Academic Standard

Informational Text
Initiative: 
Tennessee Diploma Project
Set: 
English Language Arts
Type: 
Standard
Code: 
6
Grade range: 
7
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
Comprehend and summarize the main ideas and supporting details of informational texts.
Analyze the organizational structures of informational texts.
Read, interpret, and analyze text features that support informational texts.
Check For Understanding
Use previously learned strategies to comprehend informational texts (e.g., formulate questions before, during, and after reading; visualize, predict, identify
Identify/infer the details that support the main idea of an informational text and identify the details supporting it.
Recognize clear, but subtly stated relationships among ideas (e.g., cause/effect, comparative, sequential) in informational texts.
Make inferences and draw conclusions.
Summarize succinctly the main idea and supporting details (presented as text and/or visuals) in informational texts.
Summarize, paraphrase, and critique texts.
Identify the organizational structures of informational texts (e.g., chronological, sequential, cause-effect, comparison-contrast, problem-solution).
Recognize that print format varies according to purpose and genre (e.g., prose, poetry, newspapers/magazines, letters, dramas, technical manuals, textbooks).
Use text features to locate information and make meaning from text (e.g., headings, key words, captions, tables of contents, footnotes, illustrations).
Comprehend and interpret factual, quantitative, technical, or mathematical information presented in maps, charts, graphs, time lines, tables, and diagrams.
Follow instructions in informational or technical texts.
State Performance Indicator
Formulate clarifying questions before, during, or after reading.
Identify the main idea and supporting details in text.
Use text features to locate information and make meaning from text (e.g., headings, key words, captions, footnotes).
Interpret factual, quantitative, technical, or mathematical information presented in text features (e.g., maps, charts, graphs, time lines, tables, and diagrams).
Choose the correct order of a set of instructions.
Identify the organizational structure of an informational text (i.e., chronological, cause-effect, comparison-contrast, sequential, problem-solution).