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

Students use matching grammatical patterns (like pairing "running, jumping, and swimming" instead of "running, jumping, and to swim") and varied phrase types to make writing and speeches clearer and more engaging.

Students use semicolons and colons correctly to connect related ideas, apply standard capitalization, punctuation, and spelling, and revise their writing to match the style rules for the subject they are writing in.

Students learn to read a room through word choice. They study how the same idea lands differently depending on who's listening, then apply that thinking to their own writing and to understanding what they read.

When students hit an unfamiliar word in a text, they figure out what it means by using context clues, word roots, or a dictionary. The goal is picking the right strategy for the situation, not just guessing.

Students figure out what an unfamiliar word means by reading the sentences around it. They look for clues in the paragraph before reaching for a dictionary.

Students use familiar word parts like prefixes, suffixes, and roots to figure out what an unfamiliar word means. Seeing "un-" or "-tion" in a new word gives them a way in before reaching for a dictionary.

Students look up how to pronounce an unfamiliar word using a dictionary, either in print or online. This skill is about knowing where to find pronunciation help, not just guessing.

Spelling patterns from Latin and Greek roots carry meaning. Students use those patterns (like "rupt" meaning break or "bio" meaning life) to figure out unfamiliar words without reaching for a dictionary.

Students read phrases like "the world is a stage" and explain what they really mean, then examine why an author chose that image over a plainer word. They also compare words that mean roughly the same thing to pin down the shades of difference between them.

Students learn the kind of precise, formal vocabulary that shows up in college classes and job training, and they figure out unfamiliar words on their own rather than waiting to be told what they mean.

Students read closely to find the most convincing lines from the text, then use those lines to back up conclusions that go beyond what the story states outright.

Students identify the central message of a story or novel and trace how it builds across the text. They also write a summary that sticks to what the text actually says, without adding personal opinion.

Students track how a character changes across a story and how key events push that change forward. The goal is to explain what those shifts mean for the story as a whole.

Students figure out what words mean in context, including hidden or symbolic meanings, then examine how an author's word choices build the overall mood and tone of a story or poem.

Authors choose where to start a story, how to arrange scenes, and whether to skip forward or backward in time. Students analyze how those choices create tension, mystery, or surprise.

Students examine how a narrator's perspective or an author's goal shapes what gets included in a story and how it's written. A war story told by a soldier reads differently than one told by a civilian at home.

Students compare how a story or idea comes across differently in two formats, such as a novel and a film, and decide what each version does well or misses.

Students read two or more literary works connected by theme, story, or character and explain how one author borrows from or reshapes the other to say something new. The focus is on what changes between the texts and why that choice matters.

Students read longer, harder stories and novels on their own, with less help from the teacher as the year goes on.

Students read a nonfiction passage, then explain what it directly says and what it implies. They back up their thinking with the most specific, convincing lines from the text.

Students identify the main point an article or essay is making, then trace how the author builds that point across the text. They also write a summary that sticks to what the text says, without mixing in their own opinion.

Students read a nonfiction passage and examine how the author builds a central idea, looking at what details the author chose to include and in what order, and what that sequence does to the reader's understanding.

Students figure out what words mean in context, including hidden emotions a word carries or specialized terms in a field. They also look at how an author's word choices, built up across a passage, shape the overall feeling and message of the text.

Students look at how an author builds an argument across a nonfiction piece, tracing how a single sentence, a paragraph, or a whole section pushes the central idea forward or sharpens it.

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

Students compare how the same topic is covered in two different formats, such as a written article and a documentary, then judge which one makes the idea clearer or more convincing.

Students read an argument and judge whether the evidence actually supports what the author is claiming. They look for gaps, weak spots, or places where the reasoning doesn't hold up.

Students read two or more historically significant texts on the same theme and explain how each author handles the same topic, facts, or ideas differently.

Students read challenging nonfiction, such as essays, memoirs, and speeches, at the level expected for ninth and tenth grade. Over time, they do more of that reading independently.

Students pull information from videos, podcasts, articles, and other sources, then weigh how trustworthy and accurate each one is before drawing conclusions.

Students listen to a speaker's argument and judge whether the reasoning holds up. They look for weak logic, misleading claims, or evidence that's been stretched or twisted to sound stronger than it is.

Students lead and join group discussions about grade-level topics, listen carefully enough to build on what others say, and make their own points clearly. The goal is a real back-and-forth, not just taking turns talking.

Students organize a speech or presentation so listeners can follow the argument from start to finish. The structure, detail, and word choice fit the topic and the audience.

Students choose charts, images, or video clips to make a presentation's argument clearer and more convincing. The visuals do real work, not just decoration.

Students learn when to switch from casual conversation to formal speech, and how to make that shift well. In a class debate or a job interview, they choose the words and tone the situation calls for.

Students write a formal argument that takes a clear position on a topic or text, then back it up with solid reasoning and enough real evidence to hold up to scrutiny.

Students open an argument with a clear, specific claim that tells readers exactly what position the writing will defend.

Students build their argument by backing up their main point with evidence, then honestly address the strongest objection and explain where it falls short. The goal is writing that holds up against a skeptical reader.

Students arrange their argument so each point connects to the next. The claim, the pushback, and the supporting details flow in an order that makes the reasoning easy to follow.

Students write a closing paragraph that wraps up their argument, not just stops it. The conclusion ties back to the main claim and leaves the reader with a clear sense of why the argument holds up.

Students choose exact words and subject-specific terms to explain complex ideas clearly. Vague language gets replaced with the precise word that fits.

Students write arguments in formal, objective language, avoiding casual or emotional phrasing. The goal is a measured tone that treats the topic seriously from the first sentence to the last.

Students write to explain a complex topic clearly, choosing which information to include and deciding how to arrange it so a reader can follow along.

Students write an opening that pulls the reader in and connects clearly to the rest of the piece. The introduction sets up what the writing is about without wandering off topic.

Students organize an informational or explanatory piece so ideas flow in a clear order, using transitions to show how one idea connects to the next.

Students pick facts, details, and direct quotes that actually explain the topic to their specific reader, not just any reader.

The final paragraph wraps up the writing by connecting back to the main idea. Students don't just stop writing; they leave the reader with a clear sense of what the piece was about and why it matters.

Students choose how to lay out a piece of writing so a reader can follow it, adding tables, images, or other media when those elements make the content clearer than words alone.

Students choose words that fit the subject precisely, using the specific terms a scientist, historian, or other expert would use. Vague words get swapped for exact ones so the writing matches the complexity of the topic.

Writing that sounds professional stays formal throughout: no slang, no personal opinions, no casual phrases. Students keep the same objective, even-handed tone from the first sentence to the last.

Students write a short story or true personal narrative, choosing details and ordering events so the piece holds together and pulls the reader forward.

Narrative writing starts with a hook. Students open a story by introducing a narrator or character, establishing a clear point of view, and dropping readers into a situation that makes them want to keep reading.

Students arrange story events in an order that feels intentional, where each moment sets up what comes next rather than just listing what happened.

Students arrange scenes or events so each one flows naturally into the next, without jarring jumps or gaps that leave readers confused.

Students use tools like dialogue, pacing, and description to make a story feel real. The goal is to show characters thinking, speaking, and moving through events in a way that pulls readers in.

Students write an ending that grows out of what happened in the story, not just stopping the action. A strong conclusion gives the reader a sense that something was learned, felt, or settled.

Students choose specific words and sensory details to make a scene feel real: the smell of a room, the sound of a voice, the exact way a character moves. Vague words get replaced with ones that put the reader in the moment.

Writing style and tone should fit the story's mood and stay consistent from start to finish. Students choose words and a voice that match what they're writing, then hold that choice through the whole piece.

Students write in a way that fits the assignment: choosing the right structure and tone for the topic, the goal, and the reader. A personal story sounds different from a research paper, and students learn to make that shift deliberately.

Students revise and edit their drafts with a clear purpose and reader in mind, deciding what to cut, rework, or rewrite until the writing does what it needs to do.

Students use digital tools to write, publish, and revise their work online. That includes linking to outside sources and formatting content so it's easy to read on any screen.

Students research a focused question, pulling from multiple sources, then write up what they found in a way that shows their own thinking. Projects range from a quick single-class inquiry to a longer multi-week investigation.

Students search for sources using several different search terms, then weave the most useful information into their writing without copying it. They cite every source in a standard format.

Students back up their written arguments with specific passages or facts pulled from novels, articles, or other texts they've read, meeting the same close-reading expectations used in their English class.

Students write often, in short bursts and over longer projects, for different reasons and different readers. The goal is to make writing a regular habit, not just something that happens before a deadline.