Academic Standard

Informational Text
Initiative: 
Tennessee Diploma Project
Set: 
English Language Arts
Type: 
Standard
Code: 
6
Grade range: 
No grade range
In the Information Age the importance of being able to read and write informational texts critically and well cannot be overstated. Informational literacy is central to success, and even survival, in schooling, the workplace, and the community. - Nell Duke, Michigan State University Informational text is designed to convey factual information rather than tell or advance a narrative. Informational texts contain ideas, facts, and principles related to the physical, biological, or social world. They may take many different forms: picture books, photo essays, chapter books, articles and essays, letters, diaries and journals, observational notes, factual references (almanacs, books of statistics, books of world records), brochures, manuals, and text books. Informational text may employ techniques such as lists, comparing/contrasting, or demonstrating cause/effect, and may be accompanied by graphs or charts.Conceptual StrandThe world is filled with a variety of informational texts; learners must have a comprehensive set of skills for effective interpretation of this type of text.Guiding QuestionWhy is it important for learners to have a comprehensive set of skills for interpreting a variety of texts?
 
Elements within this Standard
 
Grade Level Expectation
Apply skills and strategies to comprehend informational texts.
Recognize the different text features of informational texts (e.g., separate text boxes, diagrams, captions, charts, graphs).
Check For Understanding
Use a variety of pre-reading strategies (e.g., organize prior knowledge using a graphic organizer, explore significant words to be encountered, relate text to
Derive meaning while reading (e.g., express reactions and personal opinions to a selection, make inferences, draw conclusions based on evidence gained).
Check for understanding after reading (e.g., identify the authors purpose; locate information to support opinions, predictions, and conclusions).
Use common text features to enhance understanding (e.g., headings, key words, graphics, captions, side bars).
Understand sequence of events from text.
Determine the main idea and supporting details from text.
Preview text using text features (e.g., illustration, graphs, diagrams).
Understand a variety of informational texts, including primary sources (e.g., autobiographical sketches, letters, diaries, Internet sites).
Use parts of text (e.g., title, title page, table of contents, chapter title, glossary, and index) as aids in understanding informational text.
Arrange and follow multi-tasked instructions in informational and technical texts (e.g., follow directions for a scavenger hunt, complete assembly instructions).
State Performance Indicator
Select questions used to focus and clarify thinking before, during, and after reading text.
Identify the stated main idea and supporting details in text.
Use table of contents, title page, and glossary to locate information.
Use headings, graphics, and captions to make meaning from text.
Interpret information using a chart, map, or timeline.
Use available text features (e.g., graphics and illustrations) to make meaning from text.
Arrange instructions in sequential order.