Maryland ELA RL.11-12.1
The Standard
Cite multiple pieces of textual evidence that most strongly and thoroughly support an analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
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 explain what a story states and what its details suggest. They choose several strong passages to support their reading and point out questions the story does not settle.
What Mastery Looks Like
- A student supports a claim with two or more well-chosen details from the story. They explain how each detail helps and separate what the narrator confirms from what remains uncertain.
Common Misconceptions
- Students may pick the first quote they find, even when a later passage challenges it. They may treat a character's belief as fact or assume every ending has one clear answer.
How to Assess It
- After reading "The Story of an Hour," ask: What does Louise feel about her husband's death? Use two passages to support your answer, then name one point the story leaves unclear.
Lesson moves
Ways to Teach It
Give pairs six sentence strips from "The Story of an Hour" to sort into stated facts, clues to Louise's feelings, and unanswered questions.
Ask, "Does Louise feel joy when her husband returns?" Have students write a claim with two passages and one detail that complicates it.
Put "wept at once," "free, free, free," and "of joy that kills" on cards; teams rank them as evidence for a relief claim.
Have students write an actor's note for Louise's final scene, citing two story details and naming one feeling the actor must choose to portray.
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