tcoe ela template grades 9-10

Oct 3, 2026

ELA template for grades 9–10 focused on close reading and text-based analysis. It outlines essential skills and academic vocabulary for citing explicit textual evidence, drawing and supporting inferences, determining theme or central idea, analyzing development across a text, and producing objective summaries. It includes SBAC Claim 1 guidance with question stems tied to RL.8.1, RL.9–10.1, RL.8.2, RL.9–10.2, RL.9–10.3, and RL.9–10.4 standards, plus appendix-style sample performance tasks.

LanguageEnglish

CategoryExam

FormatPDF

Pages41

Reading Time1 h 43 min

AccessFree to download

Essential Skills/Concept

Analyze the Text and Cite Evidence

Draw Inferences and Support Them

Determine Theme/Central Idea and Analyze Development

Analyze Complex Characters and Character Motivations

Determine Meaning of Words and Phrases

Standard: Cite strong and thorough textual evidence to support analysis Anchor: Read closely to determine what the text says explicitly and RL.9–10.1 of what the text says explicitly as well as inferences drawn from the text. towrmakitingeloorgispceaalkiinfereng tonsceupspfrom it;ort conccitluesispecions dfric teawnxftual evirom thedteenxcte when Essential Skills/Concept 􀀧 Analyze the text 􀀧 Identify explicit textual evidence 􀀧 Cite evidence 􀀧 Draw inferences 􀀧 Support inference using several pieces from the text 􀀧 Provide varying degrees of support (evidence) Academic Vocabulary/Cognates Teaching Notes and Strategies • analyze analizar • cite citar • explicit explícito • textual evidence evidencia textual • conclude concluir • inference inferencia SBAC Claim \# 1: Read Close and Critically Questions Stems ✓ What textual evidence did you identify to support your analysis of the text? Cite several examples. ✓ What inferences can you draw from your analysis of the text? ✓ Show me in the text what makes you think that. ✓ What evidence (textual or informational) most strongly supports your analysis? RL.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.11–12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Standard: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Anchor: Determine central ideas or themes ofa text and analyze their development; summarize the key supporting details and ideas. RL.9–10.2 Essential Skills/Concept 􀂆 Determine theme or central idea 􀂆 Analyze theme /central idea development 􀂆 Make inferences 􀂆 Formulate an objective summary ofthe text 􀂆 Determine how the theme/central idea is refined Academic Vocabulary/Cognates Teaching Notes and Strategies • determine determinar • theme tema • central idea idea central • analyze analizar • objective objetivo • summarize Appendix B Sample Performance Task: Students analyze in detail the theme of relationships between mothers and daughters and how that theme develops over the course of Amy Tan’s The Joy Luck Club. Students search the text for speciﬁc details that show how the theme emergesand how it is shaped and reﬁned over the course of the novel. • emerge emerger • refine perfeccionar SBAC Claim \# 1: Read Close and Critically Questions Stems ✓ What is the theme or central idea? ✓ Cite evidence from the text to support your determination of the theme/central idea. ✓ Which detail or event first presented an indication of the theme? ✓ Identify additional details that shaped the theme or central passage. ✓ How can you objectively summarize the text? RL.8.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RL.11–12.2: Determine two or more themes or central ideas ofa text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL.9–10.3 Standard: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Anchor: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Essential Skills/Concept 􀂆 Understand character traits or aspects. 􀂆 Identify multiple/conflicting character motivation

FAQs

What essential skills are emphasized for grades 9–10 reading analysis?

The template emphasizes analyzing the text, identifying and citing explicit textual evidence, drawing inferences, supporting inferences with multiple pieces of evidence, and providing varying degrees of support.

How does the template guide students to determine theme or central idea?

It instructs students to determine the theme/central idea, analyze how it develops and is refined over the course of the text, and provide an objective summary of key supporting details and ideas.

Which standards and question stems focus on citing evidence and analysis?

It includes question stems tied to RL.9–10.1, RL.8.1, and RL.11–12.1, emphasizing strong and thorough textual evidence, as well as distinguishing what the text says explicitly from inferences drawn.

Oct 3, 2026

Uploaded by Taylor Morgan