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 appropriate skills and strategies to comprehend informational texts (e.g., pre-reading strategies, comprehension strategies, graphic organizers,
Recognize the different text features of informational texts (e.g., separate text boxes, diagrams, captions, charts, graphs).
Explore the organizational structures of informational texts.
Check For Understanding
Use a variety of pre-reading strategies (e.g., set a purpose for reading, {to understand, to enjoy, to solve problems, to locate specific information/facts},
Derive meaning while reading (e.g., use metacognitive and self-monitoring reading strategies to improve comprehension {reread, ask for help, self-questioning,
Check for understanding after reading (e.g., summarize, identify the authors purpose).
Use common text features to enhance understanding (e.g., headings, key words, graphics, captions, side bars, chapter titles, glossaries).
Understand sequence of events from text.
Determine the main idea and supporting details from text.
Skim text to develop a general overview of content or to locate specific information.
Understand a variety of informational texts, including primary sources (e.g., autobiographical sketches, letters, diaries, Internet sites).
Follow multi-tasked instructions in informational and technical texts (e.g., programming technological equipment, complete/repair a model plane/car).
Summarize information presented in text.
Explore the organizational structures of informational text (e.g., chronological, sequential, cause-effect, comparison-contrast, problem-solution).
State Performance Indicator
Select questions used to focus and clarify thinking before, during, and after reading text.
Select and use common text features to make meaning from text (e.g., headings, key words, graphics, captions, sidebars).
Locate information using available text features (e.g., maps, charts, graphics).
Identify the stated main idea and supporting details in text.
Select the best summary of a text.
Arrange a set of instructions in sequential order.