Informational TextAudience: K-5 Teachers

Area V Regional Superintendents of SchoolsRobert Daiber ● Keri Garrett ● Marchelle Kassebaum ●

Kelton Davis ● Larry Pfeiffer ● Susan Sarfaty ● Julie Wollerman

Become familiar with the K-5 CCSS Informational Text Reading Standards

Identify a few of the standards that may be new (or a new emphasis) for teachers

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Grade Literary Text Informational Text

4 50% 50%

8 45% 55%

12 30% 70%

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The Standards follow NAEP’S lead in balancing the reading of literature with informational texts, including texts in history/social studies, science, and technical subjects.

Literary nonfiction and historical, scientific, and technical texts. Includes◦ Biographies and autobiographies; ◦ Books about history, social studies, science, and the arts; ◦ Technical texts, including directions, forms, and information

displayed in graphs, charts, or maps; and ◦ Digital sources on a range of topics

Emphasis is on text structure other than narrative◦ Cause and effect; chronological/sequential◦ Compare/contrast; enumeration and description◦ Opinion and supporting arguments

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Read through the K-5 continuum of several of the Reading Informational Text standards (#1 – 10) on the Handout “CCSS Reading Informational Text Standards K-5.”

Remember that each “step up” in task difficulty is matched by a “step up” in text complexity.

Identify the “step up” in task difficulty at each grade K-5 for several standards. (Begin with Standard 9.)

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1st – omitted “With prompting and support” 2nd – added “most important” points 3rd – added “and key details”

4th – added “Integrate” … “in order to write or speak about the subject knowledgeably”

5th – added “several” texts

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Identify grade-specific standards that are new at your grade(s) or represent a new emphasis in classroom instruction at your grade(s).

Think about the instructional strategies and approaches that you will apply to these standards.

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Standard 3: Development and interaction◦ Asks students to describe the connections, relationships,

interactions among individuals, events, ideas, procedures, steps, concepts, etc.

Standard 6: Point of view and purpose◦ K, 1, 2 focus on role (author, illustrator) and purpose◦ 3, 4, 5 require students to conceptualize two or more points of

view on an event or topic Standard 8: Analyze argument

◦ Requires students to differentiate between main points and the reasons/evidence that support them; logical connection

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The Common Core State Standards tell us WHAT all students should know and be able to do.

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Students who struggle with reading can successfully handle informational text when instruction includes◦ explicit teaching of text structure, ◦ procedural facilitators such as think sheets, prompt cards, and

mnemonics, and ◦ the use of teacher modeling and guided feedback

(Gersten & Baker, 2000, 2001; Williams, 2008)

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When discussion followed the read-aloud, students seemed to prefer informational text.

When no discussion followed the read-aloud, the students preferred narrative text.

Research also suggests that students are more likely to select informational for independent reading if their teacher used the informational text in a read-aloud Dreher & Dromsky, 2000; Duke, Bennett-Armistead, & Roberts, 2003).

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Time spent with informational texts Books on a wide variety of topics that interest

elementary grade children Graphic organizers Explicit comprehension strategy instruction Teachers and students using a core set of questions

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Teacher and student-initiated questions about the text Teacher-facilitated read-alouds and text-based

discussions Use of before-during-after reading components to

discuss the text and apply comprehension strategies Students retelling what they learned from an

informational text with a partner Teachers and students using content language and

text-related academic language

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What will be the percentages of informational text and literature in your grade(s)?

What are some text structures students may encounter in informational text?

What is one standard new or new in emphasis at your grade(s) that will impact your instruction?

What is one strategy, approach, or classroom context that supports learning to read informational text?

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