use Knowledge
- 9/10.RS.IP.1 Conduct brief as well as multi-day research projects to take some action or share findings orally or in writing by formulating a research question and considering alternative avenues of inquiry; gathering relevant information from a variety authoritative sources and assessing which provide the most reliable and useful information; and following a standard approved format (e.g., APA, MLA, Chicago) for citations and bibliographies.
9/10.RS.DR Deep Reading on Topics to Build Knowledge
- 9/10.RS.DR.2 Read a series of texts organized around a variety of conceptually related topics to build knowledge about the world. (These texts should be at a range of complexity levels so students can read the texts independently, with peers, or with modest support.)

9/10.W Writing

9/10.W.RW Range of Writing
- 9/10.W.RW.1 Develop flexibility in writing by routinely engaging in the production of shorter and longer pieces for a range of tasks, purposes, and audiences. This could include, among others, summaries, reflections, descriptions, critiques, letters, and poetry, etc.
- 9/10.W.RW.3 Write informational texts that introduce the topic clearly by providing needed context, presenting well defined theses, and previewing what is to follow; develop the topic through sustained use of the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples from multiple authoritative sources appropriate to the audience's knowledge of the topic; and provide a concluding section that follows from the information or explanation presented.
- 9/10.W.RW.5 Produce clear and coherent organizational structures that attend to the norms and conventions of the writing genre and in which ideas, concepts, and other information are logically grouped; include formatting and graphics to support the purpose and create a unified whole; and use precise language, content-specific vocabulary, and varied transitions to link major sections of the text, create cohesion, and clarify the relationships between and among ideas and concepts.
- 9/10.W.RW.6 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing should demonstrate command of grade-level Grammar and Conventions.)
  - Suggest appropriate revisions (9-M.7)
9/10.W.HWK Handwriting and Keyboarding
- 9/10.W.HWK.7 Write by hand or with technology to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

9/10.GC Grammar and Conventions

9/10.GC.GU Grammar and Usage
- 9/10.GC.GU.1 Demonstrate command of the conventions of English grammar and usage when writing or speaking.
  - 9/10.GC.GU.1a Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).
  - 9/10.GC.GU.1b Use parallel structure.
    - Identify sentences with parallel structure (9-K.3)
    - Use parallel structure (9-K.4)
  - 9/10.GC.GU.1c Place modifiers properly.
  - 9/10.GC.GU.1d Use the subjunctive mood accurately.
    - Identify the verb mood (9-CC.4)
    - Correct errors with verb mood (9-CC.5)
  - 9/10.GC.GU.1e Avoid run-on sentences, comma splices, and sentence fragments.
  - 9/10.GC.GU.1f Use subordination, coordination, apposition, and other devices to indicate the relationship between ideas clearly.
    - Identify appositives and appositive phrases (9-X.3)
  - 9/10.GC.GU.1g Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) to convey specific meanings and add variety and interest to writing or presentations.
  - 9/10.GC.GU.1h Use various types of clauses (independent, dependent, noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
  - 9/10.GC.GU.1i Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
  - 9/10.GC.GU.1j Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
9/10.GC.M Mechanics
- 9/10.GC.M.2 Demonstrate command of the conventions of English punctuation and capitalization when writing and reading aloud to create meaning.
  - 9/10.GC.M.2a Use a semicolon (or appropriate conjunctive adverb) to link two or more closely related independent clauses.
    - Transitions with conjunctive adverbs (9-K.1)
    - Use semicolons and commas to separate clauses (9-II.1)
  - 9/10.GC.M.2b Use a colon to introduce a list or quotation.
    - Use semicolons, colons, and commas with lists (9-II.2)
  - 9/10.GC.M.2c Observe hyphenation conventions.
    - Use hyphens in compound adjectives (9-JJ.2)
- 9/10.GC.M.3 Spell correctly, consulting reference materials to check as needed.

Idaho

Show alignments for:

Actions

9/10.RC Reading Comprehension

9/10.RC.TC Text Complexity

9/10.RC.TC.1 Independently and proficiently read and comprehend texts representing a balance of genres, cultures, and perspectives that exhibit complexity at the higher end of the grades 9–10 band.

9/10.RC.V Volume of Reading to Build Knowledge

9/10.RC.TE Textual Evidence

9/10.RC.TE.3 Draw ample evidence from grade-level texts to support claims and inferences, attending to the precise details of the authors' descriptions or explanations through quoting, paraphrasing, and citing textual references.

9/10.RC.RF Reading Fluency

9/10.RC.RF.4 Read grade-level text with accuracy, automaticity, appropriate rate, and expression in successive readings to support comprehension.

9/10.RC.L Literature

9/10.RC.L.5 Use evidence from literature to demonstrate understanding of grade-level texts.

9/10.RC.L.5a Analyze the development of themes over the course of the text, including how themes emerge and are shaped and refined by specific details.

9/10.RC.L.5b Analyze how complex characters—those with multiple or conflicting motivations—develop over the course of texts, interact with other characters, and advance the plot.

9/10.RC.L.5c Analyze how authors structure specific parts of a text, including the choice of where to begin and end a scene, and explain how they contribute to its overall structure and meaning.

9/10.RC.L.5d Analyze points of view or cultural experiences that represent diverse voices and perspectives in works of literature.

9/10.RC.L.5e Compare multiple interpretations of texts (including recorded or live production), evaluating how each version interprets the source text.

9/10.RC.NF Nonfiction Text

9/10.RC.NF.6 Use evidence from nonfiction works to demonstrate understanding of grade-level texts.

9/10.RC.NF.6a Analyze the development of central ideas over the course of texts, including how they emerge and are shaped and refined by specific details; provide accurate summaries of how key events or ideas develop.

9/10.RC.NF.6b Explain how authors unfold an analysis or series of ideas or events, including the order in which points are made, how they are introduced and developed, and the connections that are drawn among them.

9/10.RC.NF.6c Analyze how authors use structure to explain relationships among concepts in a text, including how key sentences, paragraphs, and sections of texts contribute to the whole.

9/10.RC.NF.6d Assess the argument and specific claims in texts, examining whether the reasoning is valid, the evidence is relevant, and whether there are any false or unsupported statements.

9/10.RC.NF.6e Analyze seminal documents of historical and literary significance, including how they address related themes and concepts of liberty, equality, individual responsibility, and justice.

9/10.VD Vocabulary Development

9/10.VD.WB Word Building

9/10.VD.WB.1 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level content, choosing flexibly from a range of strategies.

9/10.VD.WB.1a Use context (e.g., the overall meaning of a sentence, paragraph, or portion of text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

9/10.VD.WB.1b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., defend, defense, defendant, defensible).

9/10.VD.WB.1c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), print or digital, to find the pronunciation of a grade-level word and determine or clarify its precise meaning, its part of speech, or its etymology.

9/10.VD.WB.1d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

9/10.VD.WB.2 Determine how words and phrases provide meaning and nuance to texts.

9/10.VD.WB.2a Use Greek, Latin, and Norse mythology, and other works often alluded to in American and world literature to understand the meaning of words or phrases (e.g., reference to "Achilles' heel" from Greek mythology).

9/10.VD.WB.2b Interpret figurative language (e.g., hyperbole, paradox) in context and analyze its role in texts (e.g., The Party's embrace of the slogans "War is Peace" and "Freedom is Slavery" in Orwell's 1984).

9/10.VD.WB.2c Analyze nuances in the meaning of words with similar denotations (e.g., shrewd, clever, cunning, brainy).

9/10.VD.WB.2d Analyze the cumulative impact of specific word choices on meaning and tone (e.g., how Jonathan Swift uses exaggeration to create his satirical essay "A Modest Proposal").

9/10.VD.AV Academic Vocabulary

9/10.RS Research

9/10.RS.IP Inquiry Process to Build, Present, and Use Knowledge

9/10.RS.DR Deep Reading on Topics to Build Knowledge

9/10.RS.DR.2 Read a series of texts organized around a variety of conceptually related topics to build knowledge about the world. (These texts should be at a range of complexity levels so students can read the texts independently, with peers, or with modest support.)

9/10.W Writing

9/10.W.RW Range of Writing

9/10.W.RW.1 Develop flexibility in writing by routinely engaging in the production of shorter and longer pieces for a range of tasks, purposes, and audiences. This could include, among others, summaries, reflections, descriptions, critiques, letters, and poetry, etc.

9/10.W.RW.6 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing should demonstrate command of grade-level Grammar and Conventions.)

9/10.W.HWK Handwriting and Keyboarding

9/10.W.HWK.7 Write by hand or with technology to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

9/10.GC Grammar and Conventions

9/10.GC.GU Grammar and Usage

9/10.GC.GU.1 Demonstrate command of the conventions of English grammar and usage when writing or speaking.

9/10.GC.GU.1a Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

9/10.GC.GU.1b Use parallel structure.

9/10.GC.GU.1c Place modifiers properly.

9/10.GC.GU.1d Use the subjunctive mood accurately.

9/10.GC.GU.1e Avoid run-on sentences, comma splices, and sentence fragments.

9/10.GC.GU.1f Use subordination, coordination, apposition, and other devices to indicate the relationship between ideas clearly.

9/10.GC.GU.1g Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) to convey specific meanings and add variety and interest to writing or presentations.

9/10.GC.GU.1h Use various types of clauses (independent, dependent, noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

9/10.GC.GU.1i Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

9/10.GC.GU.1j Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

9/10.GC.M Mechanics

9/10.GC.M.2 Demonstrate command of the conventions of English punctuation and capitalization when writing and reading aloud to create meaning.

9/10.GC.M.2a Use a semicolon (or appropriate conjunctive adverb) to link two or more closely related independent clauses.

9/10.GC.M.2b Use a colon to introduce a list or quotation.

9/10.GC.M.2c Observe hyphenation conventions.

9/10.GC.M.3 Spell correctly, consulting reference materials to check as needed.