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

Students back up their reading by pointing to specific lines or passages from the text. They use that evidence to explain both what the author states directly and what they have to figure out on their own.

Students identify the central idea of a story or poem and trace how specific details build and shape that idea from start to finish. They also write a summary that sticks to what the text says, not their own opinion.

Students trace how a character changes from the first page to the last, looking at what drives them, how they clash or connect with others, and what their choices reveal about the story's bigger meaning.

Students figure out what words really mean in a story, including the feelings words carry beyond their dictionary definitions. They also look at how an author's word choices build a mood or sense of time and place across a whole text.

Students look at how an author arranges a story's events, including flashbacks or parallel plotlines, and explain how those choices build tension or catch readers off guard.

Students read stories and novels from other countries, then explain how the author's background or culture shapes what the story values, fears, or takes for granted. The focus is on what makes that perspective different from an American one.

Students compare how a story or scene comes across differently in two art forms, like a poem and a painting, and explain what each version highlights or leaves out.

Students look at how a writer borrows a story, character, or idea from an older text and changes it to say something new. They explain what shifted and why it matters.

Students read stories, plays, and poems at a high school level, working toward handling the most challenging texts on their own by the end of grade 10.

Students back up every claim about a nonfiction passage with direct quotes or details pulled from the text. That includes both what the author states outright and conclusions students reason out on their own.

Students identify the main point of a nonfiction piece and trace how the author builds and sharpens that point through specific details. They also write a summary that sticks to what the text says, without adding their own opinion.

Students trace how an author builds an argument or explanation step by step, noticing why certain points come first, how each idea connects to the next, and what the overall structure reveals about the author's purpose.

Students figure out what words mean in context, including technical terms and phrases with hidden weight. Then they look at how an author's word choices, taken together, shape the feeling and meaning of the whole piece.

Students trace how an author builds and sharpens a central argument across individual sentences, paragraphs, and whole sections, explaining how each part moves the idea forward.

Students figure out what an author is trying to convince readers of, then look at the specific word choices, comparisons, and appeals the author uses to push that argument forward.

Students read or watch multiple versions of the same story or event, then compare what details each version highlights or leaves out. A written article and a documentary about the same person, for example, will each make different choices about what matters.

Students read a nonfiction passage and judge whether the author's argument holds up: Is the reasoning sound? Does the evidence actually support the point? Students also spot claims that are misleading or logically flawed.

Students read landmark American speeches and letters, such as the Gettysburg Address or King's "Letter from Birmingham Jail," and look at how these documents tackle the same big ideas from different angles.

Students read full-length essays, memoirs, and other nonfiction on their own, handling the kind of dense, layered writing they will meet in college and serious publications.

Students back up their historical arguments with direct quotes or details pulled from primary and secondary sources, and they note when and where each source came from.

Students read a historical document or article, identify its main point, and explain in their own words how that idea builds from beginning to end.

Students read about a sequence of historical events and decide whether one event actually caused the next or just happened to come first. Figuring out the difference between cause and coincidence is the work.

Students figure out the meaning of unfamiliar words in history and social studies readings, including terms tied to government, society, and money. Context clues in the text do the work.

History and social studies writing is organized on purpose. Students figure out why an author chose a particular structure, such as chronological order or problem-solution, and how that arrangement makes the central argument or explanation hit harder.

Two authors can cover the same historical event and tell very different stories. Students compare what each author chose to highlight, leave out, or stress, and think about why those choices shape the reader's understanding.

Students read graphs, charts, or data tables alongside written sources and pull both together to explain what the evidence shows. Numbers alone don't tell the whole story, and neither does text.

Students read a history or social studies text and decide how well the author's argument holds up. They check whether the reasons given are logical and whether the facts actually back up what the author is claiming.

Students read multiple sources on the same historical event or topic, then explain how each source covers it differently. They look at who wrote it, what details each source includes, and where the accounts agree or conflict.

Students read history and social studies texts at a ninth- and tenth-grade level on their own, without help. That means handling primary sources, textbook chapters, and other nonfiction that matches the difficulty expected by the end of tenth grade.

Reading a science or technical text, students pull exact quotes or details from the source to back up their analysis. They pay close attention to how the text explains a process or describes something, not just its general idea.

Students read a science or technical text, identify the main idea or conclusion it builds toward, follow how it explains a complex process, and sum it up accurately in their own words.

Students read a science or technical procedure and follow each step exactly, including any special cases or exceptions the text calls out.

Students figure out what technical words, symbols, and specialized terms mean by reading them in context. This skill shows up in science textbooks, lab instructions, and technical manuals.

Students read a science or technical text and map how key terms connect to each other, such as how friction relates to force or how energy moves through a system.

Students figure out why a science or technical writer wrote a passage, whether to explain a concept, walk through a procedure, or report on an experiment, and identify the specific question the author was trying to answer.

Students take numbers and steps written out in a science or technical article and turn them into a chart or diagram, then do the reverse: reading a graph or equation and explaining 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 technical text, then check whether its findings match or clash with results from other sources or their own experiments. They note where the evidence lines up and where it doesn't.

Students read science and technical writing at a high school level on their own, without help decoding the text or working through its structure.

Students write a formal argument about a real topic or piece of writing. They back up their position with clear reasoning and specific evidence that actually supports their claim.

Students open an argumentative essay by stating a clear, specific position, acknowledging what the other side believes, and organizing the piece so each reason and piece of evidence connects back to that position.

Students write out their main argument and the strongest objection to it, backing both with evidence, and then explain what each side gets right and where it falls short.

Students use transition words and phrases to connect their argument's moving parts: claim, reasons, evidence, and opposing views. The goal is a reader who never loses the thread.

Writing an argument means sounding like a credible source, not a text message. Students keep their word choice formal and their tone neutral throughout the whole piece, matching the style expected in academic writing.

The closing paragraph wraps up the argument by pulling together the key points already made. It doesn't introduce new ideas; it leaves the reader with a clear sense of why the writer's position holds up.

Students write essays or reports that explain a complex topic clearly, choosing the right details and organizing them so a reader can actually follow the thinking.

Students open an informational piece by clearly stating the topic, then organize ideas so readers can follow the connections. They use headings, charts, or visuals when those tools make the content easier to understand.

Students choose facts, details, and quotations that fit what their audience already knows, adding enough evidence to make the topic clear and convincing. The goal is relevance: every piece of support earns its place.

Transitions do more than signal "next point." Students choose words and phrases that show exactly how two ideas connect, whether one causes the other, contrasts with it, or builds on it.

Students choose exact words and subject-specific terms to explain a complex topic clearly. Vague words get swapped for precise ones that match what experts in that field actually say.

Students keep their writing voice formal and their tone neutral throughout an informational or argument piece, following the conventions that fit the subject (like a science report or a history essay).

Students write a closing paragraph that ties back to the main explanation, not just restates it. The conclusion leaves the reader with a clear sense of why the topic matters.

Students write a story, real or invented, with a clear sequence of events, specific details that bring the experience to life, and craft choices that keep a reader engaged.

Students open a narrative by pulling the reader into a scene fast: introducing who's there, what the situation is, and whose eyes we're seeing it through. The story then moves forward without jarring jumps or gaps.

Students use tools like dialogue, pacing, and description to make a story's characters and events feel real and alive. A character might speak in their own voice, slow down for a tense moment, or pause to reflect on what just happened.

Narrative writing should feel like it's moving somewhere. Students arrange scenes and moments in an order that builds toward something, so each part connects to what came before and sets up what comes next.

Students choose specific words, sharp details, and language that appeals to the senses to make a scene or character feel real on the page.

The ending of a narrative should wrap up what happened and show what it meant. Students write a conclusion that grows out of the story's events, not one that feels tacked on.

Students write in a way that fits the assignment. That means choosing the right structure, tone, and level of detail for who will read it and why.

Students revise and edit their writing with a clear purpose and reader in mind, choosing whether to rework a draft, cut what doesn't fit, or start fresh. The goal is fixing what matters most, not just cleaning up the surface.

Students use computers and online tools to write, publish, and revise their work, adding links and formatting that adjust for different readers or devices.

Students research a question, using multiple sources to build a real answer. They adjust the focus as they go, narrowing in or zooming out, until the evidence from different sources adds up to something they actually understand.

Students pull information from several reliable sources, judge whether each one actually helps answer their research question, and weave the relevant details into their writing without copying or losing the thread of their argument. Every source gets a proper citation.

Students pull direct quotes and details from what they read to back up their written analysis. The evidence has to actually support the point, not just appear near it.

Students read a story or play, then write about how the author borrowed ideas, characters, or themes from an older work and made them their own. Think Shakespeare retelling a Greek myth, or a modern novel reworking a Shakespeare plot.

Students read nonfiction texts closely and judge whether the author's argument holds up. They check if the evidence is solid, the reasoning is sound, and any weak or misleading claims are called out in their writing.

Students practice writing regularly, both in quick single-sitting pieces and longer projects that take days of planning and revision. The goal is to write well across subjects, for different reasons and different readers.

Students write a structured argument about a history, science, or technical topic, using evidence from sources to support a clear position. The writing follows the same logical structure as a formal essay.

Students open a history, science, or technical paper by stating a clear position, naming the opposing view, and setting up the argument so each reason and piece of evidence connects back to that position.

Students write arguments that present both their own position and the opposing side, backing each with data and honest acknowledgment of where each argument is strong or weak.

Students practice connecting the parts of an argument with transitional words and phrases, so readers can follow how each reason supports the claim and how the writing addresses opposing views.

Students keep their writing formal and objective throughout a history, science, or technical paper, matching the tone and conventions expected in that subject area.

Writing an argument without a strong ending leaves the reader hanging. Students write a closing that ties back to their argument and leaves the reader clear on what was proven.

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 teaches the reader something, step by step.

Students open a history, science, or technical paper by naming the topic clearly, then organize the information with headings, charts, or visuals so readers can follow the key ideas and see how they connect.

Students back up their main topic with specific facts, definitions, and direct quotes that fit what their audience already knows, adding enough detail to make the explanation complete without over-explaining.

Students use transition words and varied sentence structures to connect paragraphs and show how ideas relate to each other across a history, science, or technical paper.

Students choose words that fit the subject they're writing about, using field-specific terms a science or history reader would expect. The goal is to sound like someone who knows the topic, not someone guessing at it.

Students write in a serious, neutral voice that fits the subject, whether that means a lab report in science class or an analysis in history. No casual language, no personal opinions slipping in.

Students write a closing paragraph that wraps up what they explained, not just repeats it. A strong conclusion tells readers why the topic matters or what it means beyond the facts presented.

Writing in history, science, or technical classes should fit the assignment. Students learn to match how they organize and phrase their writing to what the task actually calls for, whether that's a lab report, a historical argument, or a research summary.

Students revise and edit their writing based on who will read it and what the piece needs to do. That means rethinking structure, fixing unclear sections, or starting fresh when a new approach serves the purpose better.

Students use digital tools to write, publish, and revise documents that link to outside sources or display information in ways a printed page cannot.

Students research a focused question, sometimes one they wrote themselves, by pulling information from several sources together into a clear answer. If the topic turns out too broad or too narrow, they adjust their focus before finishing.

Students find reliable sources, judge which ones actually help answer their question, and weave the useful information into their writing without copying. They cite every source they use.

Students pull quotes and specific details from nonfiction sources to back up their arguments and research. The evidence has to connect clearly to the point they're making.

Students practice writing regularly, both in quick single-sitting tasks and in longer projects that involve revising and rethinking. The goal is to get comfortable writing for different subjects, purposes, and readers.

Students hold discussions with classmates and the teacher, listening closely enough to build on what others say and making their own points clearly. This covers one-on-one conversations and group talks on the topics and texts from class.

Students read or research the topic before a class discussion, then use what they found to back up their points and push the conversation deeper.

Students work with classmates to agree on discussion rules before a conversation starts, setting clear goals and assigning roles so the group can make decisions and stay on track.

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 clarifying what others say.

Students listen to different viewpoints in a discussion, then sum up where the group agrees and where it doesn't. When the evidence calls for it, they adjust or explain their own position.

Students pull information from videos, charts, speeches, and articles, then weigh each one to decide what's reliable and what isn't.

Students listen to a speech or argument and judge whether the reasoning holds up. They spot weak logic, misleading claims, and places where the speaker stretches or distorts the evidence.

Students organize a spoken presentation so listeners can follow the argument from point to point. The evidence fits the topic, the length fits the task, and the tone fits the audience.

Students choose images, audio, or video clips to support the points they're making in a presentation. The media should make the argument clearer, not just decorate the slides.

Students shift how they speak based on the situation, using formal English for presentations or class discussions and more casual language when the moment calls for it.

Students write and speak using correct grammar: complete sentences, proper verb forms, and pronouns that match the nouns they refer to. This standard covers the grammar rules that make writing clear and speaking easy to follow.

Sentences with lists or paired ideas should follow the same grammatical pattern throughout. Students learn to spot and fix the mismatch when one item in a series suddenly switches form.

Students practice using different kinds of phrases and clauses, like participial or adverbial, to sharpen meaning and keep sentences from sounding repetitive. The goal is varied, purposeful sentence structure in essays and presentations.

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

Students learn when to use a semicolon to join two closely related sentences, with or without a transition word like "however" or "therefore."

Students learn when to place a colon before a list or a direct quote. Think of it as a written way of saying "here it comes" in the middle of a sentence.

Students are expected to spell words correctly in every piece of writing, from quick in-class responses to longer essays. Spell-check is a tool, but students need to catch errors on their own too.

Students learn to read a sentence and ask why the writer chose those words, then apply that same thinking to their own writing. Word choice, tone, and style shift depending on who is reading and why.

Students learn to format and polish their writing according to a standard style guide, following the specific rules for citations, punctuation, and layout that a particular subject or assignment requires.

When students hit an unfamiliar word while reading, they figure out what it means by using context clues, word roots, or a dictionary. The goal is knowing which tool to reach for and when.

Students figure out what an unfamiliar word means by reading the sentences around it. They use the word's place in the sentence and the paragraph's overall meaning as clues instead of jumping straight to a dictionary.

Students notice how a word shifts form to change its job in a sentence. Knowing that "analyze" becomes "analysis" or "analytical" helps students choose the right form when writing or reading unfamiliar words.

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

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

Students study how figurative language works, such as metaphors and irony, and learn how word meanings shift with context. They also explore how words relate to each other through connotation and tone.

Students read sentences that use figures of speech, like a polite phrase that softens bad news or two contradictory words paired together, and explain what effect those word choices have on the meaning of the whole piece.

Words like "thin," "lean," and "scrawny" all mean roughly the same thing, but each one carries a different feeling. Students learn to notice those subtle differences and choose the right word for the right moment.

Students learn the formal, subject-specific words needed for high school reading and writing, and look up unfamiliar terms on their own when those words matter for understanding or expressing an idea.