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11-3-R-7

Page history last edited by michener.erin@gmail.com 5 years, 6 months ago

 

Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

 For more specific genre information, please refer to Genre Guidance (page 4 of the Support Documents.).

 

READING: Students will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives.

11.3.R.7 Students will make connections (e.g., thematic links, literary analysis) between and across multiple texts and provide textual evidence to support their inferences.

Student Actions 

Teacher Actions 

  • Students will continue to make text-to-self, text-to-text, and text-to-world connections between and across multiple texts.
  • Students will continue to support inferences with textual evidence.
  • Teachers choose texts that relate to the students, each other, or the world.
  • Teachers lead discussions of how the texts relate to students, each other, or the world.
  • Teachers create opportunities for students to discover how texts relate to the students’ world.
  • Teachers provide opportunities for students to receive feedback about their connections.
  • Teachers remind students they need to provide evidence from the texts to support their inferences between texts.
  • Teachers provide opportunities for students to support their inferences.
  • Teachers provide opportunities for students to receive feedback about how textual evidence supports claims.

Supporting Resource

Teacher Insights

  • This standard is asking for students to make text-to-text connections revolving around theme and/or other  literary elements and devices.

    • Students making thematic connections will note similarities between themes of two or more texts and support their inferences with details from each text.

    • Students making connections involving various literary devices/elements will find examples in different texts and explain how the details in each text support their inferences.

      • Example: Students could read some excerpts that deal with similar thematic ideas relating to love. After reading, students can analyze the development of the theme in each piece using textual evidence to support their inferences.

  • Students should be able to articulate these connections using their own prior knowledge of print and non-print texts (i.e., connecting the theme of a story or poem to a movie or song).

Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.

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