Academic Standard

Informational Text
Initiative: 
Tennessee Diploma Project
Set: 
English Language Arts
Type: 
Standard
Code: 
6
Grade range: 
9 to 12
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
 
Course Level Expectation
Comprehend and summarize the main ideas of informational and technical texts and determine the essential elements that elaborate them.
Analyze the organizational structures of informational and technical texts.
Read, interpret, and analyze graphics that support informational and technical texts.
Check For Understanding
Identify the main ideas in informational and technical texts.
Identify and distinguish the essential and non-essential details that support the main idea of informational texts.
Recognize clear, subtle, or implied relationships among ideas in informational and technical texts.
Draw appropriate inferences and conclusions in informational and technical texts.
Summarize in a concise and well-organized way the main ideas and supporting details in informational and technical texts.
Summarize, paraphrase, and critique information in texts (informational, technical, and literary).
Distinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique.
Synthesize information across multiple informational and technical texts and sources.
Analyze the organizational structure of an informational or technical text (e.g., sequential, problem-solution, comparison-contrast, cause-effect).
Identify and analyze involved or unconventional organizational structures that may be found in informational and technical texts.
Evaluate informational and technical texts for clarity, coherence and appropriateness of graphics.
Follow extended multi-tasked or multidimensional instructions in informational and technical texts to perform specific tasks, answer questions, or solve problems.
State Performance Indicator
Discern the stated or implied main idea and supporting details of informational and technical passages.
Use the graphics of informational and technical passages to answer questions.
Determine the appropriateness of a graphic used to support an informational or technical passage.
Identify the organizational structure of an informational or technical text (e.g., sequential, problem-solution, comparison-contrast, cause-effect).
Synthesize information across two or more informational and technical texts.