Accelerated English I Semester One
District Assessment Connection for Common Core Standards
ACCELERATED ENGLISH I (V08) – Semester One
Grade 9-10 – Common Core State Standards for Reading
READING STANDARDS FOR LITERATURE (RL)
|
Key Ideas and Details |
Test Questions |
| RL09-10.01. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
44, 46, 47, 48, 50 |
| RL09-10.02. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. |
25, 49, 56, 63 |
| RL09-10.03. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. |
45, 53, 54, 57, 58 |
| Craft and Structure |
|
| RL09-10.04. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). |
21, 22, 23, 24 |
| Range of Reading and Level of Text Complexity. |
|
| RL09-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently. |
20, 55, 59, 60, 61, 64 |
READING STANDARDS FOR INFORMATIONAL TEXT (RI)
|
Key Ideas and Details |
Test Questions |
| RI09-10.01. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
40, 41, 42, 43 |
| RI09-10.02. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. |
36, 37, 38, 39 |
Grade 9-10 – Common Core State Standards for Language
| Conventions Of Standard English |
Test Questions |
| L09-10.01. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. · Use parallel structure.* · Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. |
26, 27, 28, 29, 30, 31, 32, 33, 34, 35 |
| L09-10.02. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. · Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. · Use a colon to introduce a list or quotation. · Spell correctly. |
14, 15, 16, 17, 18, 19 |
| Vocabulary Acquisition and Use |
Test Questions |
| L09-10.04. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. · Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. · Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). · Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. · 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). |
1, 2, 3, 4, 5, 52 |
| L09-10.05. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. · Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. · Analyze nuances in the meaning of words with similar denotations. |
51, 62, 65, 66 |
| L09-10.06. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. |
6, 7, 8, 9, 10, 11, 12, 13 |
Grade 9-10 – Common Core State Standards for Writing
WRITING STANDARDS FOR LITERATURE (RL)
Text Types and Purposes |
Test Questions |
| W09-10.02. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. |
Essay |
|
Production and Distribution of Writing |
|
| W09-10.04. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) |
Essay |
|
Research to Build and Present Knowledge |
|
| W09-10.09. Draw evidence from literary or informational texts to support analysis, reflection, and research. |
Essay |
|
Range of Writing |
|
| W09-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. |
Essay |
Total Questions: 66 points
Essay: 30 points
Overall: 96 points