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

Students find specific lines or passages from a story or poem that back up their ideas about what the text says directly and what it implies beneath the surface.

Students find the central message of a story or poem and track how it builds across the text. They also write a brief summary that sticks to what the text says, leaving out their own opinions.

Students look at how a main character changes from the first page to the last, how their relationships with other characters shape those changes, and what those changes reveal about the story's central idea.

Students figure out what words and phrases mean in a story or poem, including hidden or emotional meanings. Then they look at how an author's specific word choices, taken together, shape the feeling and message of the whole piece.

Students look at how an author arranges scenes and controls the order of events to create tension or surprise. They explain why the story starts where it does, what a flashback changes, and how pacing shapes the reader's experience.

Students read a story or poem and explain how the author's cultural background shapes the way characters think, what events feel important, and how the world of the text is seen.

Students compare how the same scene or idea comes across in two different formats, like a novel and a film, and explain what each version captures that the other misses.

This standard does not apply to literary texts. In English class, analyzing sources and evaluating arguments is reserved for nonfiction reading standards.

Students read a story, play, or poem and trace where the author borrowed ideas from an older work, then explain how those borrowed ideas were changed or reshaped to make something new.

Reading closely means noticing how word choice, tone, and sentence structure shape what a text actually says. Students practice reading literary works at the level of difficulty expected in ninth and tenth grade.

When students hit an unfamiliar word in a story or poem, they figure out what it means using context clues, word roots, or a dictionary. This standard also covers words that shift meaning depending on how they're used.

When students hit an unfamiliar word, they use the surrounding sentences to figure out what it means, rather than stopping to look it up.

Students learn how a word shifts meaning when its ending changes, like turning "decide" into "decision" or "decisive." Recognizing those patterns helps students read harder texts and choose the right word form in their own writing.

Students look up unfamiliar words in dictionaries or other reference sources, print or online, to confirm how a word is pronounced, what it means, what part of speech it is, or where it originally came from.

Students look up or confirm the meaning of an unfamiliar word they first tried to figure out from context. They check whether their initial guess was right and adjust their understanding if it wasn't.

Students read closely enough to catch when a word means more than it says. They notice figurative language, spot how words relate to each other, and pick up on subtle differences in meaning.

Students read metaphors, similes, and other figurative language in a story or poem, then explain what those phrases mean and why the author used them there.

Students look at words that share a basic meaning but carry different shades of feeling or weight, such as "thin" versus "gaunt" or "happy" versus "elated," and explain how a writer's word choice shifts the tone or mood of a passage.

Students read full plays, stories, and poems pitched at a high school level, building the stamina and skill to handle longer, more challenging literature on their own.

Students find specific quotes and passages from a nonfiction text to back up what they say about it. That includes both what the text states directly and conclusions students reason out on their own.

Students identify the main point an article or essay is making, then trace how that point builds from the opening to the conclusion. They also write a short summary that sticks to what the text says, without adding their own opinion.

Students look at how a nonfiction author builds an argument or explains a topic, paying attention to the order ideas appear, how each one gets developed, and how the author connects one point to the next.

Students figure out what words mean in context, including when an author uses figurative language or technical terms. They also look at how repeated word choices across a passage shape the overall mood and message.

Students examine how an author builds an argument sentence by sentence and paragraph by paragraph. They trace how each part of the text pushes the central idea forward or sharpens it.

Students figure out what an author believes and why the author wrote a piece, then look at how word choice, tone, and argument structure push the reader toward that view.

Students read about the same topic in two different formats, such as an article and a documentary, then explain what each one focuses on and why those choices matter.

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 historically important documents side by side and explain how the same ideas show up differently across them.

Reading complex articles and nonfiction, students pay attention to how word choice and tone shift depending on the context, using that awareness to understand what the author really means and why they wrote it that way.

Students learn to follow the formatting and citation rules of a style guide, such as MLA or APA, so their writing meets the standards expected in a given subject or assignment type.

When students hit an unfamiliar word in a text, they use context, word roots, or other clues to figure out what it means. This includes words that carry different meanings depending on how they are used.

When students hit an unfamiliar word in a passage, they use the surrounding sentences to figure out what it means rather than stopping to look it up.

Students recognize how changing a word's ending or form shifts its meaning or its job in a sentence, like turning "analyze" into "analysis" or "analytical," and use those forms correctly in their own reading and writing.

Students look up unfamiliar words in dictionaries or reference tools, print or online, to confirm how a word is pronounced, what it means, what part of speech it is, or where it came from.

Students check their first guess about an unfamiliar word by looking at surrounding sentences, context clues, or a reference source to confirm or correct what the word actually means.

Students study how word choice shapes meaning in nonfiction, looking at figurative language and the subtle differences between words that seem similar. They learn to read carefully enough to catch what a word implies, not just what it says.

Students read sentences that use figurative language (like metaphor or irony) and explain what the figure of speech means and why the author used it in that spot.

Words can have the same basic meaning but carry very different feelings or suggestions. Students learn to spot those differences, like knowing why a writer chose "stubborn" instead of "persistent" when both words mean roughly the same thing.

Students read nonfiction articles, essays, and other real-world texts at the level expected for high school. The focus is on understanding complex ideas written for a mature, adult-leaning audience.

Students write a paper that argues a position on a real topic or text. They back up every claim with solid reasoning and evidence pulled directly from the source.

Students open an argument by stating a clear position, then acknowledge what someone who disagrees might say. The rest of the piece organizes claims, counterarguments, and supporting details so each part connects logically to the next.

Students write out both sides of an argument, backing each with evidence and noting where each side falls short. The goal is a reader who finishes understanding why the writer's position holds up under pressure.

Students connect their argument's moving parts with transitions and linking phrases, showing how each reason supports the claim and how the counterargument fits in. The goal is a reader who never loses the thread.

Writing keeps a formal tone throughout: no slang, no first-person opinions, and no casual phrasing. Students match the style to the subject, the way a science report sounds different from a personal essay.

The final paragraph wraps up the argument by restating what the evidence proved. It doesn't just stop the essay; it leaves the reader with a clear sense of why the argument holds up.

Students write an essay that explains a topic clearly, choosing facts and details that actually support the point. The writing is organized so a reader can follow the thinking from start to finish.

Students open a piece of writing by naming the topic clearly, then arrange the key ideas in an order that shows how they connect or differ. Charts, headings, or images get added when they help the reader follow along.

Students back up their main idea with facts, details, and quotes that fit the topic. The evidence goes deep enough that readers actually learn something, not just skim the surface.

Students practice choosing transition words and phrases that connect paragraphs and show how ideas relate, such as signaling contrast, cause and effect, or a shift in time. The goal is a reader who never loses the thread.

Students choose exact words that fit the subject, swapping vague language for specific terms a reader would find in a textbook or field guide on that topic.

Students practice writing in a formal, objective voice that fits the subject they are writing about. That means no casual language, no personal opinions slipping in, and a consistent tone from the first sentence to the last.

The final paragraph wraps up what the writing explained. Students don't just stop; they leave the reader with a clear sense of why the information mattered.

Students write a story, real or made-up, with a clear sequence of events and specific details that make the experience feel alive. The focus is on technique: how the story is built, not just what happens in it.

Narrative writing starts here. Students open a story by hooking the reader with a problem or situation, establishing who is telling the story and from whose point of view, then arranging events so the story moves forward without jarring jumps.

Students use tools like dialogue, pacing, and description to make a story feel real. Conversations between characters, shifts in time, and vivid details all work together to bring events and people on the page to life.

Students arrange scenes and events in a story so each moment grows naturally from the one before it. The sequence should feel purposeful, not random, pulling readers forward to the end.

Students choose specific words and sensory details (sounds, smells, textures) to make scenes and characters feel real on the page, rather than relying on vague or general descriptions.

The ending of a story should feel earned. Students write a conclusion that ties back to what happened or changed in the narrative, not just a stopping point, but a moment that makes the whole story feel complete.

Writing fits the assignment. Students match how they organize and phrase their writing to what the task asks for and who will read it.

Students revise and edit their writing by focusing on what matters most for the specific reader and purpose, whether that means reworking a section, cutting what doesn't belong, or starting fresh with a new approach.

Students use online tools to write, publish, and update their work, adding links to outside sources and formatting the piece so it displays well on screen.

Students research a question by pulling information from several sources, then shape what they find into a clear answer or solution. They adjust the focus of their research as they go, narrowing in or zooming out when the question calls for it.

Students find and evaluate sources for a research question, then weave information from those sources into their writing without copying it. They cite each source in a standard format.

Students pull quotes and details from what they read to back up their own ideas in writing. The evidence has to fit the argument, not just fill space.

Students write using correct grammar: complete sentences, proper verb tenses, and pronouns that match their nouns. This standard covers the building blocks of standard English that make writing clear and easy to follow.

Students learn to follow a style guide (like MLA or APA) when writing and editing. That means formatting citations, headings, and punctuation the way that subject's writing conventions require.

Parallel structure means keeping matching parts of a sentence in the same grammatical form. Students practice writing lists and paired ideas so the words line up cleanly and the sentence reads without a hitch.

Students practice building sentences with different phrase and clause structures, choosing each one to sharpen meaning or shift emphasis. The goal is writing that doesn't sound like every sentence is built the same way.

Students apply standard capitalization, punctuation, and spelling rules in their writing. This means getting names and sentences capitalized correctly, using commas and apostrophes where they belong, and spelling words accurately.

Semicolons connect two complete sentences that share a close idea, letting students skip the conjunction. Students practice spotting where that link works and placing the semicolon correctly.

Students learn when to place a colon before a list or a direct quote. A colon signals that what follows is related to what came before, giving the sentence a clear handoff instead of a confusing pause.

Students spell words correctly in their writing. This standard covers everything from everyday words to subject-specific vocabulary students encounter in ninth and tenth grade.

Students write regularly, both in quick single-sitting assignments and in longer projects that leave room for research and revision. The goal is to build the habit of writing for different reasons and different readers.

Students hold focused conversations with classmates and teachers about what they've read and studied. They listen closely enough to build on what others say, then make their own case clearly.

Students read and research a topic before a class discussion, then back up what they say by pointing to specific evidence from those sources. Preparation is the expectation, not optional.

Before a group discussion, students help set the ground rules: how decisions get made, what the goal is, and who does what.

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 confirming what others say.

In a group 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 adjust their position and connect new ideas to what they already know.

Students pull information from videos, podcasts, charts, and articles at the same time, then judge which sources are reliable and which aren't.

Students listen to a speech or argument and judge whether the speaker's reasoning holds up. They spot weak logic, one-sided evidence, or claims that stretch the facts further than the source supports.

Students practice presenting ideas out loud in a way that's easy for listeners to follow. That means organizing their points logically and choosing the right level of detail for who's listening and why.

Students choose photos, video clips, or charts to support their spoken points in a presentation. The media backs up the argument rather than replacing it.

Students learn when to switch from casual conversation to formal speech, and how to adjust their words and tone to fit the situation, whether answering a question in class or presenting to an audience.

Speaking in complete, grammatically correct sentences is the focus. Students practice choosing the right verb forms, pronouns, and sentence structures when talking in class discussions or presentations.

Students practice writing sentences where matching ideas follow the same grammatical pattern, like keeping all items in a list as verbs or all as nouns. This makes speech and writing easier to follow.

Students learn to build sentences with different phrase and clause structures, then use those patterns to make speeches and written presentations clearer and more varied.

Students learn and use precise vocabulary for school and work, and look up unfamiliar words on their own when a word matters for understanding or saying something clearly.