11th Grade ELA Targeted Standards [RI] Reading Information Strand Cluster: Key Ideas and Details
ELA-11.RI.03 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
Student Learning Targets:
I can define text structure as the way an author organizes his/her information (cause/effect, problem/solution, persuasive, etc.)
I can identify text structure within informational text.
I can analyze a complex set of ideas or events through the sequencing of ideas and/or events and/or text structure.
I can analyze connections drawn between the author's ideas and how those ideas are developed through the sequencing and/or structure (e.g., cause and effect, prioritizing, point by point).
I can analyze the author's techniques for advancing ideas or events.
I can analyze the sequence and/or structure of the text and its effect on meaning.
I can analyze how specific text components interact and evolve as the text progresses.
I can examine how an author builds an opinion or a study with key ideas, paying close attention to how the ideas are introduced, sequenced, and developed.
Skills (Performance) Targets
I can explain the interaction of specific individuals, ideas, or events.
Key Ideas and Details: Students can CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they
RI 11-12.1 Read closely to comprehend texts of grade-level appropriate complexity: determine what the text says explicitly and implicitly; identify and analyze ambiguities in the text; provide an objective summary of the text.
RI 11-12.2 Determine and analyze themes and/or central ideas and analyze their development over the course of a text, including how they interact and build on one another to produce a complex account.
RI 11-12.3 Analyze how and why multiple individuals, events, and ideas develop and interact over the course of a text.
In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.
elicits strong and thorough textual evidence (often cross referencing with other sources) while insightfully analyzing the development of theme(s) development and/or central idea(s) as well as the impact of the author’s choices on structure and development.
relies on strong and thorough textual evidence while
determining what the text says explicitly and implicitly, even in more complex texts where ambiguities surface.
analyzing the development of theme(s) and/or central idea(s).
analyzing the structure of the text and how the author develops individuals, events, and ideas.
moves beyond summary to analysis.
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.
objectively summarizes key ideas of a text, but struggles to consistently and relevantly draw from the text to support analysis.
recognizes or recalls specific terminology that relates to literature, such as:
textual evidence, theme vs. central idea and topic, analysis, summary, ambiguity, objectivity.
With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.