I Can Statements for Grades 9–10
The following document was developed by North Dakota educators to provide assistance to teachers
implementing the North Dakota Common Core Standards. Each standard has been broken up into
specific “I Can” Statements, which detail the specific knowledge and skills that students should master.
The adjacent blank columns provide space for teachers to use in a variety of ways, including planning for
each quarter of the school year or tracking individual student mastery on each standard.
Literary Nonfiction / Informational Text
“Informational text is a substantial sampling of literary non-fiction, including essays, speeches, opinion
pieces, biographies, journalism, and historical, scientific or other documents written for a broad
audience (see p. 57 of the Standards for more details). Most ELA programs and materials designed for
them will need to increase substantially the amount of literary non-fiction they include. The Standards
emphasize arguments (such as the Founding Documents) and other literary nonfiction that contain
informational text structures rather than narrative literary non-fiction that tells a story, such as memoirs
or biographies.
“The Common Core Standards emphasize the reading of more literary non-fiction, particularly literary
non-fiction that makes an extended argument or provides dense scientific, historical, or technical
information. This emphasis mirrors the Writing Standards that focus on students’ abilities to marshal an
argument and write to inform or explain.”
Taken from the Publisher’s Criteria for the
Common Core State Standards in ELA & Literacy, Grades 4-12
ELA 9 – 10 Grade Common Core “I Can” Statements
Reading Literature
Key Ideas and Details
RL.9-10.1. Cite strong and thorough
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text.
RL.9-10.2. 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.
RL.9-10.3. 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
Craft and structure
RL.9-10.4. Determine the meaning of
words and phrases as they are used in
the text, including figurative and
connotative meanings; analyze the
cumulative impact of specific word
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).
NDTC April 2012
I Can:
 Cite strong, thorough,
explicit textual evidence
 Analyze explicit ideas in the
text
 Draw inferences from the
text
I Can:
 Determine theme or central
idea
 Analyze how specific details
shape the development of
the theme
 Present an objective
summary
I Can:
 Analyze complex characters
 Analyze how characters
change and interact
throughout the story
 Analyze the character’s
effect on advancement of the
plot or development of
theme
I Can:
 Determine the meaning of
words and phrases as used
in the text
o Figurative meanings
o Connotative
meanings
 Analyze how word choices
affect meaning and tone
2
ELA 9 – 10 Grade Common Core “I Can” Statements
RL.9-10.5. 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.
RL.9-10.6. Analyze a particular point of
view or cultural experience reflected in
a work of literature from outside the
United States, drawing on a wide
reading of world literature.
I Can:
 Analyze structure of text
 Analyze order of events
 Examine author’s
manipulation of time and its
effect
 Understand parallel plot
 Understand flashback
I Can:
 Analyze a point of view
taking into account cultural
experiences of a character
 Read a wide range of
literature from around the
world
Integration of Knowledge and Ideas
I Can:
RL.9-10.7. Analyze the representation
 Compare and contrast the
of a subject or a key scene in two
representation of a subject
different artistic mediums, including
in two different mediums
what is emphasized or absent in each
treatment (e.g., Auden’s “Musée des
Beaux Arts” and Breughel’s Landscape
with the Fall of Icarus).
RL.8 - (Not applicable to literature)
RL.9-10.9. Analyze how an author
draws on and transforms source
material in a specific work (e.g., how
Shakespeare treats a theme or topic
from Ovid or the Bible or how a later
author draws on a play by
Shakespeare).
I Can:
 Define allusion
 Identify an author’s use of
an allusion
 Analyze how the author
transforms the allusion in
the studied work
Range of Reading and Level of Text Complexity
I Can:
RL.9-10.10. By the end of grade 9,
read and comprehend literature,
 Comprehend many genres
including stories, dramas, and poems,
of literature at my grade
in the grades 9–10 text complexity
level
band proficiently, with scaffolding as
needed at the high end of the range.
By the end of grade 10, read and
comprehend literature, including
stories, dramas, and poems, at the
high end of the grades 9–10 text
complexity band independently and
proficiently.
NDTC April 2012
3
ELA 9 – 10 Grade Common Core “I Can” Statements
Reading Informational Text
Key Ideas and Details
RI.9-10.1. Cite strong and thorough
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text.
RI.9-10.2. Determine a central idea of
a text and analyze 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.
RI.9-10.3. Analyze how the author
unfolds an analysis or series of ideas
or events, including the order in which
the points are made, how they are
introduced and developed, and the
connections that are drawn between
them.
Craft and structure
RI.9-10.4. Determine the meaning of
words and phrases as they are used in
a text, including figurative, connotative,
and technical meanings; analyze the
cumulative impact of specific word
choices on meaning and tone (e.g.,
how the language of a court opinion
differs from that of a newspaper).
RI.9-10.5. Analyze in detail how an
author’s ideas or claims are developed
and refined by particular sentences,
paragraphs, or larger portions of a text
(e.g., a section or chapter).
RI.9-10.6. Determine an author’s point
of view or purpose in a text and
analyze how an author uses rhetoric to
NDTC April 2012
I Can:
 Cite strong, thorough,
explicit textual evidence
 Analyze explicit ideas in the
text
 Draw inferences from the
text
I Can:
 Determine central idea
 Cite supporting details
and analyze how the central
idea emerges and is
shaped by those details
 Present an objective
summary
I Can:
 Analyze structure of text
 Analyze order of events or
series of ideas
 Analyze main points and
the connections drawn from
them
I Can:
 Determine the meaning of
words and phrases as used
in the text
o Figurative meanings
o Connotative
meanings
o Technical meanings
 Analyze how word choices
affect the overall meaning
and tone
I Can:
 Examine an author’s
development of claims or
ideas
 Determine how ideas or
claims are refined by
particular parts of the text
I Can:
 Determine point of view
 Determine purpose
4
ELA 9 – 10 Grade Common Core “I Can” Statements
advance that point of view or purpose.


Integration of Knowledge and Ideas
RI.9-10.7. Analyze various accounts of I Can:

a subject told in different mediums
(e.g., a person’s life story in both print
and multimedia), determining which

details are emphasized in each
account.
RI.9-10.8. 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.
RI.9-10.9. Analyze seminal U.S.
documents of historical and literary
significance (e.g., Washington’s
Farewell Address, the Gettysburg
Address, Roosevelt’s Four Freedoms
speech, King’s “Letter from
Birmingham Jail”), including how they
address related themes and concepts.
Define rhetoric
Analyze how the author
uses rhetoric to advance
point of view or purpose
Compare and contrast the
representation of a subject
from two different mediums
Analyze various accounts to
determine which details are
emphasized
I Can:
 Define fallacious reasoning
 Delineate the specific
claims
 Assess valid reasoning
 Identify false statements
 Identify fallacious reasoning
I Can:
 Define seminal
 Analyze significant historical
and literary documents
 Analyze how the documents
address related themes and
concepts
Range of Reading and Level of Text Complexity
RI.9-10.10. By the end of grade 9, read I Can:
 Comprehend nonfiction
and comprehend literary nonfiction in
writing at my grade level
the grades 9–10 text complexity band
proficiently, with scaffolding as needed
at the high end of the range.
By the end of grade 10, read and
comprehend literary nonfiction at the
high end of the grades 9–10 text
complexity band independently and
proficiently.
NDTC April 2012
5
ELA 9 – 10 Grade Common Core “I Can” Statements
Writing
Text Types and Purposes
W.9-10.1 Write arguments to support
claims in an analysis of substantive
topics or texts, using valid reasoning
and relevant and sufficient evidence.




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.
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.
Use words, phrases, 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 between
claim(s) and counterclaims.
Establish and maintain a formal
style and objective tone while
attending to the norms and
conventions of the discipline in
which they are writing. Provide
a concluding statement or
section that follows from and
supports the argument
presented.
W.9-10.2. Write
informative/explanatory texts to
examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective
NDTC April 2012
I Can:
 Write an argument to
support a claim (thesis)
 Introduce a precise claim









Distinguish claim from
alternate or opposing claims
Clearly organize
relationships among
claim(s), counterclaims,
reasons and evidence
Use evidence to support
claim(s) and counterclaims
fairly
Adapt claim(s) and
counterclaims to audience’s
knowledge level and
concerns
Use transitions to create
cohesion between claim(s)
and reasons, reasons and
evidence, and claim(s) and
counterclaims.
Use objective tone
Attend to norms and
conventions of the subject
area in which they are
writing
Provide a concluding
section

Write an informative/
explanatory text
Organize complex ideas

Make important connections
6
ELA 9 – 10 Grade Common Core “I Can” Statements
selection, organization, and analysis of
content.


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.
Develop the topic with wellchosen, relevant, and sufficient
facts, extended definitions,
concrete details, quotations, or
other information and examples
appropriate to the audience’s
knowledge of the topic.

Use appropriate and varied
transitions to link the major
sections of the text, create
cohesion, and clarify the
relationships among complex
ideas and concepts.

Use precise language and
domain-specific vocabulary to
manage the complexity of the
topic.

Establish and maintain a formal
style and objective tone while
attending to the norms and
conventions of the discipline in
which they are writing.

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).
W.9-10.3. Write narratives to develop
real or imagined experiences or events
using effective technique, well-chosen
NDTC April 2012






Format graphics to enhance
writing
Choose sufficient facts,
extended definitions, etc.
appropriate to audience’s
knowledge of topic
Use varied transitions to link
major sections of the text
Manage the complexity of
the topic using precise
language
Use an objective tone while
maintaining a formal style
true to the mode of writing
Write a conclusion which
articulates the topic’s
significance
I Can:
 Write a narrative

Create conflict
7
ELA 9 – 10 Grade Common Core “I Can” Statements
details, and well-structured event
sequences.


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.
Use narrative techniques, such
as dialogue, pacing,
description, reflection, and
multiple plot lines, to develop
experiences, events, and/or
characters.

Use a variety of techniques to
sequence events so that they
build on one another to create a
coherent whole.

Use precise words and
phrases, telling details, and
sensory language to convey a
vivid picture of the experiences,
events, setting, and/or
characters.

Provide a conclusion that
follows from and reflects on
what is experienced, observed,
or resolved over the course of
the narrative.
Production and Distribution
W.9-10.4. Produce clear and coherent
writing in which the development,
organization, and style are appropriate
to task, purpose, and audience.
(Grade-specific expectations for writing
types are defined in standards 1–3
above.)
W.9-10.5. Develop and strengthen
writing as needed by planning,
revising, editing, rewriting, or trying a
NDTC April 2012







Use multiple strategies to
organize information
Establish points of view
Introduce narrator and/or in
characters in exposition
Create a smooth
progression of experiences
and events
Sequence events building
on a variety of techniques to
create a coherent whole
Use vivid details to create a
clear picture, setting, and
characters
Provide a conclusion that
resolves and reflects the
experience
I Can:
 Develop grade-level
appropriate writing
I Can:
 Use revision strategies
 Use editing strategies
8
ELA 9 – 10 Grade Common Core “I Can” Statements
new approach, focusing on addressing
what is most significant for a specific
purpose and audience.
W.9-10.6. Use technology, including
the Internet, to produce, publish, and
update individual or shared writing
products, taking advantage of
technology’s capacity to link to other
information and to display information
flexibly and dynamically.

Focus on what is most
significant for purpose and
audience
I Can:
 Use technology to publish
writing
 Update individual or shared
writing products
 Link to other information in
document
 Display information flexibly
and dynamically
Research to Build and Present Knowledge
I Can:
W.9-10.7. Conduct short as well as
 Conduct a sustained
more sustained research projects to
research project
answer a question (including a self Focus an inquiry on a
generated question) or solve a
problem or question
problem; narrow or broaden the inquiry
 Solve a problem
when appropriate; synthesize multiple
sources on the subject, demonstrating
 Synthesize multiple sources
understanding of the subject under
 Demonstrate understanding
investigation.
of subject by solving a
problem or answering a
question
I
Can:
W.9-10.8. Gather relevant information
 Find authoritative
from multiple authoritative print and
information from print
digital sources, using advanced
sources
searches effectively; assess the
 Find information from
usefulness of each source in
advanced databases and/or
answering the research question;
other digital sources
integrate information into the text
 Avoid plagiarism by using
selectively to maintain the flow of
correct citations and
ideas, avoiding plagiarism and
following a standard format
following a standard format for citation.
 Decide if a source is valid
 Integrate information into
the text to maintain a flow of
ideas
 Produce a bibliography
NDTC April 2012
9
ELA 9 – 10 Grade Common Core “I Can” Statements
W.9-10.9. Draw evidence from literary
or informational texts to support
analysis, reflection, and research.
Apply grades 9–10 Reading standards
to literature (e.g., “Analyze how an
author draws on and transforms source
material in a specific work [e.g., how
Shakespeare treats a theme or topic
from Ovid or the Bible or how a later
author draws on a play by
Shakespeare]”).
I Can:
 Support an analysis,
reflection, and research with
evidence from literary or
informational texts.
Apply grades 9–10 Reading 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”).
Range of Writing
W.9-10.10. Write routinely over
extended time frames (time for
research, reflection, and revision) and
shorter time frames (a single sitting or
a day or two) for a range of tasks,
purposes, and audiences.
NDTC April 2012
I Can:
 Write for many reasons for
a variety of audiences.
10
ELA 9 – 10 Grade Common Core “I Can” Statements
Speaking and Listening
Comprehension and Collaboration
I Can:
SL.9-10.1. - Engage effectively in a

range of collaborative discussions
(one-on-one, in groups, and teacherled) with diverse partners on grade 6

topics, texts, and issues, building on
others’ ideas and expressing their own

clearly.
a. Come to discussions prepared,

having read or studied required
material; explicitly draw on that

preparation by referring to evidence

on the topic, text, or issue to probe
and reflect on ideas under

discussion.
b. Follow rules for collegial
discussions, set specific goals and

deadlines, and define individual
roles as needed.
c. Pose and respond to specific

questions with elaboration and
detail by making comments that
contribute to the topic, text, or issue
under discussion.
d. Review the key ideas expressed
and demonstrate understanding of
multiple perspectives through
reflection and paraphrasing.
I Can:
SL.9-10.2. - Interpret information

presented in diverse media and
formats (e.g., visually, quantitatively,
orally) and explain how it contributes to
a topic, text, or issue under study.

I Can:
SL.9-10.3. - Delineate a speaker’s

argument and specific claims,
distinguishing claims that are
supported by reasons and evidence

from claims that are not.
NDTC April 2012
Participate in one-on-one
discussions
Participate in group
discussions
Participate in teacher-led
discussions
Prepare for a discussion
Follow rules for discussions
Ask questions of my group
members
Respond to questions
posed by my group
members
Summarize the group’s
discussion
Understand others’
perspectives
Understand information
presented in various
formats
Explain its value or purpose
Define delineate
Tell the difference between
supported and unsupported
claims
11
ELA 9 – 10 Grade Common Core “I Can” Statements
Presentation of Knowledge and Ideas
I Can:
SL.9-10.4. - Present claims and

findings, sequencing ideas logically
and using pertinent descriptions, facts,

and details to accentuate main ideas or
themes; use appropriate eye contact,

adequate volume, and clear
pronunciation.
SL.9-10.5. - Include multimedia
components (e.g., graphics, images,
music, sound) and visual displays in
presentations to clarify information.
SL.9-10.6. - Adapt speech to a variety
of contexts and tasks, demonstrating
command of formal English when
indicated or appropriate. (See grade 6
Language standards 1 and 3 for
specific expectations.)
NDTC April 2012
Present claims logically
Use descriptions, facts, and
details
Use appropriate eye
contact, volume and
pronunciation
I Can:
 Use multimedia
components in a
presentation
I Can:
 Use formal language in a
classroom setting
12
ELA 9 – 10 Grade Common Core “I Can” Statements
Language
Conventions of Standard English
L.9-10.1.- Demonstrate command of
the conventions of standard English
grammar and usage when writing or
speaking.*
a. Ensure that pronouns are in the
proper case (subjective, objective,
possessive).
b. Use intensive pronouns (e.g.,
myself, ourselves).*
c. Recognize and correct
inappropriate shifts in pronoun
number and person.
d. Recognize and correct vague
pronouns (i.e., ones with unclear or
ambiguous antecedents).
e. Recognize variations from standard
English in their own and others'
writing and speaking, and identify
and use strategies to improve
expression in conventional
language.
L.9-10.2. - Demonstrate command of
the conventions of standard English
capitalization, punctuation, and spelling
when writing.
a. Use punctuation (commas,
parentheses, dashes) to set off
nonrestrictive/parenthetical
elements.
b. Spell correctly.
I Can:
 Demonstrate proper usage
of the eight parts of speech
in writing and speaking
 Use pronouns in the proper
case
 Use intensive pronouns



Correct inappropriate use of
pronouns
Correct unclear pronouns
Find and correct mistakes in
own and others’ writing and
speaking
I Can:
 Use capitalization and
punctuation correctly.
 Define nonrestrictive
elements
 Define parenthetical
elements
 Use punctuation with
nonrestrictive and
parenthetical elements
 Spell correctly
Knowledge of Language
L.9-10.3.- Use knowledge of language
and its conventions when writing,
speaking, reading, or listening.
a. Vary sentence patterns for
meaning, reader/listener interest,
and style.
b. Maintain consistency in style and
tone.
NDTC April 2012
I Can:
 Use proper conventions


Use varying sentence
patterns
Remain consistent in style
and tone
13
ELA 9 – 10 Grade Common Core “I Can” Statements
Vocabulary Acquisition and Use
L.9-10.1.- Determine or clarify the
meaning of unknown and multiplemeaning words and phrases based on
grade 6 reading and content, choosing
flexibly from a range of strategies.
a. Use context (e.g., the overall
meaning of a sentence or
paragraph; a word’s position or
function in a sentence) as a clue to
the meaning of a word or phrase.
b. Use common, grade-appropriate
Greek or Latin affixes and roots as
clues to the meaning of a word
(e.g., audience, auditory, audible).
c. Consult reference materials (e.g.,
dictionaries, glossaries,
thesauruses), both print and digital,
to find the pronunciation of a word
or determine or clarify its precise
meaning or its part of speech.
d. Verify the preliminary determination
of the meaning of a word or phrase
(e.g., by checking the inferred
meaning in context or in a
dictionary).
I Can:
 Use context clues to
determine the meaning of a
word
 Use Greek or Latin roots to
determine the meaning of a
word
 Use print reference
materials
 Use electronic reference
materials
L.9-10.5.- Demonstrate understanding
of figurative language, word
relationships, and nuances in word
meanings.
a. Interpret figures of speech (e.g.,
personification) in context.*
b. Use the relationship between
particular words (e.g., cause/effect,
part/whole, item/category) to better
understand each of the words.
I Can:
 Use figurative language
o Similes
o Metaphors
o Personification
o Idioms
o Alliteration
o Onomatopoeia
o Others:
 Find relationships between
words to better understand
them
I Can:
 Use grade-appropriate
vocabulary
L.9-10.6.- Acquire and use accurately
grade-appropriate general academic
and domain-specific words and
phrases; gather vocabulary knowledge
when considering a word or phrase
important to comprehension or
expression.
NDTC April 2012
14