Reading Anchor Standard 1 Level C/D

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. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)

Leveled Standard C
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (RI/RL.4.1)

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (RI/RL.5.1)

Leveled Standard D
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RI/RL.7.1)

  • Application: cite specific textual evidence to support analysis of primary and secondary sources. (RH.6-8.1)
  • Application: cite specific textual evidence to support analysis of science and technical texts. (RST.6-8.1)

Teacher Notes

Kylene Beers (When Kids Can’t Read: What Teachers Can Do, Heinemann, 2012) identifies thirteen types of inferences skilled readers make. Types of inference:

  1. Recognize the antecedents for pronouns.
  2. Figure out the meaning of unknown words from context clues.
  3. Figure out the grammatical function of an unknown word.
  4. Understand intonation of characters’ words.
  5. Identify characters’ beliefs, personalities, and motivations.
  6. Understand characters’ relationships to one another.
  7. Provide details about the setting.
  8. Provide explanations for events or ideas that are presented in the text.
  9. Offer details for events or their own explanations of the events presented in the text.
  10. Understand the author’s view of the world.
  11. Recognize the author’s biases.
  12. Relate what is happening in the text to their own knowledge of the world.
  13. Offer conclusions from facts presented in the text.Teachers may need to provide explicit guidance, modeling, or other scaffolds to support students in developing inference and analysis skills.

GED® Assessment Targets (RLA)
R.2.1 Comprehend explicit details and main ideas in text.
R.3.4 Infer relationships between ideas in a text (e.g., an implicit cause and effect, parallel, or contrasting relationship).
R.3.5 Analyze the roles that details play in complex literary or informational texts.
R.8.2 Identify specific pieces of evidence an author uses in support of claims or conclusions.

ELA Activities for Level C / D
Too Broke to Learn
Students will read a three-part blog series to gain a new perspective on student poverty and the stereotypes surrounding people who experience poverty through no choice of their own. Read More Too Broke to Learn
Workplace Safety Presentations
Students read and listen to texts related to workplace safety. Then, students create their own multimedia presentations synthesizing the workplace safety lessons learned. Read More Workplace Safety Presentations
Summarizing Pro/Con Videos
Have students work in groups to find a persuasive speech online, use a graphic organizer to analyze the speaker’s claims, and write a summary in five sentences or less. Read More Summarizing Pro/Con Videos
Figurative Language: Tractors Take Over
Students analyze the figurative language in a short passage from Steinbeck’s The Grapes of Wrath. Read More Figurative Language: Tractors Take Over
Using Multimedia Strategically
Students discuss good and bad presentations and read tips for avoiding multimedia mistakes. Then, they revise one of their own presentations by adding or changing a multimedia element. Read More Using Multimedia Strategically
More Activities