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

Students back up their analysis of historical documents with direct quotes or details from the source itself, noting when and where it came from. That context (a letter written in 1861 vs. a textbook written in 1990) shapes what the evidence actually means.

Students read a history source, such as a speech or a news account, and identify the central idea. Then they summarize how that idea or the key events build from the opening to the end.

Students read about a sequence of historical events and decide whether earlier ones actually caused what came next or just happened to come first. It is the difference between a spark that starts a fire and a cloud that passes before rain.

Students figure out what history and social studies terms mean from the context around them. This includes political, economic, and social vocabulary that shows up in primary sources, textbooks, and historical documents.

Students figure out why a history or social studies text is arranged the way it is. They look at how the author orders sections, uses headings, or builds an argument step by step to make certain points land harder.

Students read two accounts of the same historical event and compare how each author shapes the story. They look at which details each writer chose to include, which ones got left out, and what those choices reveal about each author's perspective.

Students read charts, graphs, or data tables alongside written historical sources and explain how the numbers and the words together tell a fuller story than either one alone.

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

Students read multiple sources on the same historical event or topic, then explain how each source covers it differently. The focus is on what each author chose to include, leave out, or emphasize.

Students read history and social studies texts at the level expected for ninth and tenth grade, working through them independently without extra support.

Students back up their ideas about a story or poem with direct quotes and details from the text. That includes both what the text says outright and what students have to read between the lines to figure out.

Students identify the central message of a story and trace how specific scenes, characters, and details build that message over time. They also write a summary that shows how the piece develops from start to finish.

Students look at how a character changes from the first page to the last, what drives their choices, and how their actions push the story forward or reveal what the story is really about.

Students figure out what words mean in context, including when an author uses figurative language or loaded phrasing. Then they explain how those specific word choices shape the mood or feeling of the piece.

Students look at how an author arranges a story's events, including flashbacks or parallel storylines, and explain how those choices build tension or lead to a surprising turn.

Students read literature from other countries and explain how the author's background or culture shapes what the story says and how it's told. The goal is reading widely enough to spot those differences.

Students compare how a story or scene is told in two different art forms, like a poem and a painting, and explain what each one highlights or leaves out.

This standard doesn't apply to literature. Literary analysis focuses on craft, structure, and meaning rather than evaluating evidence and arguments the way informational reading does.

Students look at two texts side by side and trace how a later author borrowed a story, character, or idea from an older source and made it their own.

Students read full stories, plays, and poems on their own at a level that prepares them for high school work. By year's end, they handle that reading without much help.

Reading a science or technical text, students back up every claim with a direct quote or specific detail from the source. Vague summaries aren't enough; the exact wording or precise number from the text has to show up in the answer.

Students read a science or technical text, identify the main idea or conclusion, and follow how the author explains a complex process step by step. Then students summarize the whole thing accurately in their own words.

Students read a science or technical procedure and follow each step in exact order, including any special cases or exceptions the text flags. The skill is about reading closely enough that nothing gets skipped or misread.

Students figure out what scientific symbols, formulas, and specialized terms mean by reading how they're used in context. Think periodic table notation, engineering diagrams, or biology vocabulary students haven't seen before.

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

Students read a science or technical text and figure out what question the author is trying to answer. Then they explain why the author chose to explain a process, describe a procedure, or report on an experiment to answer it.

Students take written descriptions of data or processes and sketch them as a chart or table, then do the reverse: read a graph or equation and put what it shows into plain sentences.

Students read a science or technical article and judge whether the evidence actually backs up the author's main claim. They decide if the reasoning holds up or if there are gaps.

Students read a science text and check its findings against other sources or their own experiments, noting where the evidence agrees and where it conflicts.

Students read science articles, manuals, and technical writing at a high school level without help. The goal is steady, confident reading across the kinds of texts they'll see in science and technical classes.

Students back up their reading with direct quotes and details from the text, not just gut feelings. They show exactly where in the passage an idea comes from, whether the author said it outright or left it implied.

Students find the main point of a nonfiction article or essay, then trace how the details build and refine that point from start to finish. They also write a summary that reflects that analysis.

Students trace how a writer builds an argument or walks through events, noticing why certain points come first, how each one grows from the last, and what holds them together.

Students figure out what specific words mean in a nonfiction passage, including slang, technical terms, and implied meanings. Then they look at how those word choices, taken together, shape the overall feel and argument of the piece.

Students look at how a single sentence or paragraph builds on the author's main argument, tracing how the idea gets sharper or more specific as the piece moves forward.

Students figure out what an author believes or wants readers to think, then look closely at how word choices, examples, and appeals to emotion or logic push that argument forward.

Students read full-length nonfiction books, articles, and essays written at a high school level. Some texts will be challenging, and that's expected at this grade.

Students write a structured argument about a history, science, or technical topic, backing each claim with evidence from sources. The goal is a clear position, not just a summary of facts.

Students open an argument by stating a clear position, then naming the opposing view so readers can see the difference. The rest of the piece is organized so every reason and piece of evidence connects back to that position.

Students build an argument by backing up their main position with data, then fairly presenting the opposing side with its own evidence. They acknowledge what each side gets right and where it falls short.

Students connect their argument's moving parts with transition words and phrases. A sentence that links a claim to its evidence, or a counterclaim to the rebuttal, keeps the reader from getting lost.

Writing for history or science class follows different rules than writing for English class. Students learn to match the tone and style expected in each subject, keeping their own opinions out and letting evidence do the talking.

The final paragraph of an argument essay wraps up the claim and leaves the reader with a clear sense of why it matters. Students write a conclusion that connects back to what they argued, not just a restatement of the opening.

Students write to explain: how a historical event unfolded, how a science experiment works, or how a technical process runs step by step. The goal is clarity, not argument.

Students open a history, science, or social studies paper by naming the topic clearly, then organize the ideas so key connections stand out. They use headings, charts, or tables when those tools help a reader follow the information.

Students back up a claim with specific facts, quotes, or details that fit what the audience already knows about the topic. The goal is enough evidence to be convincing, not so much that the reader gets lost.

Students practice connecting paragraphs and sections with transition words and varied sentence structures so the writing flows and the relationship between ideas stays clear.

Students choose words that fit the subject, swapping vague terms for the specific vocabulary a historian, scientist, or technician would actually use. The goal is matching the language to the audience and the discipline.

Writing in history, science, or a technical subject follows its own rules for tone and word choice. Students learn to sound professional and neutral, setting aside personal opinions to match the style readers in that field expect.

Students write a closing paragraph that wraps up their explanation and tells readers why the topic matters, not just that it has ended.

This standard does not apply at this grade level. Writing narratives is not part of the history, science, or technical writing expectations for grades 9 and 10.

Writing in history, science, or a technical subject should fit the assignment. Students adjust how they organize and phrase ideas depending on whether they're writing a lab report, a historical argument, or a how-to explanation.

Students plan, revise, and edit their writing with a clear purpose and reader in mind. That might mean rewriting a section, cutting what doesn't matter, or rethinking the whole approach.

Students use digital tools and the web to write, publish, and update documents, including adding links to related sources and presenting information in formats that can change or interact with readers.

Students research a question, sometimes one they came up with themselves, by pulling together information from multiple sources. They adjust the focus as they go, narrowing or widening the search until the evidence actually answers the question.

Students find reliable sources, judge whether each one actually helps answer their research question, and weave the best information into their writing without copying. They cite every source in a standard format.

Students find specific facts, quotes, or data from nonfiction sources and use them to back up a point they are making in a paper or research project.

Students write regularly in history, science, and technical classes, both in quick single-sitting assignments and in longer projects that involve research and revision. The writing fits the subject, the purpose, and the audience.

Students write a paper that takes a clear position on a topic or text, then back it up with solid reasoning and specific evidence from sources. The goal is to convince a reader, not just state an opinion.

Students open an argument by stating a clear position, then acknowledge what someone who disagrees might say. The essay is organized so readers can follow how the main claim, the pushback, and the supporting evidence all connect.

Students write arguments that present both sides honestly. They back up their own position with evidence, then explain where the opposing view has merit and where it falls short, keeping the reader's background in mind.

Students connect their argument's moving parts with linking words and phrases: showing when a reason supports a claim, when evidence backs a reason, and when a counterclaim needs to be addressed. The writing reads as one connected whole, not a list of separate points.

Students practice writing in a formal, objective voice, setting aside personal opinion to match the style expected in academic or professional writing.

Students write a closing paragraph that ties back to their argument. It wraps up the reasoning already presented rather than introducing new ideas.

Students write to explain a 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 ideas so connections stand out. They use headings, charts, or other visuals when those help a reader follow the thinking.

Students back up their main idea with facts, details, and direct quotes that fit what the audience already knows. The goal is enough evidence to make the point clear, not just one or two thin examples.

Students practice choosing transition words and phrases that connect big ideas across paragraphs, so the writing moves clearly from one point to the next instead of jumping around.

Writing to explain a complex topic, students choose exact words and subject-specific terms to make ideas clear. Vague language gets replaced with the precise word that fits.

Students practice writing that sounds measured and professional, not casual or opinionated. Word choice, sentence structure, and tone all match what readers expect from serious academic or subject-area writing.

Students end an informational piece with a conclusion that connects back to the main idea, explaining why the topic matters or what a reader should take away from it.

Students write a story, real or made up, with a clear sequence of events and specific details that make scenes and characters feel real. The focus is on craft: how the story is paced, what details are chosen, and how events are ordered.

Narrative writing starts by dropping readers into a situation: a problem, a scene, or an observation that makes them want to keep reading. Students establish who is telling the story and build events that move forward without jarring jumps.

Students write fictional or personal narratives using tools like dialogue, vivid description, and shifts in pacing to make characters and events feel real on the page.

Students arrange scenes or moments in a story so each one grows naturally out of the last. The goal is a narrative that feels complete, not just a list of things that happened.

Students choose specific words and sensory details (what something looks, sounds, or feels like) to make a scene or character feel real on the page, not just described.

Students write a closing paragraph that grows out of what happened in the story, not just a sudden stop. The ending gives the reader something to think about after the last sentence.

Students write pieces where the structure, word choice, and tone fit the actual goal: a persuasive essay sounds different from a personal narrative, and both sound different from a lab report.

Students revise and edit their own writing by rethinking what matters most for the reader they have in mind. That might mean rewriting a section, cutting what doesn't belong, or starting a piece from a different angle.

Students use digital tools to write, publish, and update their work online. That includes adding links to outside sources and presenting information in formats that can change or expand, like embedded media or interactive graphics.

Students research a question (sometimes one they came up with themselves), adjusting the focus as needed when they find too much or too little. They pull information from several sources and write it up as a coherent whole, not a collection of separate summaries.

Students find and evaluate sources for a research paper, then weave facts from those sources into their writing without copying. They also credit each source using a standard citation format.

Students pull quotes and details from stories or nonfiction to back up their ideas in writing. The evidence has to connect clearly to the point they're making.

Students read a story or play, then trace how the author borrowed ideas, characters, or themes from an older work and made them their own. The writing shows what changed and why it matters.

Students read articles, essays, or speeches and use the same close-reading skills they apply to literature: weighing whether an argument holds up, checking if the evidence actually supports the claim, and spotting flawed reasoning.

Students write often, for many reasons. Some pieces take days of research and revision to finish; others get drafted in a single sitting. The habit of writing across both short and long tasks builds real flexibility as a writer.

Students take part in class discussions and small-group conversations, building on what others say and making their own points clearly. The goal is to move the conversation forward, not just wait for a turn to talk.

Students read and research the topic before a class discussion, then use specific evidence from that reading to push the conversation past surface-level opinions toward well-reasoned ideas.

Before a group discussion starts, students help set the ground rules: how decisions get made, what the goal is, and who handles what. The group runs itself rather than waiting for the teacher to sort it out.

Students keep a class discussion moving by asking questions that connect the topic to bigger ideas, pulling quieter classmates into the conversation, and pushing back on or checking conclusions that need more support.

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 explain or revise their position and connect it to what others have said.

Students pull together information from videos, charts, speeches, and articles, then decide which sources are actually trustworthy and which details hold up under scrutiny.

Students listen to a speaker's argument and decide whether the reasoning holds up. They spot weak logic, one-sided claims, and evidence that's been stretched or misrepresented.

Students organize a spoken presentation so listeners can follow the argument from start to finish. The evidence fits the point, the structure fits the audience, and nothing gets in the way of the idea.

Students choose photos, charts, audio clips, or video to strengthen a presentation, not just decorate it. Each media choice ties directly to the point being made.

Students learn when to switch from casual to formal speech depending on the situation. In a class presentation or job interview, they use complete sentences and standard grammar. In a small group, they can ease up.

Students apply standard English grammar rules in their writing and speech. This means using verbs, pronouns, and sentence structure correctly, not just in edited drafts but in class discussions too.

Parallel structure means sentences with lists or paired ideas use the same grammatical form throughout. Students practice this so their writing reads smoothly and each item in a series carries equal weight.

Students learn to build sentences using different phrase and clause structures, then choose among them to make writing clearer or more varied. The goal is control: picking the right construction for what a sentence needs to say.

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

Students learn when to place a semicolon between two complete sentences that are closely related in meaning. They may also add a transition word like "however" or "therefore" right after the semicolon to show how the two sentences connect.

Students learn when to use a colon before a list or a direct quote. It's a small punctuation rule that makes writing clearer and easier to follow.

Students spell words correctly in their writing. By ninth grade, that means catching misspellings in drafts and fixing them before the final version.

Students learn to choose words and sentence structures that fit the situation, whether they are writing a formal essay or a casual message. Reading and listening get sharper when students notice how those choices shape meaning.

Students learn to format papers, citations, and punctuation according to a standard style guide, such as MLA, then revise their own writing until it follows those rules consistently.

Students figure out what unfamiliar or confusing words mean while reading. They use context clues, word roots, and reference tools to work out meaning rather than stopping at every word they don't know.

When students hit an unfamiliar word, they use the surrounding sentences and the word's place in the sentence to figure out what it means, instead of stopping to look it up.

Students use familiar Greek and Latin word parts, like prefixes and roots, to figure out the meaning of unfamiliar words. Knowing that "port" means carry, for example, helps unlock words like transport, import, and export.

Students look up unfamiliar words in a dictionary or thesaurus, print or digital, to confirm spelling, pronunciation, meaning, or word origin. The goal is precision: knowing not just what a word means but exactly how it works in a sentence.

Students make a guess about what an unfamiliar word means, then check that guess against the surrounding sentences or a dictionary to confirm they got it right.

Students practice reading between the lines of language: spotting metaphors, seeing how words relate to each other, and noticing the small but real difference between words that seem like synonyms.

Students spot figures of speech like euphemisms and oxymorons and explain what the author was doing by using them. It's not just about naming the technique; it's about understanding why it matters in that particular passage. Wait, I need to fix that "It's not just X, it's Y" pattern. Let me redo. Students spot figures of speech like euphemisms and oxymorons, then explain why the author used them in that passage. The focus is on what the language is doing, not just what it's called.

Words like "thin," "lean," and "scrawny" all mean roughly the same thing, but each carries a different feeling or judgment. Students learn to spot those subtle differences and choose words that say exactly what they mean.

Students learn precise, subject-specific words and use them correctly in reading and writing. When they hit an unfamiliar word that matters, they look it up and figure it out on their own.