Standard #: LAFS.1112.RI.1.1 (Archived Standard)


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Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.


Related Courses

Course Number1111 Course Title222
0500320: Executive Internship 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current))
0500330: Executive Internship 4 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current))
0500520: Personal, Career, and School Development Skills 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current))
1700320: Research 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1000400: Intensive Language Arts (Specifically in versions: 2014 - 2015, 2015 - 2022 (course terminated))
1000410: Intensive Reading (Specifically in versions: 2014 - 2015, 2015 - 2021 (course terminated))
1001380: English Honors 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1001410: English Honors 4 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1001460: Applied Communications 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current))
1001470: Applied Communications 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current))
1001480: Communications Methodology Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1002320: English 3 Through ESOL (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1002520: English 4 Through ESOL (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1002380: English Language Development (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))
1004300: Semantics and Logic Honors (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 and beyond (current))
1005300: World Literature (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 and beyond (current))
1005310: American Literature (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 and beyond (current))
1005330: Contemporary Literature (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current))
1005340: Classical Literature (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 and beyond (current))
1020810: American Literature Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current))
1020820: British Literature Honors (Specifically in versions: 2014 - 2015, 2015 - 2020 (course terminated))
1020830: Classical Literature Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current))
1020840: Contemporary Literature Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current))
1020850: World Literature Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current))
1020860: Great Books Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current))
1006320: Journalism 3 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current))
1006330: Journalism 4 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current))
1007310: Speech 2 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current))
1007350: Debate 3 Honors (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current))
1007360: Debate 4 Honors (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current))
1007370: Debate 5 Honors (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current))
1007380: Debate 6 Honors (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current))
1007390: Debate 7 Honors (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current))
1008330: Reading 3 (Specifically in versions: 2014 - 2015, 2015 - 2021 (course terminated))
1009310: Writing 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1001370: English 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1001400: English 4 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1001405: English 4: Florida College Prep (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 - 2023, 2023 and beyond (current))
7910112: Access English 3/4 (Specifically in versions: 2014 - 2015, 2015 - 2018 (course terminated))
1001375: English 3 for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1001402: English 4 for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1002325: English 3 Through ESOL for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2020 (course terminated))
1002525: English 4 Through ESOL for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2020 (course terminated))
1002381: Developmental Language Arts Through ESOL (Reading) (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
7910125: Access English 2 (Specifically in versions: 2013 - 2015, 2015 - 2017, 2017 - 2018, 2018 - 2022, 2022 and beyond (current))
7910130: Access English 3 (Specifically in versions: 2013 - 2015, 2015 - 2017, 2017 - 2018, 2018 - 2022, 2022 and beyond (current))
1005312: Modern Literature (Specifically in versions: 2015 - 2022, 2022 and beyond (current))
1005311: Ancient Literature (Specifically in versions: 2015 - 2021 (course terminated))
7910135: Access English 4 (Specifically in versions: 2017 - 2018, 2018 - 2022, 2022 and beyond (current))
1020870: Ancient Literature Honors (Specifically in versions: 2018 - 2022, 2022 and beyond (current))
1005320: British Literature (Specifically in versions: 2018 - 2022, 2022 - 2023, 2023 and beyond (current))
2100362: Latin American Studies Honors (Specifically in versions: 2020 - 2022, 2022 - 2023, 2023 and beyond (current))


Related Resources

Lesson Plans

Name Description
Advice to Youth - A Satire by Mark Twain

This close reading lesson focuses on Mark Twain's comical satire, "Advice to Youth." Students will close read the text three times to analyze Twain's powerful satirical style, as well as the power of nuances. For the first reading, students will focus on academic vocabulary. In the second reading, students will answer text-dependent questions as a guide for their comprehension of the satire. In the third close reading, students will analyze the advice Twain gives, the ways in which his essay critiques society and its behaviors, and how he uses humor, irony, and exaggeration to reveal his advice. For the summative assessment, students will write an argumentative essay in which they make a claim regarding whether or not Twain's advice is still pertinent for the youth of today. Graphic organizers and worksheets, along with teacher keys, and a writing rubric have been provided.

Free Willy? An Argument Analysis of the Controversy over Captive Killer Whale Populations

In this lesson, students will conduct several close readings of the article "SeaWorld, Activists Make Questionable Claims on Killer Whale Life Spans" by Jason Garcia. For the first close reading, students will focus on selected academic vocabulary. In the second reading, students will analyze the claims made in the article, focusing, in particular, on the validity of each claim made. During the final close reading, students will analyze the argument presented in the article, choose a side, and participate in a Philosophical Chairs discussion.

Close Reading Exemplar: I am an American Day Address

This unit from Student Achievement Partner web resources has been developed to guide students and instructors in a close reading of Learned Hand's "I am an American Day Address". The activities and actions described below follow a carefully developed set of steps that assist students in increasing their familiarity and understanding of Hand's speech through a series of text-dependent tasks and questions that ultimately develop college and career ready skills. This unit is recommended as an activity for a "Great Conversation" Module and can be taught in two days of study and reflection on the part of students and their teachers. A third day or more could be added if the time is needed or extension activities are desired.

"The American Puritan Tradition: Part III"

This lesson is part three of a three-part unit that will explore and analyze how different authors convey American Puritanism. In this lesson, students plan to write and then complete an essay to explore how two different authors and texts portray American Puritanism, Jonathan Edwards in “Sinners in the Hands of an Angry God” and Arthur Miller in “The Crucible.”

Narrative of the Captivity Close Reading

Students will read and interpret the "Narrative of the Captivity", identify and analyze how Rowlandson's use of allusion contributes to the meaning of her account, identify the main idea and supporting details, express understanding through writing and speaking, and understand and use new words. In this in-depth analysis lesson, students will experience a variety of compact and engaging instructional structures, including a Logic Lineup, Jot Thoughts, and Philosophical Chairs. Supporting materials for the activities are included, and all structures contribute to the culminating activity of composing a high-quality literary analysis essay.

The American Puritan Tradition: Part 1

This lesson is part one of three in a unit that will explore and analyze how American Puritanism has been represented in different texts. The goal of this lesson is for students to analyze the central idea and how the authors' style (figurative language, persuasive techniques) contributes to establishing and achieving the purpose in "Sinners in the Hands of an Angry God."

Close Reading Exemplar: Living Like Weasels

The goal of this four-day exemplar is to give students the opportunity to use the reading and writing habits they've been practicing on a regular basis to discover the rich language and life lesson embedded in Dillard's text. By reading and rereading the passage closely and focusing their reading through a series of questions and discussion about the text, students will be equipped to unpack Dillard's essay. When combined with writing about the passage, students will learn to appreciate how Dillard's writing contains a deeper message and derive satisfaction from the struggle to master complex text.

Lesson IV: The Trials of Phillis Wheatley-- A Debate

This is the fourth and final lesson in a small unit on the life and works of Phillis Wheatley. Although details are given only for this final lesson, some information is given on the preceding three lessons.

Original Student Tutorial

Name Description
Best Left Unsaid: Determining Matters of Brevity and Clarity

In this interactive tutorial, you'll hone your skills of analysis using excerpts of the essay "For Brevity and Clarity" by Ambrose Bierce. You will sharpen your skills identifying textual evidence to support what an author states directly and as well as draw inferences from the text. You'll then learn to distinguish what is stated through satire and determine what amiguities the author creates. 

Student Center Activity

Name Description
Edcite: ELA Reading Grade 11

Students can practice answering reading comprehension questions with engaging texts on the history of women's athletics. With an account, students can save their work and send it to their teacher when complete.

Teaching Ideas

Name Description
Analyzing Grammar Pet Peeves

This teaching idea is designed to help students analyze grammar pet peeves. Students begin by thinking about their own grammar pet peeves and then read a "Dear Abby" column in which she lists several grammar pet peeves of her own. Students become aware that attitudes about race, social class, moral and ethical character and 'proper' language use are intertwined and that rants such as this one reveal those attitudes. Finally, students discuss the pet peeves as a class while gaining an understanding that issues of race, class, combined with audience expectations, help to determine what is considered 'proper' language use.

Close Reading Exemplar: The Gospel of Wealth The goal of this two to three day exemplar from Student Achievement Partner web resources is to give students the opportunity to use effective reading and writing habits to make meaning out of complex text. By closely reading and re-reading the The Gospel of Wealth, and focusing their reading through a series of questions and discussion about the text, students will identify the ways Andrew Carnegie proposes his philosophy for the distribution of wealth and the responsibility of philanthropy. When combined with writing about the passage, students will discover how much they can learn from engaging with a text in the form of a close reading.
Reading Strategy: Reciprocal Teaching Using a News Article on Citizenship

This USA Today activity is perfect for combining Language Arts and Civics' lessons for close-reading of higher levels of text complexity appropriate to grade-bands. The activity uses cross curricular skill areas—reading/writing, speaking/listening—as students engage in close-reading activities, analysis of test questions, and formation of new test questions.

Unit/Lesson Sequences

Name Description
Analyzing Famous Speeches as Arguments

After gaining skills through analyzing a historic and contemporary speech as a class, students will select a famous speech from a list compiled from several resources and write an essay that identifies and explains the rhetorical strategies that the author deliberately chose while crafting the text to make an effective argument. Their analysis will consider questions such as: "What makes the speech an argument?", "How did the author's rhetoric evoke a response from the audience?", and "Why are the words still venerated today?".

Analyzing a Famous Speech

After gaining skill through analyzing a historic and contemporary speech as a class, students will select a famous speech from a list compiled from several resources and write an essay that identifies and explains the rhetorical strategies that the author deliberately chose while crafting the text to make an effective argument. Their analysis will consider questions such as: What makes the speech an argument?, How did the author's rhetoric evoke a response from the audience?, and Why are the words still venerated today?

Student Resources

Original Student Tutorial

Name Description
Best Left Unsaid: Determining Matters of Brevity and Clarity:

In this interactive tutorial, you'll hone your skills of analysis using excerpts of the essay "For Brevity and Clarity" by Ambrose Bierce. You will sharpen your skills identifying textual evidence to support what an author states directly and as well as draw inferences from the text. You'll then learn to distinguish what is stated through satire and determine what amiguities the author creates. 

Student Center Activity

Name Description
Edcite: ELA Reading Grade 11:

Students can practice answering reading comprehension questions with engaging texts on the history of women's athletics. With an account, students can save their work and send it to their teacher when complete.



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