South Dakota ELA 11-12.RST.2

11-12.RST.2 is a cluster heading. These are the individual standards under it.

• 11-12.RST.2.a

  Analyze and evaluate the text’s development of a complex process, phenomenon, or concept.

• 11-12.RST.2.b

  Provide an accurate and objective summary of the text.

01

What Students Need to Do

Students identify the main ideas in a science or technical text. They trace how the writer explains a process, judge whether the steps connect clearly, and write a summary without adding opinions.

02

What Mastery Looks Like

A student can explain how warm ocean water contributes to hurricane formation, using details from the reading. They can point out a well-explained link or a missing step, then summarize the process in their own words.

03

Common Misconceptions

Students may list facts in the order they appear without showing how one step leads to another. They may copy sentences into a summary or call an explanation weak simply because the topic is unfamiliar.

04

How to Assess It

After students read NOAA SciJinks’ “How Do Hurricanes Form?”, ask: “Write a two-sentence neutral summary. Then name two linked steps and use one detail from the text to judge how clearly their connection is explained.”

1. 01

   Cut the NOAA explainer into sections; have groups arrange them as a cause-and-effect chain and mark where each connection is explained.

2. 02

   Ask students: “Which connection in the hurricane explanation is clearest, and which needs more detail?” Have them cite a sentence.

3. 03

   Give pairs six summary cards with accurate claims, copied details, and opinions; have them race to choose the best neutral summary.

4. 04

   Compare a past hurricane track with an ocean temperature map; have students connect one part of the track to the explainer.

• 6.RI.2

  Determine the central idea(s) of a text.

• 9-10.RI.2

  Determine a central idea of a text.

• 9-10.RST.2

  The Grades 9–10 version of this standard.

• 8.RI.2

  Determine a central idea(s) of a text.