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.

I.A.3

Depth 2

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.

I.B.1

Depth 2

Determine the meaning of signs and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific sign choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone)

I.B.2

Depth 2

Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

I.B.3

Depth 2

Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide viewing of world literature.

I.C.1

Depth 2

Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Susan Dupor's "Family Dog" and Clayton Valli's "Sit and Smile" by Darla Thompson)

I.C.2

Depth 2

Analyze how an author draws on and transforms source material in a specific work (e.g., how Lindsay Darnall, Jr. treats a theme or topic from the Civil War or how a later author draws on a poem by Clayton Valli).

I.D.1

Depth 2

By the end of grade 9, view and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

II.A.1

Depth 2

Sign arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

II.A.2

Depth 2

Sign informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

II.A.3

Depth 2

Sign narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

II.B.1

Depth 2

Produce clear and coherent signing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for signing types are defined in standards 1-3 above.)

II.B.2

Depth 2

Develop and strengthen signing as needed by planning, revising, editing, re-signing, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10.)

II.B.3

Depth 2

Use technology, including the Internet, to produce, publish, and update individual or shared signing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

II.C.1

Depth 2

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

II.C.2

Depth 2

Gather relevant information from multiple authoritative published and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

II.C.3

Depth 2

Draw evidence from literary or informational texts to support analysis, reflection, and research.

II.D.1

Depth 2

Sign routinely over extended time frames (e.g., time for research, reflection, and revision) and shorter time frames (e.g., a single sitting or a day or two) for a range of tasks, purposes, and audiences.

III.A.1

Depth 2

Initiate and participate effectively in a range of collaborative discussions (e.g., one-on-one, in groups, teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

III.A.2

Depth 2

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively) evaluating the credibility and accuracy of each source.

III.A.3

Depth 2

Evaluate a signers point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

III.B.1

Depth 2

Present information, findings, and supporting evidence clearly, concisely, and logically such that viewers can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

III.B.2

Depth 2

Make strategic use of digital media (e.g., textual, graphical, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

III.B.3

Depth 2

Adapt signs to a variety of contexts and tasks, demonstrating command of formal ASL when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 for specific expectations.)

IV.A.1

Depth 2

Demonstrate command of the standard ASL grammar and usage when signing (live and published).

IV.B.1

Depth 2

Apply knowledge of language to understand how language functions in different contexts (e.g., regional, historical and cultural variation in signs), to make effective choices for meaning or style, and to comprehend more fully when viewing.

IV.C.1

Depth 2

Determine or clarify the meaning of unknown and multiple-meaning signs, fingerspelled signs, and phrases based on grades 9-10 viewing and content, choosing flexibly from a range of strategies.Use context (e.g., the overall meaning of a sentence, paragraph, or text; a sign's position or function in a sentence) as a clue to the meaning of a sign or phrase.

IV.C.2

Depth 2

Demonstrate understanding of figurative language, sign relationships, and nuances in sign meanings.

IV.C.3

Depth 2

Acquire and use accurately general academic and domain-specific signs, fingerspelled words, and phrases sufficient for viewing and signing at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a sign or phrase important to comprehension or expression.

II.A.1a

Depth 3

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

II.A.1.b

Depth 3

Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.

II.A.1.c

Depth 3

Use signs, phrases, depiction, and clauses to link the major sections of the text, create cohesion and clarify the relationships between claim(s)and reasons, between reasons and evidence, and claim(s) and counterclaims.

II.A.1.d

Depth 3

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are signing.

II.A.1.e

Depth 3

Provide a concluding statement or section that follows from and supports the argument presented.

II.A.2.a

Depth 3

Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

II.A.2.b

Depth 3

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

II.A.2.c

Depth 3

Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

II.A.2.d

Depth 3

Use precise language and domain-specific vocabulary to manage the complexity of the topic.

II.A.2.e

Depth 3

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are signing.

II.A.2.f

Depth 3

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

II.A.3.A

Depth 3

Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

II.A.3.b

Depth 3

Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

II.A.3.c

Depth 3

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

II.A.3.d

Depth 3

Use precise signs and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

II.A.3.e

Depth 3

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

II.C.3.a

Depth 3

Apply grades 9-10 Viewing standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work [e.g., how Theron Parker treats Jabberwocky from Joe Velez's version].")

II.C.3.b

Depth 3

Apply grades 9-10 Viewing standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.")

III.A.1.a

Depth 3

Come to discussions prepared, having viewed and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

III.A.1.b

Depth 3

Work with peers to set rules for collegial discussions and decision making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

III.A.1.c

Depth 3

Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

III.A.1.d

Depth 3

Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

IV.B.1.a

Depth 3

Produce and edit work so it conforms to the guidelines of academic text publications (i.e., see Deaf Studies Digital Journal for guidelines).

IV.C.1.a

Depth 3

Use context (e.g.,the overall meaning of a sentence, paragraph, or text; a sign's position or function in a sentence) as a clue to the meaning of a sign or phrase.

IV.C.1.b

Depth 3

Identify and correctly use patterns of sign changes that indicate different meanings or parts of speech (e.g., inflections in ANALYZE, ANALYSIS).

IV.C.1.c

Depth 3

Consult general and specialized reference materials (e.g., dictionaries, content-specific references), both print and digital, to find the parameters of a sign or determine or clarify its precise meaning, part of speech, or etymology.

IV.C.1.d

Depth 3

Verify the preliminary determination of the meaning of a sign or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

IV.C.2.a

Depth 3

Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

IV.C.2.b

Depth 3

Analyze nuances in the meaning of signs with similar denotations.

Framework metadata

Source document: American Sign Language Content Standards
License: CC BY 4.0 US