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9th-10th Grade Anchor Standards in Reading with Test Specifications

2010 MN English Language Arts StandardsGENERAL CATEGOR

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ANCHOR STANDARDSStandard Specifications

Key Ideas & Details

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Key Ideas & Details

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1. Read closely to determine what the text says explicitly & to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Textual evidence may be explicitly stated or implied.

Students may be required to cite specific textual evidence literally or to identify such evidence generally.

Items include, but are not limited to, making inferences, generalizations, & predictions; drawing conclusions; recognizing cause/effect relationships; comparing & contrasting; identifying relevant details; distinguishing between fact & opinion.

Writing & speaking will be assessed at the classroom level only.

2. Determine central ideas or themes of a text & analyze their development; summarize the key supporting details & ideas.

Items may encompass either parts of a text (e.g., determine the central or main idea of one or more paragraphs, a section, a verse, etc.) or an entire text.

Items may assess central idea, theme, central message or main idea. Any of these terms may be used when referencing an entire text or an extended section of a text.

Items may also assess identification of topic &/or subject.

Items may use the term author’s message when assessing the central or main idea the author intended to convey to the reading audience. (Items may also use this term in conjunction with &/or when assessing author’s point of view. See Standard 6).

The terms central concept or central issue may also be used.

Key supporting details are considered relevant, or specific, details & ideas.

Items may require summarizing or paraphrasing.

Items may require distinguishing fact from opinion.

Item may require recognizing similarities & differences in ideas or themes.

3. Analyze how & why individuals, events, & ideas develop & interact over the course of a text.

For the purpose of assessment, in addition to their literal meaning, the terms events & ideas may include a consideration of literary elements &

Christy Hemp, SW/WC Service Cooperative, Marshall, MN—November 2011

concepts—how they develop, interact, &/or shape a character (or an individual) or plot (or someone’s story) over the course of a text.

For the purpose of assessment, the term individuals may include inanimate or nonhuman subjects (characteristics, relationships, etc.).

Craft & Structure

30-55%of items

4. Interpret words & phrases as they are used in a text, including determining technical, connotative, & figurative meanings, & analyze how specific word choices shape meaning or tone.

Tone refers to the author’s attitude towards her/his subject. Author’s tone—as derived from specific words, phrases, figures of speech/figurative language—may be assessed under this benchmark.

Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Context may appear in close proximity to the word or phrase in question (i.e., in the same sentence, paragraph, or surrounding paragraphs) or it may be represented cumulatively throughout the text.

Identify & correctly use patterns of word changes (&/or affixes) that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

Consult reference materials (e.g., dictionary, glossary, thesaurus), both print & digital, to determine or clarify the precise meaning of a word, 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).

Interpret figures of speech (e.g., euphemism, oxyoron) in context.

Analyze nuances in the meaning of words with similar denotations & connotations.

Accurately use grade-appropriate, general academic & domain-specific (including technical) words & phrases.

Items may include, but are not limited to, identification of: synonyms, antonyms, multiple-meaning words & phrases, figures of speech/figurative language such as analogy, simile, metaphor, personification, hyperbole, irony, pun & paradox; analysis of: symbolism & samples & examples to


Craft & Structure

30-55%of items

Craft & Structure

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arrive at meaning.

5. Analyze the structure of texts, including how specific sentences, paragraphs, & larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other & the whole.

Analysis may require a consideration of a text in its entirety.

Items may compare or contrast components of a single text or components of more than one text (e.g., how one paragraph differs from another in function or purpose).

Items may assess how the structure of the text contributes to the development of theme, setting, plot, topic, concept, &/or idea.

Author’s &/or narrator’s tone—as it is made evident from structuring of text—may be assessed under this standard.

Creation of mood—as it is made evident from structuring o f text—may be assessed under this standard.

Items may assess recognition of the impact or efficacy of text features such as photographs, illustrations, examples, captions, headings, graphics, charts, & tables.

Items may assess author’s presentation of sequence of events or sequence of ideas.

Considerations of text structure may also include the devices used to create lines of poetry (e.g., verse, rhythm, meter, rhyme, syllabication, alliteration, assonance, consonance).

6. Assess how point of view or purpose shapes the content & style of a text.

Point-of-view items assessed under this standard may include either the method of narration (i.e., literary point-of-view) or the author’s perspective (i.e., author’s point-of-view). (Literary point-of-view items may also be assessed under benchmark 9.1.3.3)

The terms point-of-view & narration, solely as they relate to the vantage point from which the author presents action of a story, are interchangeable.

The terms author’s point-of-view & author’s perspective, solely as they relate to the author’s purpose, may be used.

Items may use the term author’s message in conjunction with &/or when assessing author’s point-of-view or author’s perspective. (Items may also use this term when assessing the central or main idea the author intended to convey to the reading audience. See


Standard 2). Items may assess the recognition of &/or

the distinction among first-person, third-person limited, & third-person omniscient literary points-of-view.

Author’s choices, as they relate to author’s purpose, include stylistic techniques that shape the author’s message. These choices & techniques are therefore assessed under this standard. Considerations of the author’s style include, but are not limited to, development of voice, word choice, syntax, use different types of language (e.g., literal, figurative, poetic devices), etc.

Author’s &/or narrator’s tone—as derived from author’s style—may be assessed under this standard.

Creation of mood—as derived from author’s style—may be assessed under this standard.

Integration of

Knowledge & Ideas

5-20%of items

7. Integrate & evaluate content presented in diverse media & formats, including visually & quantitatively, as well as in words. *

(Assessed at classroom level only.)

8. Delineate & evaluate the argument & specific claims in a text, including the validity of the reasoning as well as the relevance & sufficiency of the evidence.

Validity of reasoning refers to logicality or probability (i.e., whether something makes sense, for example, an article discussing dinosaurs that gives an obviously incorrect historical time-frame for their existence).

Relevance & sufficiency of evidence refers to the author’s credibility (i.e., whether her/his claims are supported by appropriate sources, such as, an article on a life-changing experience featuring quotations from an interview with the featured person).

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.


Range of Reading & Level of

Text Complexity

10.Read & comprehend complex literary & informational texts independently & proficiently.


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Reading Strand9th-10th Grade with MCA-III/MCA-Modified Test Specs

2010 MN English Language ArtsMCA-III— items/points— MC & TE—Not Yet Available

GENERAL CATEGOR

YBENCHMARK ITEM SPECIFICATIONS

Key Ideas & Details

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Literature & Informational Text9.4.1.1 & 9.5.1.1Cite strong & thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Items may require interpretation of symbolism.

Literature9.4.2.2Determine a theme or central idea of a text & analyze in detail its development over the course of the text, including how it emerges & is shaped & refined by specific details; provide an objective summary of the text. The term specific details is interpreted as

key, supporting, or relevant details.Informational Text9.5.2.2Determine a central idea of a text & analyze its development over the course of the text, including how it emerges & is shaped & refined by specific details; provide an objective summary of the text.Literature9.4.3.3Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, & advance the plot or develop the theme.

Items may address characterization in a poem, story or drama.

Items may address basic &/or complex characterization. Complex characterization includes understanding of terminology/concepts such as static, dynamic, flat, & round.

When assessing characterization, items may include evaluation of:

character traits (emotions, motivations, attitudes, intentions)

methods of characterization (behavior/actions, dialogue/speech, thoughts)

characters’ influence or affect on story/plot development (sequence of events, setting—time & place—


Key Ideas & Details

40-65%of items

Key Ideas & Details

40-65%of items

&/or theme) comparison/contrast of characters conflict within, between, &/or

among characters, including recognition of specific types of conflict (e.g., person vs. person, person vs. society, person vs. self, person vs. nature, etc.)

impact of setting on characters prediction of characters’ likely

action in the future Items may require the identification of

main ideas or supporting ideas that aid in development of character, setting, or events—plot.

Items may assess literary elements as stand-alone features (e.g., students may be required to identify the events that comprise the main plot, or students may be required to identify the setting of a story).

Items may assess literary elements in relationship to one another (e.g., students may be required to understand how setting impacts conflict, how the sequence of events shapes the resolution, or how setting & plot work together to create mood, etc.).

In the case of first person point-of-view where the narrator is a character in the passage, items may assess literary point-of-view.

Informational9.5.3.3Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced & developed, & the connections that are drawn between them.

Items include, but are not limited to, understanding sequence of events & their effect on individuals; cause & effect; & prediction.

Items may include analysis of the motivation of individuals—real people—&/or interpretation of their actions based on events.

Items may address the author’s method of organization for nonfiction text or an individual’s method of evaluating a problem or concept (e.g., problem/solution; cause/effect; compare/contrast; chronological order; description).

In the case of literary nonfiction presented as a narrative, such as a memoir, introduction of real people or characters &/or events & their development may be assessed via plot


technique (i.e., exposition, rising action) etc.

Craft & Structure

30-55% of items

Craft & Structure

30-55% of items

Literature9.4.4.4Determine the meaning of words & phrases as they are used in a text, including figurative & connotative meanings; analyze the cumulative impact of specific word choices on meaning & tone (e.g., how the language evokes a sense of time & place; how it sets a formal or informal tone).Informational Text9.5.4.4Determine the meaning of words & phrases as they are used in a text, including figurative, connotative, & technical meanings; analyze the cumulative impact of specific word choices on meaning & tone (e.g., how the language of a court opinion differs from that of a newspaper).Literature9.4.5.5Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), & manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

The phrase order of events may be considered sequence of events.

Items may assess distinguishing features of fiction, drama, or poetry.

Informational Text9.5.5.5Analyze in detail how an author’s ideas or claims are developed & refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

Considerations of text structure may also include the function of lines of poetry (e.g., when an author uses poetry—either created by the author or quoted from another source—to convey an idea or further illustrate a point).

The author’s sequencing of events may be a consideration in the author’s development of ideas.

Items may address author’s method of organization for nonfiction text; problem/solution; cause/effect; compare/contrast; chronological order; classification; description.

Literature9.4.6.6

Items may assess a character’s point-of-view/perspective.


Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Items are not limited to cultural experience outside the United States, but may include representation of the experience of diverse cultures, groups, or communities within the United States.

Items may assess how the relationship between a character & the point-of-view of the audience or reader (e.g., created through the use of dramatic irony, ethos, pathos, catharsis, etc.) help determine meaning & create mood.

Informational Text9.5.6.6Determine an author’s point of view or purpose in a text & analyze how the author uses rhetoric to advance that point of view or purpose.

The terms author’s point-of-view & author’s perspective, solely as they relate to the author’s purpose, are interchangeable. (In literary nonfiction, the author & the narrator may be—but are not necessarily—one & the same.)

Rhetoric is defined as the effective use of language for a specific purpose.

Items may assess the appropriateness &/or credibility of author’s sources.

Integration of

Knowledge & Ideas

5-20%of items

Integrati

Literature9.4.7.7Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musee des Beaux Arts” & Breughel’s Landscape with the Fall of Icarus).


Assessed at classroom level only.)

Informational Text9.5.7.7Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print & multimedia), determining which details are emphasized in each account.Literature9.4.8.8(Not applicable to literature)

Not applicable to literature.

Informational Text9.5.8.8Delineate & evaluate the argument & specific claims in a text, assessing whether the reasoning is valid & the evidence is relevant & sufficient; identify false statements & fallacious reasoning.

Items may assess the author’s appropriate or inappropriate use of methods of argumentation (e.g., analogy, details & examples, use of authoritative sources, use of inductive & deductive reasoning, etc.).

Recognition of effective persuasive argumentation versus argumentation containing bias.

Items may assess basic fallacies of logic,


on of Knowled

ge & Ideas

5-20%of items

(e.g., stereotyping, hasty generalization, false analogy, emotional appeal, post hoc ergo propter hoc, false dilemma, etc.).

Items may assess adequacy, accuracy & appropriateness of author’s evidence & credibility of sources.

Items may assess the identification of author’s use of fact versus opinion or the appropriateness of author’s defense of facts or opinions.

Items may examine cause-&-effect relationships.

Literature9.4.9.9Analyze how an author draws on & transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare or how a Minnesota American Indian author uses oral tradition to create works of literature.

(Assessed only at classroom level only)

Assessed only at classroom level only)

Informational Text9.5.9.9Analyze seminal U.S. documents of historical & literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail,” & other documents such as those written by Sojourner Truth, Chief Seattle, & Elizabeth Cady Stanton), including how they address related themes & concepts.

Range of Reading & Level of Text

Complexity

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Literature9.4.10.10By the end of grade 9, read & comprehend literature & other texts including stories, dramas, & poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

a. Self-select texts for personal enjoyment,


Range of Reading & Level of Text

Complexity

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interest, & academic tasks.

b. Read widely to understand multiple perspectives & pluralistic viewpoints.

By the end of grade 10, read & comprehend literature & other texts including stories, dramas, & poems, at the high end of the grades 9-10 text complexity band independently & proficiently.

a. Self-select texts for personal enjoyment, interest, & academic tasks.

b. Read widely to understand multiple perspectives & pluralistic viewpoints.

Informational Text9.5.10.10By the end of grade 9, read & comprehend literary nonfiction 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 & comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently & proficiently.

a. Self-select texts for personal enjoyment, interest, & academic tasks.


Writing Strand9th-10th Grade

2010 MN English Language ArtsGENERAL

CATEGORY BENCHMARKText Types

& Purposes

9.7.1.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning & relevant & sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, & create an organization that establishes clear relationships among claim(s), counterclaims, reasons, & evidence.

b. Develop claim(s) & counterclaims fairly, supplying evidence for each while pointing out the strengths & limitations of both in a manner that anticipates the audience’s knowledge level & concerns.

c. Use words, phrases, & clauses to link the major sections of the text, create cohesion, & clarify the relationships between claim(s) & reasons, between reasons & evidence, & between claim(s) & counterclaims.

d. Establish & maintain a formal style & objective tone while attending to the norms & conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from & supports the argument presented.

9.7.2.2Write informative/explanatory texts to examine & convey complex ideas, concepts, & information clearly & accurately through the effective selection, organization, & analysis of content.

a. Introduce a topic; organize complex ideas, concepts, & information to make important connections & distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), & multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, & sufficient facts, extended definitions, concrete details, quotations, or other information & examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate & varied transitions to link the major sections of the text, create cohesion, & clarify the relationships among complex ideas & concepts.

d. Use precise language & domain-specific vocabulary to manage the complexity of the topic.

e. Establish & maintain a formal style & objective tone while attending to the


norms & conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from & supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

9.7.3.3Write narratives & other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, & well-structured event sequences.

a. Engage & orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, & introducing a narrator &/or characters; create a smooth progression of experiences or events.

b. Use literary & narrative techniques, such as dialogue, pacing , rhythm, repetition, rhyme, description, reflection, & multiple plot lines, to develop experiences, events &/or characters.

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

d. Use precise words & phrases, telling details, figurative & sensory language to convey a vivid picture of the experiences, events, setting, &/or characters.

e. Provide a conclusion (when appropriate to the genre) that follows from & reflects on what is experienced, observed, or resolved over the course of the narrative or creative text.

Writing Process:Production & Distribution of Writing

9.7.4.4Produce clear & coherent writing in which the development, organization, & style are appropriate to task, purpose, & audience. (Grade-specific expectations for writing types are defined in standards 1-3 above)9.7.5.5Use a writing process to develop & strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose & audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to & including grades 9-10.)9.7.6.6Use technology, including the Internet, to produce, publish, & update individual or shared writing products, taking advantage of technology’s capacity to link to other information & to display information flexibly & dynamically.

Research of Writing

9.7.7.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.9.7.8.8Gather relevant information from multiple authoritative print & digital sources,


using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism & following a standard format for citation.9.7.9.9Draw evidence from literary or informational texts to support analysis, reflection, & research.

a. Apply grades 9-10 Reading standards to literature (e.g., “Analyze how an author draws on & transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).

b. Apply grades 9-10 Reading standards to literary nonfiction (e.g., “Delineate & evaluate the argument & specific claims in a text, assessing whether the reasoning is valid & the evidence is relevant & sufficient; identify false statements & fallacious reasoning”).

Range of Writing

9.7.10.10Write routinely over extended time frames (time for research, reflection, & revision) & shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, & audiences.

a. Independently select writing topics & formats for personal enjoyment, interest, & academic tasks.


Speaking, Viewing, Listening & Media Literacy Strand

9th-10th Grade2010 MN English Language Arts

GENERAL CATEGORY BENCHMARK

Comprehension &

Collaboration

9.9.1.1Initiate & participate effectively in a range of collaborative discussions (one-on-one, in groups, & teacher-led) with diverse partners on grades 9-10 topics, texts, & issues, including those by & about Minnesota American Indians, building on others’ ideas & expressing their own clearly & persuasively.

a. Come to discussions prepared, having read & researched material under study; explicitly draw on that preparation by referring to evidence from texts & other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions & decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals & deadlines, & individual roles as needed.

c. Propel conversations by posing & responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; & clarify, verify, or challenge ideas & conclusions.

d. Respond thoughtfully to divers perspectives, summarize points of agreement & disagreement, &, when warranted, qualify or justify their own views & understanding & make new connections in light of the evidence & reasoning presented.

9.9.2.2Integrate multiple sources of information presented in diverse media & formats (e.g., visually, quantitatively, orally) evaluating the credibility & accuracy of each source.9.9.3.3Evaluate a speaker’s point of view, reasoning, intended audience, & use of evidence & rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Presentation of

Knowledge & Ideas

9.9.4.4While respecting intellectual property, present information, findings, & supporting evidence clearly, concisely, & logically such that listeners can follow the line of reasoning & the organization, development, substance, & style are appropriate to purpose, audience, & task (e.g., persuasion, argumentation, debate).9.9.5.5Make strategic use of digital media (e.g., textual, graphical, audio, visual, & interactive elements) in presentations to enhance understanding of findings, reasoning, & evidence & to add interest.


9.9.6.6Adapt speech to a variety of contexts, audiences, tasks, & feedback from self & others, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 & 3 for specific expectations).

a. Apply assessment criteria to evaluate oral presentations by self & others.

Media Literacy

9.9.7.7Understand, analyze, evaluate, & use different types of print, digital, & multimodal media.

a. Evaluate the content & effect of persuasive techniques used in different mass media.

b. Synthesize information & recognize categories, trends, & themes across multiple sources.

c. Demonstrate an understanding of ethics in mass communication & describe the characteristics of ethical & unethical practices.

d. Recognize ethical standards & safe practices in social & personal media communications, & understand the consequences of personal choices.

9.9.8.8As an individual or in collaboration, create a multimedia work, a remix of original work & the work of others, or a piece of digital communication for a specific purpose (e.g., to interpret or respond to a piece of literature, to represent thematic similarities between two literary works, to interact or collaborate globally, to critique a current event or social issue).

a. Present, transform, or remix content in an ethical manner, demonstrating an understanding of copyright, attribution, citation, the principles of Fair Use, & of the different types of Creative Commons licenses.

b. Publish the work & share with an audience.

Language Strand9th-10th Grade


2010 MN English Language ArtsGENERAL

CATEGORY BENCHMARK

Conventions of Standard

English

9.11.1.1Demonstrate command of the conventions of standard English grammar & usage when writing or speaking.

a. Use parallel structure.*b. Use various types of phrases (noun, verb,

adjectival, adverbial, participial, prepositional, absolute) & clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings & add variety & interest to writing or presentations.

9.11.2.2Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing.

a. Use a semicolon (& perhaps a conjunctive adverb) to link two or more closely related independent clauses.

b. Use a colon to introduce a list or quotation.

c. Spell correctly.

Knowledge of Language

9.11.3.3Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, & to comprehend more fully when reading or listening.

a. Write & edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline & writing type.

Vocabulary Acquisition

& Use

9.11.4.4Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on grades 9-10 reading & content, choosing flexibly from a range of strategies.

a. 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.

b. Identify & correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

c. Consult general & specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print & digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

d. 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).

9.11.5.5 a. Interpret figures of speech (e.g., Christy Hemp, SW/WC Service Cooperative, Marshall, MN—November 2011

Demonstrate understanding of figurative language, word relationships, & nuances in word meanings.

euphemism, oxymoron) in context & analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations.

9.11.6.6Acquire & use accurately general academic & domain-specific words & phrases, sufficient for reading, writing, speaking, & listening at the college & career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.


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