MS CCRS RL.1

The Standards

RL 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

    A student should be able to do (Evidence of Knowledge)


  • Students closely read, analyze, and annotate a literary text to comprehend what the author says explicitly and to discover the levels of meaning embedded deeply within complex literary texts.
  • Students conduct self-checks to ensure comprehension of a literary text, persevere through difficult sections, examine unfamiliar words or phrases and attempt to uncover the meaning of unknown words.
  • Students cite evidence from the text in the form of specific details or examples to support an analysis of what the text says explicitly.
  • Students cite evidence from the text in the form of specific details or examples to support an analysis of inferences drawn from the text.
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RL 7.1Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

A student should be able to do (Evidence of Knowledge)


  • Students closely read, analyze, and annotate a literary text to comprehend what the author says explicitly and to discover the levels of meaning embedded deeply within complex literary texts.
  • Students conduct self-checks to ensure comprehension of a literary text, persevere through difficult sections, examine unfamiliar words or phrases and attempt to uncover the meaning of unknown words. When writing and speaking:
  • Students provide citation of several pieces of textual evidence to support analysis of what the text says explicitly
  • Students provide citation of several pieces of textual evidence to support analysis of inferences drawn from the text
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RL 8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

A student should be able to do (Evidence of Knowledge)



  • Students closely read, analyze, and annotate a literary text to comprehend what the author says explicitly and to discover the levels of meaning embedded deeply within complex literary texts.
  • Students conduct self-checks to ensure comprehension of the text, persevere through difficult sections, examine unfamiliar words or phrases and attempt to uncover the meaning of unknown words.
  • Students provide textual evidence that most strongly supports analysis of what the text says explicitly.
  • Students provide textual evidence that most strongly supports analysis of inferences drawn from the text

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RL. 10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

A student should be able to do (Evidence of Knowledge)


Annotate a text while reading.  Make inferences based on textual evidence.

Distinguish important facts from “extra” details.  Draw from personal experience.

Identify strong evidence to support an inference or claim from a text.

Cite evidence from a text both verbally and with standard citation format (i.e. MLA, APA, Turabian, etc.).

Academic Vocabulary

cite, textual evidence, support, analysis, explicit, implicit, inference, infer, quote, accurately, details, examples,

Vertical Progression

RL.K.1 - With prompting and support, ask and answer questions about key details in a text. RL.1.1 - Ask and answer questions about key details in a text.

RL.2.1 - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RL.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RL.4.1 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RL.5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RL.6.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.7.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.8.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.11-12.1 - 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.

Question Stems

  • Why did the author write this piece?
  • What inferences can you make?
  • What information would you need to support the inference?
  • Analyze the passage; what can you conclude?
  • When you analyze the text, what inference can you make?
  • How does the textual evidence support your conclusion?
  • What was the author’s purpose?
  • What can you conclude from the text?
  • The author’s statement in lines x­x most likely means...?
  • The narrator felt ____ because....?
  • Why did the author write this piece...?
  • What is the author’s purpose?
  • What inference can you make about...?
  • According to lines (x­x), what can you infer...?
  • Which lines best support the authors’ idea that ...?

  • The information presented in lines x-x best supports the claim that...

  • Which evidence from the text supports ...?

  • Which detail best suggests that ...?