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

Students back up their ideas about a story or poem by pointing to specific lines or passages from the text. They also read between the lines to make reasonable guesses about things the author implies but never states outright.

Students identify the main idea or theme of a story or poem, then trace how it builds across the text. They also write a brief summary using the key details that support it.

Students trace how a character, event, or idea changes across a story and explain what drives those changes. The focus is on how one part of the text shapes another.

Students figure out what words really mean in context, including slang, metaphors, and loaded language. Then they look at why the author chose those specific words and how that choice changes the feel of the whole piece.

Students look at how a story or argument is built, tracing how a single sentence or paragraph connects to the sections around it and to the piece as a whole.

Students figure out who is telling the story or making the argument, then explain how that perspective changes what gets included and how the writing sounds.

Students compare what a story or argument says in words with how the same idea is shown in a video, image, or graph. They judge whether the different format adds to the meaning or changes it.

Students read a piece of writing that argues a point, then decide whether the reasoning holds up and whether the evidence actually supports the claim.

Two texts can tackle the same idea very differently. Students read two or more works on a similar theme and compare how each author shapes that idea through their choices in structure, detail, and perspective.

Students read full-length novels, stories, and poems on their own, without needing heavy support to understand what the text means or how it works.

Students back up their ideas with direct quotes or details pulled from the text. Reading closely means noticing what the author actually says, then drawing reasonable conclusions from that evidence.

Students find the main point of a nonfiction text and trace how the author builds on it through key details. Then they summarize what they read in their own words, without letting personal opinion get in the way.

Students trace how a person, event, or idea changes across a nonfiction piece and explain what drives those changes. The focus is on how each part of the text connects to and shapes what comes next.

Students figure out what specific words mean in context, including technical terms, implied meanings, and figurative language. They also look at how an author's word choices shape the mood or message of a piece.

Students look at how a nonfiction article or essay is built: how one paragraph sets up the next, how a single sentence can shift the whole argument, and how each part connects to the author's main point.

Students read a nonfiction passage and figure out why the author wrote it and who they are. Then they explain how that purpose or background changes what details the author includes and how the writing sounds.

Students compare what a written article says to what a chart, video, or image on the same topic shows. They decide whether the two versions match, contradict, or fill in gaps for each other.

Students read an argument and judge whether the reasoning holds up and whether the evidence actually supports the claim. They spot weak logic and irrelevant details.

Students read two texts on the same topic and compare how each author frames it, what each one leaves out, and what a reader learns by placing them side by side.

Students read full-length articles, essays, and nonfiction books on their own, without help decoding the words or following the ideas. The texts are challenging by design.

Students write a paper that takes a clear position on a real topic or text, then back it up with solid reasoning and specific evidence from reliable sources.

Students write essays or reports that explain a complex topic clearly, using accurate information and well-organized details. The goal is to help a reader understand something, not to argue a side.

Students write a story, real or imagined, where events unfold in a clear order and specific details make the people and moments feel real.

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

Students plan, draft, revise, and rewrite their work until the writing is clear and does what it is supposed to do. The goal is a finished piece that went through real revision, not just a spell-check.

Students use word processors, websites, and online tools to write, publish, and share their work with an audience or collaborate with classmates on a piece of writing.

Students pick a focused question and research it, using what they find to show real understanding of the topic. This applies to both quick one-day investigations and longer multi-week projects.

Students pull facts from books, websites, and other sources, then check whether each source is trustworthy before weaving the information into their own writing without copying it word for word.

Students pull quotes and details from stories, articles, or research sources to back up their ideas in writing. The evidence has to connect directly to the point they're making.

Students write often, in short bursts and over longer stretches, for different reasons and different readers. The goal is to make writing a regular habit, not a once-in-a-while assignment.

Students read or review material before a discussion, then build on what classmates say instead of just waiting for their turn. The goal is to add to the conversation, not just show up for it.

Students pull together information from sources like videos, charts, and speeches, then judge whether each source makes the point clearly and accurately.

Students listen to a speech or presentation and judge whether the speaker's argument holds up: is the reasoning sound, and does the evidence actually support the point?

Students organize a presentation so listeners can follow the argument from beginning to end. The structure, details, and word choice fit the topic and the audience.

Students choose charts, images, or video clips to make a presentation clearer, not just busier. The visual has to do real work: explaining something the spoken words alone can't.

Students adjust how they speak depending on the situation, using formal English for a class presentation or job interview and a more casual tone when the context calls for it.

Students write and speak using correct grammar: complete sentences, consistent verb tenses, and pronouns that match their nouns. This standard covers the grammar rules that show up across every assignment, from a quick response to a formal essay.

Students write with correct capitalization, punctuation, and spelling. These aren't extra credit habits; they're the baseline a reader expects before taking the writing seriously.

Students choose words and sentence structures that fit the situation, whether writing a formal essay or a casual email. Reading closely means noticing how those same choices shape the meaning and tone of what others write.

When students hit an unfamiliar word, they figure out its meaning by reading the surrounding sentences, breaking the word into roots or prefixes, or checking a dictionary or glossary.

Students read sentences and explain what figurative language actually means, like why "burning with anger" isn't about fire. They also sort out how related words differ from each other in shade or strength.

Students build and use the kind of precise vocabulary that shows up in textbooks, workplace writing, and academic reading. The goal is enough range to hold their own in a college class or a professional setting.