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

Students read stories, poems, plays, and nonfiction from many cultures and time periods, then think carefully about what those texts mean and why they matter. The goal is to understand people and the world a little better.

Reading time is student-chosen. Students pick their own texts to read, building the habit of reading for their own reasons rather than only when assigned.

Students choose their own reading material by using strategies like previewing covers, reading back-cover summaries, or sampling opening pages to find texts worth their time.

Reading widely is the habit. Students spend time with many kinds of texts, from stories and poems to news articles and essays, building the stamina and range that harder reading demands.

Text features like headings, captions, and charts help readers find and understand information. Students practice using these tools to navigate a text more efficiently.

Text features like headings, subheadings, and bold words help students locate the right section of a longer piece without reading every word.

Text features like headings, captions, and section breaks tell students how a piece of writing is organized and what ideas hold it together. Students learn to read those signals before diving into the full text.

This standard is not used in grades 9 or 10. No skill is assessed here.

This standard is not used at the 9th and 10th grade level. No skill is assessed here.

Students use more than one reading strategy to understand and interpret what they read. They might reread, ask questions, make inferences, or look for patterns across a text.

Before starting a story, article, or poem, students scan the title, headings, and opening lines to get their bearings and think about why they're reading it.

Students practice picturing scenes, characters, and events in their mind as they read to help the story or passage click into place.

Students read a passage, predict or infer what it means, then go back to find lines in the text that confirm or correct their thinking.

Students practice staying on track when reading gets hard or life interrupts. They learn specific strategies to pick back up and stay focused, not just reread from the top.

Students explain how a story or topic builds over time, tracing how characters change, events connect, or ideas develop from one part of the text to the next.

Students examine how an author's point of view or purpose shapes the way a story, argument, or article is written. Reading closely means asking not just what a text says, but why the author made the choices they did.

Students read a nonfiction or literary text and explain how the author's point of view shapes the central message. The goal is to see the idea the author is really arguing or exploring, not just the topic on the surface.

Students pick out specific lines or moments in a text and explain what those details reveal about the story's central message or main point.

Students study how an author arranges a text to create a specific feeling in the reader, such as suspense building toward a reveal or details withheld to keep you guessing.

Students figure out what a symbol or unstated idea means by connecting what they already know, from real life or past reading, to clues in the text.

Students look at how an author uses comparisons to familiar experiences to make unfamiliar ideas feel real and relatable. The focus is on metaphors and analogies that bridge what readers know to what they don't.

Students pick two authors writing in the same genre and compare how each one builds a story or argument differently, looking at word choice, structure, or the techniques each writer uses to shape meaning.

Different stories can tell the same events through a poem, a film, a news article, or a social media post. Students look at how the format shapes what gets emphasized, left out, or felt differently by the reader.

Students compare how the same topic or idea is treated across different texts, looking at what each author includes, leaves out, or frames differently.

Students judge how well an author uses details, descriptions, or characters to help a reader picture something unfamiliar or understand a feeling they haven't experienced.

Students judge how effectively a piece of writing pulls a reader in, changes how they think, or moves them to act. They back up their judgment with specific details from the text.

Students read a text and decide how well it connects to their own life or to the audience it was written for. This is about judging fit, not just understanding content.

Reading a nonfiction article, essay, or speech, students judge whether the author actually accomplished what they set out to do. Does the argument hold up? Does the evidence match the claim?

Students choose texts they have already read and apply them to something that matters in their own lives, a project, an argument, or a question they are trying to answer.

Students read fiction and nonfiction to explore real questions about their own lives and the wider world. The texts become a way to think through issues that actually matter to them.

Reading isn't just about understanding what a text says. Students form their own opinions and arguments in response to what they read, then refine those ideas through conversation with classmates.

Students find the central idea of a text and track how the author builds it from start to finish, showing where key details and turning points push that idea forward.

Students pick the most useful quotes or write a summary in their own words, depending on what they need the text to prove or explain.

Students study how published authors structure and craft their writing, then borrow and adapt those same techniques in their own work.

When making a point about a text, students back it up with a direct quote or specific detail, name where it came from, and explain what it shows. The evidence does the work; students connect it to the argument.

Students write in multiple formats (essays, presentations, videos, and more) for real purposes and real audiences. The format, structure, and word choice fit what the piece is trying to do.

Students use writing to think things through: reacting to what they read, capturing observations, and trying out new ideas or forms. Not every piece needs to be polished or turned in.

Students write and design texts that mix words, images, or other media to shape how an audience thinks or responds. The goal is choosing the right form and content to actually change someone's mind or move them to act.

Students write descriptions rich enough that readers can picture, hear, or feel what is being described. The details do real work: they put the reader inside the situation, not just beside it.

Students practice writing paragraphs that explain what they noticed and what they think about a text, an idea, or something they observed in the world.

Students write to change how someone thinks or acts, using reasons, evidence, and other appeals to make the case as convincing as possible.

Students write stories and personal accounts using the techniques that fit the genre, such as pacing, dialogue, or a clear sequence of events.

Students plan, draft, revise, and finish a piece of writing from start to submission. The work covers the full writing process, not just a single draft.

Students read a writing prompt carefully to figure out what the assignment is really asking and plan how to respond to it.

Students tie their writing project to something real from their own life or community, showing why the topic matters beyond the classroom.

Students plan out the steps for a writing project and figure out how much time each part will take. It is the work of thinking ahead before drafting begins.

Students revise their writing when a teacher gives feedback or when the assignment's focus or deadline changes, staying flexible instead of locking in on a first draft.

Students brainstorm ideas and collect sources or notes before drafting, using digital tools when they help.

Students practice finding ideas worth writing about by drawing from personal experience, reading, research, and media. The goal is to figure out what to say and who to say it to before drafting begins.

Students look at strong example texts and decide which writing moves to copy, adjust, or leave behind in their own work.

Students gather research, images, and other media for their writing, then decide what they can legally and fairly borrow from sources others created.

Students practice drafting writing that fits the genre they are working in, developing their ideas clearly and in a way that holds a reader's attention.

Students write descriptions that connect to what readers already know and feel, then use specific details to help readers picture and care about the subject.

Students dig into a topic, experience, or text and explain what it means, why it matters, or how its parts connect. The goal is to go beyond summary and build a real argument or interpretation in writing.

Students write a clear position and back it up with reliable evidence, explaining how that evidence actually proves the point.

Students practice persuasion by crafting arguments that appeal to how readers feel, what they believe is logical, and who or what they trust as credible.

Students back up an argument by bringing in a real-world example or a counterexample that tests whether their claim actually holds up.

Students practice explaining unfamiliar ideas to a specific audience by using comparisons, metaphors, or personal reflection to make the content click.

Students find specific details, quotes, or examples from what they read and use them to back up their ideas in writing.

Students choose images, charts, and headings that actually help the reader understand the piece, matching those visuals to the type of writing and the audience.

Students credit their sources in the format that fits the assignment, whether that means a works cited page, in-text citations, or a link, and they use whatever tools the teacher has approved for the job.

Students write openings and closings that fit the type of writing they're doing, pull the reader in, and match the tone and ideas in the middle of the piece.

Students arrange their writing so readers can follow the argument or story from start to finish. They may follow a standard structure for the genre or adjust it on purpose to fit what they are trying to say.

Students read their own draft with a critical eye, checking whether their writing actually does what it was meant to do for the intended reader.

Students read their own draft as a stranger would, checking whether the writing actually says what they meant. This is the step where the gap between intention and the page becomes visible.

Students reread their own writing to spot gaps between what they meant to say and what a reader would actually take away from the words on the page.

Students ask others to read their draft, then decide which feedback actually makes the writing clearer and which to set aside.

Students improve their writing by rereading, reorganizing, fixing errors, and using tools like spell-check or word processing software to polish a draft before it's finished.

Students revise their writing after rereading their own work and reviewing feedback from others, making targeted changes that sharpen the argument, structure, or word choice.

Students review their own writing to fix grammar, punctuation, and formatting, and to make sure every borrowed idea or quote is properly credited to its source.

Students choose how to share finished writing, whether by reading it aloud, printing it, or posting it online. The format fits the piece and the audience.

Before posting or publishing any piece of writing, students think through who might read it, how it could affect those readers, and what it might mean for the writer's own reputation down the line.

Students revisit writing they've already published and revise it when the content, argument, or information needs updating.

Students listen, discuss, and present ideas clearly, whether in person or online. This covers group conversations, formal speeches, and collaborative projects built around the content they're studying in ninth grade.

In group discussions, students listen without interrupting, think before responding, and add comments that move the conversation forward rather than just agreeing or repeating what someone else said.

Students think about who is speaking in a group discussion and what relationship each person has to the topic and to each other. This shapes how they listen and respond.

Students set ground rules for group discussions and adjust those rules when something isn't working. This applies to in-person conversations and online forums.

Students listen closely enough to ask a follow-up question that pushes a speaker to explain more clearly or back up what they said.

Students listen to what classmates say, then respond in a way that moves the group toward shared understanding. The goal is to build on someone else's point, not just wait for a turn to talk.

Students back up their claims in a discussion with evidence from texts or research, and they address opposing viewpoints by citing where their evidence comes from.

Students build on what classmates say during a discussion, using earlier points to sharpen their own argument or find common ground.

During group discussions, students track what everyone agrees and disagrees on, then put those key points into their own words for the group.

Students push back on a claim or conclusion by pointing to evidence that contradicts it. This could be a fact, a statistic, or a firsthand experience that shows the original point doesn't hold up.

Students track how a discussion shifts their thinking, noting where they changed their mind or understood something they didn't before.

Students practice giving and receiving feedback about moments when a speaker's message was understood differently than intended. The goal is to close that gap between what someone meant and what the audience actually heard.

After a group discussion, students put the key conclusions, open questions, and unresolved points into a clear, brief summary for everyone to reference.

Students gather their thoughts, do some reading, or look into the topic before showing up to a group discussion. Coming prepared means they can actually contribute something worth hearing.

Students plan and carry out group work, dividing tasks, staying on track, and making sure the final product reflects everyone's contribution.

When a group works together on a project, students set clear rules for who does what and adjust those roles if something isn't working.

Students tie their presentation or project to something real: a personal experience, a community issue, or a perspective that makes the topic matter beyond the assignment.

Students break a group project into clear steps before starting the work, deciding what needs to happen first, what comes next, and who handles each part.

Students do their assigned part of a group project before the meeting, so the team can move the work forward instead of starting from scratch together.

After a discussion or project, students look back at what they accomplished, note what still needs work, and update their plan for what to do next.

Students practice speaking in front of others by giving reports, speeches, or creative presentations clearly enough that the audience can follow along or connect with what's being said.

Students find a topic worth talking or writing about by drawing on their own experiences, reading, research, or media they've encountered. The goal is to land on something specific enough to say something real about.

Students think about who is listening before they speak or present. They adjust what they include and how they explain it based on what that audience already knows or believes.

Students choose images, video, or other media to include in a presentation so the audience follows the content more easily and stays engaged with the material.

Students decide how to carry themselves and communicate their ideas clearly when speaking in front of others, whether in person or online. They think about word choice, tone, and how their presence shapes what the audience hears.

Students develop their own speaking voice by drawing on who they are: their background, personality, and place in the conversation. The goal is to sound like themselves, not a generic presenter.

When joining a class discussion or online forum, students decide how to respond to others by thinking about the setting, their role in the conversation, and what they actually want to say.

Students choose the language, tone, or phrasing that best fits what they want to say and who they are saying it to. That choice shapes how their message lands with an audience.

Students examine what happens when people hide their identity online or show their real selves, weighing the trade-offs each choice brings to a conversation or community.

Students look at how the way they present themselves, online and in person, can open or close doors later. That includes social media profiles, how they speak in class, and the impression they leave on others.

When speaking to a group, students adjust their tone, speed, and body language to keep listeners interested and make their ideas easy to follow.

Students apply grammar, word choice, and sentence structure to write and speak clearly. Strong language skills also help students get more out of what they read, hear, and watch.

Students recognize that how people speak and write shifts depending on where they are and why. A casual text to a friend sounds nothing like a college application, and knowing the difference matters.

Students look at how word choice and tone shift depending on who is speaking, what they are talking about, and where the conversation appears, whether in a text message, a news article, or a speech.

Students learn how different groups of people signal doubt, agreement, or strong feeling through word choice and sentence structure. Reading and listening closely, they notice how the same idea can land differently depending on who is speaking and how attribution shapes meaning.

Students read speeches, poems, and stories aloud with the right pace, tone, and meaning, not just word by word.

Reading a piece of writing aloud sounds the way the punctuation intends: a comma creates a brief pause, a period signals a full stop. Students learn to let the marks on the page shape how they speak and read.

Reading aloud, students adjust their tone, pacing, and body language to match shifts in a speaker's mood or attitude in the text.

Ninth graders learn to link sentences and paragraphs so ideas flow from one to the next, using word choice, grammar, and explanation to hold a piece of writing together.

Sentences with parallel structure put similar ideas in the same grammatical form, like "she ran, jumped, and swam" rather than "she ran, jumped, and liked swimming." Students learn to spot and fix mismatched phrases in their own writing.

Students practice writing and speaking with varied sentence structures, mixing short and long sentences to make their meaning clearer and their voice more distinct. The goal is control: choosing sentence shape on purpose, not by accident.

Students learn to use sentence structure and punctuation to show how ideas connect, including how a quoted source supports or challenges a point. The goal is clarity: readers should see the relationship between the student's thinking and the evidence they bring in.

Students practice writing sentences with well-placed phrases and clauses so their meaning lands precisely. A clause that adds detail in the right spot does more than a vague adjective ever could.

Students learn when to put the subject of a sentence in charge (active voice) and when to shift focus to what happened instead of who did it (passive voice). Both choices shape how a sentence reads and what it emphasizes.

Students learn when a colon or semicolon belongs in a sentence and practice using both correctly in their writing.

Students read and discuss figurative language, like metaphors and idioms, and sort out words with similar meanings to understand exactly what a writer is saying.

Students compare related words like "walk," "stroll," and "trudge" to understand how word choice shifts meaning, sharpens an idea, or narrows it down.

Students read sentences that use metaphors, similes, and other figures of speech, then explain what those phrases actually mean and why the writer chose them over plain language.

Students form questions about a topic, then search for answers using books, databases, and other sources. When one approach stops working, they shift tactics and put what they find to use.

Students learn to question what they read, watch, and hear online: who made it, why, and whether it holds up. They also think about their own role in sharing information responsibly.

Asking good questions is a skill students keep practicing. As they research a topic, students revise their early questions and form sharper ones based on what they are learning.

Students track down answers by searching multiple sources, checking whether each one is trustworthy, and weighing what they find before drawing a conclusion.

Students start a research search by thinking about what they already know on a topic, then use that to decide where to look first and what questions to ask.

Students practice choosing the right sources for a research question, picking a textbook, article, or website that actually fits the topic instead of grabbing the first result they find.

Students refine their online searches when results fall short, choosing the right tools and keywords to find accurate, useful information.

Students practice finding the right sources for a research question, looking for people who have direct experience or real expertise in the topic rather than just an opinion about it.

Students learn to search for information in more than one place, judge what's worth keeping, and pull together what they find into something useful for their writing or research.

Students pull together what they've learned from multiple sources to form a conclusion, then use that conclusion to shape a paper, a discussion, or a project. They also revisit old opinions when new evidence changes the picture.

Students look at a news story, social media post, or advertisement and explain why two people can see the same message and take away something completely different based on their background, beliefs, or experiences.

Students look at an ad, a news clip, or a social media post and explain how the emotions it stirs up shape how people respond to it.

Students learn to spot mental shortcuts, like only trusting sources that confirm what they already believe, and explain how those habits shape the way people react to news, ads, and online content.

Students look at a news story, ad, or social media post and ask two questions: what is this trying to do to me, and how did it do it?

Students look at a news story, ad, social post, or video and decide what it is really trying to do: inform, persuade, sell, or stir up emotion. The purpose shapes how much to trust it.

Students break down how a media message works: what emotional or logical appeals it uses, how images or video reinforce the text, and why those choices push the audience toward a specific reaction.

Students examine news articles, videos, ads, and social media posts to judge whether the information is accurate, logical, and fair before deciding whether to trust or share it.

Students look at a news article, image, or post and decide whether each claim can be fact-checked or whether it requires a different kind of judgment, like weighing an opinion or assessing bias.

Students check a claim against what several reliable sources actually say, then decide whether the information holds up.

Students look at images, video, or audio in a news story or online post and judge whether the visuals match the facts, knowing that photos and clips can be edited or taken out of context.

Students read news articles, ads, and social media posts and judge whether the claims hold up. They look at what evidence is offered and decide if it actually supports what the source is saying.

Students look at who wrote something, who published it, and why, then decide how much to trust it. This applies to news articles, websites, social media posts, and any other source they use for research.

Students track down who actually created or published a source, including whether a person, an organization, or an AI tool produced the content.

Students check whether the person or organization behind a source actually has the knowledge to speak on a topic, looking at credentials, experience, and track record rather than just a name or a logo.

Students look up who is behind a source, whether a news outlet, website, or author, and decide if that source has a track record of getting facts right and reporting fairly.

Students read a source and decide whether the author has a slant on the topic, then judge how much that slant shapes what the source says or leaves out.

Students decide how to share, question, or respond to information online based on what matters to them and their community. They think about their own values and goals before joining a conversation or spreading a story.

Students look at a news story, ad, or social media post and explain what effect it could have on real people, a neighborhood, or the country as a whole.

Students look at how platforms, algorithms, and sharing tools shape which information reaches people and how fast it travels.

Students learn how false or misleading information spreads online, including the tactics people and platforms use to push it further and faster.

Students look at why some information spreads widely while other information stays hidden, tracing how money, power, and social attitudes shape who gets to share a message and who gets to hear it.