South Dakota ELA 11-12.WHST.2.b

ELAGrades 11–12Writing: History/Social Studies, Science, and Technical Subjects

The Standard

11-12.WHST.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

South Dakota English Language Arts Standards (2025) · Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects

Teacher's field guide

What This Standard Means

What Students Need to Do: Students explain a topic using facts, definitions, examples, or quotes that help the reader understand it. They choose enough detail to answer likely questions and leave out details that do not help.
What Mastery Looks Like: A student can explain why a sidewalk gets hot to a younger reader, define an unfamiliar term, and support each main point with a specific detail. They can spot where a reader needs another example.
Common Misconceptions: Students may paste in a long quote without explaining what it shows. They may assume readers know terms like “absorb” or add an unrelated number because it sounds convincing. Some stop after one example, even when a claim needs more support.
How to Assess It: Give students these notes: pavement absorbs sunlight, trees provide shade, and pavement can stay warm after sunset. Ask them to explain why a treeless sidewalk feels hot to a younger reader, using two notes and defining “absorb.”

Lesson moves

Ways to Teach It

Give pairs a photo of a sunlit sidewalk and a shaded path; have them label observable details and write one supported sentence.
Ask students to explain sidewalk heat for a fifth grader, then replace one detail for a city engineer and explain why.
Play Keep or Cut: teams sort slips saying “asphalt absorbs sunlight,” “shade cools sidewalks,” and “the town has three libraries,” then defend their choices.
Have students write a note to the principal about shade at school pickup, using a campus observation and a fact about pavement.

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