South Dakota ELA 9-10.W.7

ELAGrades 9–10Writing

The Standard

Conduct short as well as more sustained research; narrow or broaden the inquiry when appropriate; demonstrate understanding of the subject under investigation using multiple sources.

South Dakota English Language Arts Standards (2025)

Teacher's field guide

What This Standard Means

What Students Need to Do

Students frame a research question they can answer with evidence. They adjust the question as they read several sources, then use those sources to explain what they learned in a short report or longer paper.

What Mastery Looks Like

A student can change 'Is sleep important?' to 'How do later school start times affect teen sleep?' They use findings from several sources, explain where the sources agree or differ, and cite them.

Common Misconceptions

Students may collect quotes without explaining how they answer the question. They may stick with a question that is too broad or treat several articles repeating the same claim as separate evidence.

How to Assess It

Give students two short articles on later school start times. Ask them to sharpen 'Are later starts good?' and write two sentences using a finding from each article to answer their new question.

Lesson moves

Ways to Teach It

  1. Give pairs three printed articles on teen sleep; have them highlight shared findings, mark disagreements, and revise a research question on a sticky note.

  2. Ask, 'Is teen sleep too broad for one page?' and have students write a narrower question with a reason.

  3. Play source sort with six article cards; teams match evidence to two research questions and set aside cards that answer neither.

  4. Compare a district start-time notice with a bus schedule; students draft a question about commuting and identify another source needed to answer it.

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Printable 9-10.W.7 Worksheet

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