South Dakota ELA 9-10.RI.3

ELAGrades 9–10Reading Informational Text

The Standard

Analyze a text to explain how specific individuals, ideas, or events interact and develop over the course of the text, including explicit and implicit connections.

South Dakota English Language Arts Standards (2025)

Teacher's field guide

What This Standard Means

What Students Need to Do: Students track how people, events, and ideas affect one another as an informational text unfolds. They explain links the author states and links they infer from details.
What Mastery Looks Like: A student can explain how an early event changes what people do later in an article. They use details from different parts of the text and distinguish a stated connection from an inferred one.
Common Misconceptions: Students may list events in order without explaining how they connect. They may treat an inference as something the author stated, or assume that one event caused another just because it came first.
How to Assess It: After reading a short article on the Triangle fire, ask: How did the fire affect later safety laws? Identify one stated link and one inferred link, and cite a detail for each.

Lesson moves

Ways to Teach It

Cut up paragraphs about factory conditions, the Triangle fire, and safety laws; have pairs arrange them and draw arrows labeled with the connections.
Ask, “How did working conditions shape the fire’s impact, and how did the fire change views on safety?” Require two article details.
Give pairs claim cards about the Triangle fire; have them sort each as stated, inferred, or unsupported and underline supporting details.
Show a product recall notice; students mark the hazard, company response, and one implied effect on shoppers, using details from the notice.

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