Maryland ELA RI.9-10.1
The Standard
Cite multiple pieces of evidence that most strongly and thoroughly support an analysis of what the text says explicitly as well as inferences drawn from the text.
Maryland College and Career Ready Standards for English Language Arts (2025)
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students make a point about a nonfiction text, whether it is stated outright or inferred. They choose more than one strong detail and explain how each supports their point.
What Mastery Looks Like
- A student can tell the difference between what the writer states and what the evidence suggests. They cite at least two relevant details and explain why those details are stronger than other possible choices.
Common Misconceptions
- Students may copy the first line that mentions their topic, even when another line offers better proof. They may present an inference as a stated fact or give quotes without explaining how they support the point.
How to Assess It
- Give students the CDC article “Schools Start Too Early.” Ask them to name one concern the article states, infer one likely benefit of later start times, and cite two details for each answer with a brief explanation.
Lesson moves
Ways to Teach It
On paper strips, sort six lines from “Schools Start Too Early” under “early starts limit sleep” or “sleep affects learning.”
Ask, “Does the CDC state that later starts help learning, or does its evidence suggest it?” Have partners defend their answer with two lines.
Run a quote draft: teams pick two lines to support “early starts affect teens,” then challenge another team’s weaker pick.
Have students compare their school’s start time with the CDC’s 8:30 a.m. recommendation, then write a two-detail note to the principal.
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Related Standards
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- RL.8.1
Cite multiple pieces of textual evidence that most strongly support an analysis of what the text says explicitly as well as inferences drawn from the text.
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