Grades 11-12 Reading Standards for Informational Text: Key Ideas and Details
Essential Questions:
1. Why do readers read?
2. How do readers construct meaning?
Essential Vocabulary: citation, evidence, analyze, explicit, logical inference, objective, summary, analysis, central idea, regional culture vs. global
culture, nonfiction writing styles (e.g. argument, editorial), PASS (purpose, audience, subject, structure), comparison, analogy, category, sequence
College and Career Readiness Anchor Standard 1 for Reading: Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text, including determining
where the text leaves matters uncertain.
RI.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details
to an understanding of the text as a whole.
Grades 11-12Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• use details from text to
• that authors don’t always
Students will …
support analysis.
explicitly state meaning.
• citation
• use details from text to
• construct meaning based
• that for complete
• evidence
support analysis.
on logical inferences.
understanding, readers
• analyze
must
examine
explicit
and
• construct meaning based
•
cite materials.
• explicit
inferred evidence.
on logical inferences.
• utilize strategies to
• logical inference
• that strong textual evidence
• cite materials.
critically examine a text
is needed to support
(e.g. question, clarify).
• utilize strategies to
analysis.
critically examine a text
(e.g. question, clarify).
X
College and Career Readiness Anchor Standard 2 for Reading: Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
RI.11-12.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact
and build on one another to provide a complex analysis; provide an objective summary of the text.
Grade 11-12 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Required:
• determine the central ideas
• that one text may contain
• objective
Students will …
of a text.
more than one central idea.
• summary
• support central idea
• that ideas and events do
• analysis
• determine the central
statements using details
not
happen
in
isolation
but
•
central
idea
idea of a text.
from the entire text.
can
interact
and
overlap.
• support central idea
• analyze the implications
• that texts can have more
statement using details
when central ideas connect
than one valid
from the entire text.
Adoption Date: July 22, 2013 •
objectively summarize an
entire text.
interpretation of the central
idea.
•
and intersect.
objectively summarize an
entire text.
X
College and Career Readiness Anchor Standard 3 for Reading: Analyze how and why individuals, events, and ideas develop and interact over
the course of a text.
RL.11-12.3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, cultures, or events interact or
develop over the course of a text.
Grade 11-12 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• synthesize a conclusion
• that being an effective
Students will …
based on the central
consumer of information
• regional culture vs. global
components of the text.
involves relevancy and
culture
• trace the development of
critical thinking.
ideas in a text.
• analysis
• use new information and
• nonfiction writing styles
existing knowledge to
(e.g. argument, editorial)
make connections within a
• PASS (purpose, audience,
text.
subject, structure)
• analyze how an author’s
• comparison
cultural background
• analogy
influences structure and
• category
ideas.
• sequence
X
Adoption Date: July 22, 2013 Grades 11-12 Reading Standards for Informational Text: Craft and Structure
Essential Questions:
1. How does word choice impact the overall meaning of the text?
2. How does the author’s use of structure affect the meaning of the text?
3. How does the author’s point of view and purpose shape and direct the text?
Essential Vocabulary: key term, working/operational definition, exposition, claim, evidence, text navigational strategies, logical appeal, emotional
appeal, ethical appeal
College and Career Readiness Anchor Standard 4 for Reading: Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RI.11-12.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings;
analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines factions in
Federalist No. 10; how the use of “sovereignty” in official documents impacts legal and political relationships).
Grade 11-12 Enduring Understandings
Students will be able to…
Students will know…
Students will understand…
Prior Background Knowledge
Vocabulary:
Required:
• that word choice affects
• articulate the effect of
Students will …
• key term
tone and meaning.
figurative, connotative, and
technical word choices.
• articulate the effect of
• working/operational
• that terms/ideas are
figurative, connotative, and
definition
defined differently in
• identify key terms.
technical word choices.
specific contexts and
• track development of key
sometimes
even
within
the
• determine author’s tone,
terms over the course of a
same text.
using author’s word
text.
choices to support claim.
X
College and Career Readiness Anchor Standard 5 for Reading: Analyze the structure of text, including how specific sentences, paragraphs, and
larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RI.11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the
structure makes points clear, convincing, and engaging.
Grades 11-12 Enduring Understandings
Students will know…
Students will understand…
Students will be able to…
Prior Background Knowledge
Vocabulary:
Required:
• that structure affects the
• evaluate the effectiveness
Students will …
• exposition
clarity and logic of an
of the structure an author
author’s argument.
uses.
• identify author’s claims.
• claim
• that arguments need to be
• determine how a section of
• evidence
structured purposefully to
text relates to/develops
• text navigational strategies
convince and engage the
idea.
reader.
X
College and Career Readiness Anchor Standard 6 for Reading: Assess how point of view or purpose shapes the content and style of a text.
Adoption Date: July 22, 2013 (IEFA)RI.11-12.6: Determine an author’s point of view or purpose in a text (e.g. including texts by and about Montana American Indians) in
which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
Grades 11-12 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• identify an author’s use of
• that authors use rhetoric to
Students will …
persuasive appeals.
convey their point of view.
• logical appeal
• determine point of view or
• that informational text can
• emotional appeal
• analyze how style and
purpose of a text.
have power and beauty.
• ethical appeal
content contribute to the
• analyze the relationship
aesthetic appeal of the text.
(including texts by and
between the author’s use
about Montana American
of language and his or
Indians)
her point of view.
X
Adoption Date: July 22, 2013 Grades 11-12 Reading Standards for Informational Text: Integration of Knowledge and Ideas
Essential Questions:
1. How does analyzing diverse media help us to build our own knowledge?
2. How does the use of evidence impact the author’s claim?
3. How does analyzing more than one text help us to interpret the author’s intent and build our knowledge?
Essential Vocabulary: evaluation, integration, cultural diversity, media, quantitative, seminal, dissent, premise, advocacy, foundational documents,
rhetorical features, text specific vocabulary (e.g. preamble, inaugural, Iroquois, confederacy)
College and Career Readiness Anchor Standard 7 for Reading: Integrate and evaluate content presented in diverse media and formats,
including visually and quantitatively, as well as in words.
RI.11-12.7: Integrate and evaluate multiple sources of information within culturally diverse contexts presented in different media or formats
(e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Grades 11-12 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• examine and identify how
• that different media types
Students will …
media affects the message,
and their messages
• evaluation
using evidence and
influence
people
in
• recognize similarities and
• integration
reasoning.
different ways.
differences among various
• cultural diversity
media.
•
explain and justify
•
that
the
inquiry
process
• media
inferences based on
involves diverse media
• identify different levels of
• quantitative
examination of different
types.
emphasis of content.
media.
• evaluate differing media
• analyze media choices for
sources.
audience and purpose.
• integrate differing media.
X
Adoption Date: July 22, 2013 College and Career Readiness Anchor Standard 8 for Reading: Delineate and evaluate the argument and specific claims in a text, including the
validity of the reasoning as well as the relevance and sufficiency of the evidence.
(IEFA)RI.11-12.8: Delineate and evaluate the reasoning in seminal U.S. texts (encompassing American Indian texts), including the application
of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes,
and arguments in works of public advocacy (e.g., The Federalist, presidential addresses, American Indian policies).
Prior Background Knowledge
Required:
Students will …
• identify claims and
evidence.
• evaluate claims for
credibility and relevance.
• identify fallacies.
Grades 11-12 Enduring Understandings
Students will understand…
Students will know…
Vocabulary:
• that the organization and
structure of seminal U.S.
• seminal
texts impact history.
• dissent
• premise
• advocacy
Students will be able to…
• identify legal reasoning
and constitutional
principles within seminal
U.S. texts.
• identify subject, purpose,
and argument in text.
• evaluate reasoning within
seminal U.S. texts.
X
College and Career Readiness Anchor Standard 9 for Reading: Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
(IEFA)RI.11-12.9: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance
(including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, Lincoln’s Second Inaugural Address, and
American Indian treaties, Iroquois Confederacy) for their themes, purposes, and rhetorical features.
Grades 11-12 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• analyze historical
• that rhetorical devices
Students will …
documents of literary
impact an audience.
• foundational documents
significance for theme,
• analyze seminal U.S.
• that historical documents
• rhetorical features
purpose, and rhetorical
documents of historical and
have literary significance.
• text specific vocabulary
features.
literary significance.
(e.g. preamble, inaugural,
• identify rhetorical
• identify historical themes
Iroquois, confederacy)
devices within text and
within text.
speeches.
X
Grades 11-12 Reading Standards for Informational Text: Range of Reading and Level of Text Complexity
Adoption Date: July 22, 2013 Essential Questions:
1. How does reading add meaning to your life?
2. How do readers adapt when text becomes more complex?
Essential Vocabulary: nonfiction, metacognition, active vs. passive reading, comprehension, complexity, proficiency, independence
College and Career Readiness Anchor Standard 10 for Reading: Read and comprehend complex literary and informational texts independently
and proficiently
RI.11-12.10: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with
scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the
grades 11–CCR text complexity band independently and proficiently.
Grades 11-12 Enduring Understandings
Students will be able to…
Students will understand…
Students will know…
Prior Background Knowledge
Vocabulary:
Required:
• read proficiently and
• that reading and
Students will …
independently and
comprehending require the
• nonfiction
comprehend nonfiction
application of multiple
• show familiarity with a
• metacognition
texts within the indicated
strategies.
variety of literary
• active vs. passive reading
complexity band.
nonfiction pieces.
• that comprehension of
• comprehension
complex texts requires self• apply comprehension and
• practice with self• complexity
active reading strategies
monitoring
and
selfmonitoring and self• proficiency
while reading complex
adjustment.
adjustment.
• independence
texts.
• that active reading requires
• apply strategies for active
consistent self-awareness.
reading.
• show familiarity with the
metacognitive process.
X
Adoption Date: July 22, 2013