This text resource illustrates the Standards Map for the Grades 11 and 12 Reading Informational Text domain in the Common Core State Standards.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Textual Evidence
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3 - Cite (Evidence)
5 - Support (Analysis)
2 - Include (Determination of uncertainty inclusion)
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3 - I can cite strong and thorough textual evidence to
5 - I can support analysis of what the text says explicitly as well as inferences drawn from the text.
2 - I can include determination of uncertain inclusion.
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A. Analysis supports include uncertain items as well as explicit statements.
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A.1 How do I determine if evidence is sufficient?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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3 - Determine (Central text ideas)
4 - Analyze (Development)
3 - Include (Interaction, building)
2 - Provide (Objective summary)
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3 - I can determine two or more central ideas of a text.
4 - I can analyze the central ideas’ development over the course of the text.
3 - I can include how the central ideas interact and build on one another to provide a complex analysis.
2 - I can provide an objective summary of the text.
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A. Ideas interact and build on one another.
B. While analyzing for specific details and connection, I can provide objective summary.
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A.1 How are ideas developed throughout text?
B.1 How do I reach an objective summary of the text?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Complex Set
Sequence
Course of Text Development
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4 - Analyze (Complex set of ideas)
4 - Analyze (Sequence of events)
4 - Explain (Interactions)
4 - Explain (Developments)
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4 - I can analyze a complex set of ideas or sequence of events.
4 - I can analyze a series of events
4 - I can explain how specific individuals, ideas, or events interact.
4 - I can explain how specific individuals, ideas, or events develop over the course of the text.
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A. Analysis allows explanation of development and interactions.
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A.1 Why do I analyze ideas or sequences of events?
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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 faction in Federalist No. 10).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Textual Meaning
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2 - Determine (Textual meaning of words)
2 - Determine (Textual meaning of phrases)
2 - Include (Figurative, connotative, technical meanings)
4 - Analyze (Author use of meanings)
4 - Analyze (Author refining of meaning)
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2 - I can determine the meaning of words as they are used in a text.
2 - I can determine the meanings of phrases as they are used in a text.
2 - I can include figurative, connotative, and technical meanings.
4 - I can analyze how an author uses the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
4 - I can analyze how an author refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
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A. Readers refine understanding as text connections are made, plot develops or perspective and purpose are revealed.
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A.1 How does understanding of words or phrases change while reading?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Structural Effectiveness
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4 - Analyze (Structure effectiveness)
4 - Evaluate (Structure effectiveness)
2 - Include (Point effectiveness)
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4 - I can analyze the effectiveness of the structure an author uses in his or her exposition or argument.
4 - I can evaluate the effectiveness of the structure an author uses in his or her exposition or argument.
2 - I can include whether the structure makes points clear, convincing, and engaging.
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A. Structure effectiveness is determined by clear, convincing and engaging points.
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A.1 How do I evaluate structure effectiveness in exposition or argument?
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Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Author's Text
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2 - Determine (Author point of view/purpose)
4 - Analyze (Style contribution)
4 - Analyze (Content contribution)
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2 - I can determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective.
4 - I can analyze how style contributes to the power, persuasiveness, or beauty of the text.
4 - I can analyze how content contributes to the power, persuasiveness, or beauty of the text.
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A. Style and content contribute to text power, persuasiveness or beauty.
B. An author's word choice and rhetoric will reveal perspective and point of view.
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A.1 How do style and content contribute to text?
B.1 How might style and content reflect author point of view or purpose?
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Integrate and evaluate multiple sources of information 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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Multiple Sources
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2 - Integrate (Multiple information sources)
4 - Evaluate (Multiple information sources)
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2 - I can integrate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem.
4 - I can evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem.
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A. Integrating multiple sources helps answer questions or solve problems.
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A.1 Why integrate multiple sources of information?
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Delineate and evaluate the reasoning in seminal U.S. 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).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Reasoning in Seminal U.S. Texts
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2 - Delineate (Reasoning)
4 - Evaluate (Reasoning)
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2 - I can delineate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning and the premises, purposes, and arguments in works of public advocacy.
4 - I can evaluate reasoning in seminal U.S. texts
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A. Use of constitutional principles and legal reasoning can be identified by delineating seminal U.S. texts.
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A.1 Why do I delineate and evaluate seminal U.S. texts?
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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, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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17th-19th Century Foundational U.S. Documents
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4 - Analyze (U.S. foundational documents)
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4 - I can analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance for their themes.
4 - I can analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance for their purposes.
4 - I can analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance for their rhetorical features.
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A. U.S. foundational documents can be analyzed for theme, purpose or rhetorical features.
B. Historical and literary documents are written in the formal language of the times, reflecting rhetoric of the times.
C. Certain events in history may cause changes in perspective on topics and purpose of documents.
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A.1 How can I analyze U.S. foundational documents?
B.1 How might analyzing historical documents be a challenge?
C.1 How might purpose of one century's documents parallel purpose or topics of another century?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Literary Nonfiction
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1 - Read (Grades 11-CCR literary nonfiction)
2 - Comprehend (Literary nonfiction)
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1 - I can read literary nonfiction at the high end of the eleventh grade-CCR complexity band, with scaffolding as needed at the high end of the range.
2 - I can comprehend literary nonfiction at the high end of the eleventh grade-CCR complexity band, with scaffolding as needed at the high end of the range.
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A. Scaffolding assists high end literary comprehension.
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A.1 How can I comprehend high end literary nonfiction?
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