South Dakota ELA 9-10.RST.2

9-10.RST.2 is a cluster heading. These are the individual standards under it.

• 9-10.RST.2.a

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

• 9-10.RST.2.b

  Provide an accurate summary of the text.

01

What Students Need to Do

Students identify the main ideas in a science or technical text. They explain how the parts of a process or concept build on each other, then summarize the text without adding opinions.

02

What Mastery Looks Like

A student can explain why settling, filtering, and disinfecting happen in that order, using details from a water treatment article. Their summary covers the main ideas and key stages without adding claims the article does not make.

03

Common Misconceptions

Students may treat one detail, such as the use of chlorine, as the main idea of the whole article. They may list stages without explaining how they connect, or add claims such as 'tap water is always safe' to a summary.

04

How to Assess It

Give students a one-page explanation of how a water treatment plant cleans drinking water. Ask them to name its main ideas, explain how two stages connect, and write a two-sentence summary.

1. 01

   Give groups printed strips from a water treatment article to put in order, then have them mark the sentence explaining each stage's purpose.

2. 02

   Ask, 'Why does filtering come before disinfecting in this article?' Have students support their answers with two sentences from the text.

3. 03

   Give pairs four summary cards, including one with an opinion and one with stages reversed, and have them choose the accurate summary.

4. 04

   Read a municipal water utility's treatment page and compare its stages with those in the classroom article.

• 6.RI.2

  Determine the central idea(s) of a text.

• 9-10.RI.2

  Determine a central idea of a text.

• 11-12.RST.2

  The Grades 11–12 version of this standard.

• 8.RI.2

  Determine a central idea(s) of a text.