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

Students pull direct quotes and specific details from a story or passage to back up their reading of it. That means pointing to what the text says outright and explaining what it implies.

Students identify the main idea or theme of a story and track how it builds from beginning to end, pointing to specific scenes or details that shape it. They also write a short, factual summary without adding their own opinion.

Students trace how a character changes from the first page to the last, examining what drives their choices, how they affect other characters, and what their arc reveals about the story's deeper meaning.

Students figure out what words mean in context, including hidden emotional weight, then consider how an author's word choices build a mood or sense of time and place across the whole piece.

Students examine why an author arranged a story the way they did, such as cutting between two plotlines or jumping back in time, and what effect those choices create, like building suspense or landing a surprise ending.

Students read a story or poem from another country and explain how the author's background or culture shapes the way it's written. The goal is to recognize perspectives that don't match the American experience.

Students compare how a story, event, or idea is shown in two different art forms, such as a poem and a painting, and notice what each one highlights or leaves out.

Students look at how an author borrows a story, myth, or character from an older text and makes it their own. They explain what changed, what stayed, and why those choices matter.

Students read and understand full-length stories, plays, and poems written at a high school level. The texts get harder across ninth and tenth grade, and students work toward reading the most challenging ones on their own.

Students back up their ideas about a nonfiction passage with specific lines or details pulled directly from the text. They also use those same lines to support conclusions the text implies but does not state outright.

Students identify the main point of a nonfiction text and trace how the author builds and sharpens that point using specific details. They also write a short, unbiased summary of the whole piece.

Students trace how a nonfiction author builds an argument or explains events step by step, looking at the order ideas appear, how each one grows from the last, and what links the author draws between them.

Students figure out what words mean in context, including hidden or technical meanings, then look at how an author's word choices shape the overall feeling and message of a piece of writing.

Students examine how a single paragraph or section does real work in an article or essay, tracing how the author builds, sharpens, or shifts a key idea from one part of the text to the next.

Students figure out what an author is trying to argue or prove, then look closely at how word choice, examples, and appeals to emotion or logic are used to push the reader toward that position.

Students read or watch multiple accounts of the same subject and compare what each version highlights or leaves out. A written article and a documentary about the same person, for example, often focus on very different details.

Students read an argument and decide whether the evidence actually holds up. They look for weak logic, irrelevant facts, and claims the author can't support.

Students read landmark American speeches and letters, such as the Gettysburg Address or King's "Letter from Birmingham Jail," and compare what those documents say about shared ideas like freedom, justice, or democracy.

Students read essays, memoirs, and other nonfiction writing at a 9th and 10th grade level. By the end of the year, they handle that reading with less outside help.

Students back up their historical analysis by quoting or paraphrasing directly from primary and secondary sources. They also note when and where a source came from, because that context shapes what the source means.

Students read a historical document or article, identify the main point, and summarize how that point builds from beginning to end.

Students read a history passage and figure out whether one event actually caused the next or just happened to come first. The difference between "this led to that" and "this came before that" is what the standard is about.

Students figure out what specialized words mean in history and social studies readings. Think terms like "democracy," "inflation," or "civil rights" understood from context, not a glossary.

History and social studies writing is built on purpose. Students study how an author arranges sections, headings, and paragraphs to push a key argument forward or make certain facts stand out.

Students read two accounts of the same historical event and compare how each author frames it. The focus is on which details each author chose to highlight and which they left out.

Students read a historical article alongside its charts or data tables, then explain how the numbers and the written argument support each other.

Students read a history or social-studies text and judge whether the author's argument actually holds up. They look at the reasons and facts given, then decide how well those details back the central claim.

Students read multiple sources on the same historical event or issue, then explain how each source treats the topic differently. The focus is on what each author includes, leaves out, or emphasizes.

Students read history and social studies materials at a ninth- and tenth-grade level on their own, without help decoding the text.

Students read science and technical writing, then back up their analysis with direct quotes or specific details from the text, paying close attention to exact wording and descriptions.

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

Students read and follow detailed step-by-step instructions in science or technical tasks, paying close attention to any warnings, exceptions, or special conditions described in the text.

Students figure out what scientific symbols and specialized terms mean by using the context around them in a science or technical text.

Students figure out how a science or technical text is organized and how key terms connect to each other, such as how "force" and "friction" relate in a physics explanation.

Students figure out why a science or technical writer included a specific explanation or experiment, then name the question that writer was trying to answer.

Students read a science passage and turn its numbers or steps into a chart or diagram. They also look at a graph or equation and write out in plain sentences what it shows.

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

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

Students read science and technical writing at a ninth- and tenth-grade level on their own, without help. That means handling textbooks, lab reports, and technical articles with enough confidence to understand what the text is actually saying.

Students write a clear argument about a real topic or text, back it up with solid evidence, and explain why that evidence supports their position.

Students open an argument by stating a clear position, then acknowledge what the other side might say. The structure shows how the main claim, the pushback, and the supporting reasons all connect.

Students build their argument by supporting their main claim with evidence, then honestly address the strongest opposing view, noting what each side gets right and where it falls short.

Students connect the parts of an argument with transition words and phrases that show how a claim, its supporting reasons, and opposing views all relate to each other.

Writing sounds formal and stays neutral throughout. Students keep personal opinions out of the language and follow the conventions expected in academic writing, the way a science report reads differently from a personal essay.

The final paragraph ties back to the argument and doesn't just restate it. Students wrap up by showing why the position they argued actually matters.

Students write essays or reports that explain a complex topic clearly, choosing the right details, putting them in a logical order, and analyzing what those details actually mean.

Students open an informational piece by clearly stating the topic, then organize the ideas so readers can follow the logic. Headings, charts, or visuals get added wherever they help a reader understand.

Students back up their main idea with specific facts, quotes, and details that fit what the reader already knows about the topic. The evidence should be chosen carefully, not just piled on.

Students choose transition words and phrases that show exactly how one idea connects to the next, whether that connection is a contrast, a cause, or a build on what came before.

Students choose words that fit the subject, including technical terms when the topic calls for them. Vague words get replaced with specific ones that say exactly what the writing means.

Students keep their writing formal and objective throughout a piece, choosing words and a tone that fit the subject rather than sounding casual or one-sided.

Students end an explanatory essay with a closing that grows out of what the essay actually said, not a summary that just repeats it. A strong conclusion leaves the reader understanding why the topic matters.

Students write a story about something real or made up, using specific details and a clear sequence of events to pull the reader through from beginning to end.

Students open a narrative by dropping readers into a problem or scene, making clear whose eyes we're seeing through. The story then moves forward in a way that feels connected, not jumpy.

Students use tools like dialogue, pacing, and description to bring characters and events to life in a story. A character might speak, slow a scene down, or reflect on what happened.

Narrative writing arranges events in an order that builds tension or meaning as the story moves forward. Students use tools like flashbacks, foreshadowing, or pacing shifts to keep each moment connected to the next.

Students choose words that put the reader inside a scene: sharp details about what something looks, sounds, or feels like instead of vague descriptions. The goal is a sentence that makes a reader see exactly what happened.

The ending of a narrative should feel earned. Students write a conclusion that connects back to what happened in the story, leaving the reader with a sense that something has changed or been worked out.

Students write pieces that fit the situation: the right structure for an essay, the right tone for the audience, the right level of detail for the goal. Form follows purpose.

Students revise and edit their drafts with a specific reader and purpose in mind, cutting or reworking whatever gets in the way of the main point. Writing is treated as a process, not a single attempt.

Students use digital tools to write, publish, and update their work online. That includes adding links to outside sources and formatting the page so it's easy to read on any screen.

Students research a question by pulling information from multiple sources, then combine what they find into one clear answer. If the topic is too broad or too narrow, students adjust their focus before they write.

Students find solid sources for a research topic, judge whether each one actually answers the question, and weave the information into their writing without copying. They cite every source they use.

Students pull direct quotes and specific details from what they read to back up their own ideas in writing. The evidence has to connect clearly to the point they are making.

Students read a story or play, then write about how its author borrowed ideas, characters, or themes from an older text and made something new. Think Shakespeare retelling a myth or a modern novelist building on Shakespeare.

Students read essays, speeches, and memoirs, then write about whether the author's argument holds up. They check if the evidence actually supports the claim and call out reasoning that doesn't.

Students write regularly, both in quick single-sitting tasks and in longer projects that involve research and revision. The goal is to get comfortable writing for different subjects, reasons, and readers.

In history, science, or technical classes, students write a clear position on a topic and back it up with evidence from sources. The argument has to hold up on its own, not just express an opinion.

Students open a history, science, or technical paper by stating a clear position, naming the strongest opposing view, and organizing the whole piece so each reason and piece of evidence connects back to both.

Students back up their argument with facts and data, but also explain the opposing side honestly, including where each position is strong and where it falls short.

Students connect the parts of an argument using transition words and phrases that show how each reason, piece of evidence, and counterclaim relates to the main claim. The writing should feel like one continuous case, not a list of separate points.

Students keep their writing formal and neutral throughout a history, science, or technical paper, following the conventions that subject expects, like using third person and avoiding personal opinion.

The final paragraph ties back to the argument, not just stopping the paper cold. Students write a closing that reinforces the point they spent the whole piece building.

Students write clear, factual pieces that explain a historical event, walk through a science experiment, or break down how a technical process works. The writing stays focused and organized, not a personal essay or opinion piece.

Students open a history, science, or technical paper with a clear topic statement, then organize the ideas with headings, charts, or images wherever those tools help a reader follow the thinking.

Students back up their main idea with facts, definitions, and direct quotations chosen to fit what their reader already knows about the subject.

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

Students choose words that fit the subject, using technical terms where they help and plain language where they don't. The goal is to sound like someone who knows the topic, not someone padding a word count.

Writing in science, history, or a technical subject calls for a different voice than a personal essay. Students keep their tone neutral and fact-based, following the style conventions of that specific subject area.

Students write a closing paragraph that wraps up their explanation and says why the topic matters, not just that it is finished.

Writing in history, science, or technical classes should fit the assignment. Students learn to match their word choice, structure, and level of detail to who will read the piece and why.

Students revise and edit their writing with a clear goal in mind, cutting or reworking whatever gets in the way of reaching their specific audience. The focus is on what matters most, not fixing everything equally.

Students use digital tools to write, publish, and update documents for class, adding links to sources and adjusting how information appears on screen.

Students research a question or problem using multiple sources, then pull the findings together into one clear answer. They also learn to adjust their focus mid-project when a topic turns out to be too broad or too narrow.

Students find reliable sources, judge which ones actually help answer their research question, and weave the information into their writing in their own words, with proper citations.

Students find specific facts, details, or quotes from nonfiction sources and use them to back up a point in a history, science, or technical paper.

Students practice writing regularly, sometimes over several days with time to revise, sometimes in a single sitting. The goal is to get comfortable writing for different subjects, purposes, and readers.

Students hold discussions with classmates and teachers about books, articles, and real issues. They listen well enough to build on what others say, then make their own point clearly.

Students read or research a topic before class, then use what they found to back up their points during the discussion. Preparation is the price of admission.

Students work with classmates to agree on ground rules before a group discussion starts, including how decisions get made, what the goal is, and who is responsible for what.

Students keep a class discussion moving by asking questions that connect the topic to bigger ideas, drawing quieter classmates into the conversation, and pushing back on or clarifying conclusions they hear.

In a class discussion, students listen to viewpoints that differ from their own, then sum up where the group agrees and disagrees. When the evidence calls for it, they adjust or explain their position.

Students pull together information from videos, charts, speeches, and articles, then judge which sources are trustworthy and which are not.

Students listen to a speaker and judge whether the argument holds up: Is the reasoning sound? Is the evidence accurate, or is it stretched to prove a point?

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

Students choose images, audio, or interactive elements to make a presentation's argument clearer and more convincing. The media supports the point, not just decorates the slide.

Students shift how they speak depending on the situation, using formal English for class presentations and debates while adjusting their tone and word choice for other tasks.

Students write and speak with correct grammar: matching subjects to verbs, using pronouns clearly, and keeping verb tenses consistent. This standard covers the grammar rules that make writing easy to follow.

Sentences with lists or paired ideas should follow the same grammatical pattern throughout. Students practice spotting and fixing sentences where one item breaks the pattern.

Students practice building sentences with different phrase and clause structures, like a participial phrase that opens a sentence or a dependent clause that sharpens a detail. The goal is writing that sounds varied and says exactly what the student means.

Students apply standard capitalization, punctuation, and spelling in their writing. This means knowing when to use a capital letter, where a comma or period belongs, and how to spell words correctly.

Students learn to join two closely related sentences with a semicolon, sometimes adding a connecting word like "however" or "therefore" to show how the ideas relate.

Students practice placing a colon before a list of items or a quoted passage. It signals to the reader that specific details or someone's exact words are coming next.

Students spell words correctly in their writing, including tricky words that spell-checkers miss or accept by mistake.

Students study how word choice and sentence style shift depending on the audience and purpose of a piece of writing. They apply that awareness to their own writing and to the texts they read.

Students learn to format papers, citations, and punctuation the way their subject area requires, then edit their own writing to match those rules before turning it in.

When students hit an unfamiliar word in a text, they figure out what it means by using context clues, word roots, or a dictionary. They choose whichever approach fits the situation.

Students figure out what an unfamiliar word means by looking at the sentences and paragraphs around it, using the way the word sits in a sentence as a clue.

Students learn how the same root word shifts meaning when its ending changes: "analyze" becomes "analysis" or "analytical" depending on how it's used in a sentence. Recognizing those patterns helps students read unfamiliar words and choose the right form when writing.

Students look up unfamiliar words in a dictionary or thesaurus, print or digital, to confirm how a word is pronounced, what it means, how it functions in a sentence, or where it originally came from.

Students check their best guess at a word's meaning by testing it back in the sentence or looking it up in a dictionary to confirm they got it right.

Reading a poem or a novel, students work out what figurative language really means, notice how words relate to each other, and pick up on the subtle shades of meaning that separate one word from a near-synonym.

Students read lines where a writer uses figurative language, such as a contradiction packed into two words or a polite phrase that softens a harsh truth, and explain what that language is doing in the piece.

Words like "thin," "lean," and "scrawny" technically mean the same thing, but carry very different feelings. Students learn to spot those subtle differences and choose words that say exactly what they mean.

Students learn the kind of vocabulary that shows up in textbooks, job training, and college classes, then use those words correctly in their own writing and speech. When they hit an unfamiliar word, they figure out its meaning on their own.