School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 5

Reading/ELA | Informational | Literary | Writing | Language | Listening | Speaking

Clarifications: Each clarification provides an explanation of an indicator/objective to help teachers better understand the skills and/or concepts.

Standard 2.0 Comprehension of Informational Text

Indicator 1. Develop and apply comprehension skills by reading a variety of self-selected and assigned print and non-print informational texts, including electronic media


In order to demonstrate proficiency of the skills in this indicator, a reader should be able to develop, apply, and refine comprehension skills by reading a variety of self-selected and assigned print and electronic informational texts. It is essential that a reader have the prerequisite knowledge of the characteristics of informational text. To do so, a reader must have the ability to recognize factual information, determine the organizational structure, and interpret the text features of a non-fiction text.

When a reader accesses a variety of informational primary and secondary sources, he or she must focus on identifying information in those texts that contributes to their meaning. Knowing the functions of print features, graphic aids, informational aids, organizational aids, and online features assists a reader in selecting information and using it purposefully to construct meaning.

Primary Sources
• Personal Narratives
true stories
• Diaries/Journals
daily personal accounts/records
• Letters
written communications
• Research documents
factual investigations
• Historical documents
dated proof of facts
• Speeches
formal, public talk
• Interviews
formal questioning for information
• Commentary
• Editorials
article expressing editor's/publisher's opinion
Secondary Sources
• Textbooks
books used for study of a subject
• References
dictionaries, encyclopedias, atlases
• Biographies
account of a person's life
• Newspapers
accounts of current information
• Articles
passage in a periodical
• Web sites/Online materials
information available electronically
• Trade books
booksellers' published materials
• Non-print materials
pictures, drawings, illustrations
• Content-specific texts
texts related to a content/subject
• Periodicals
information published at regular intervals

When a reader accesses functional, workplace, or other real-world documents, applying the knowledge of text features assists a reader in constructing meaning from those documents.

• Direction
instructions to complete a task
• Science investigations
organized inquiries
• Atlases
books of map
• Posters
large, displayed notice
• Flyers
• Forms
printed papers with blanks to be filled in
• Instructional manuals
handbooks to help readers understand something
• Menus
lists of available food items
• Pamphlets
booklet with information of current interest
• Rules
statements governing behavior
• Invitations
social requests for attendance
• Recipes
instructions for preparing food
• Applications
requests for employment
• Announcements
information made known
• Questionnaires
list of questions to sample opinions
• Surveys
formal inspections
• Schedules
list of when things will take place
• Job descriptions
outline of work requirements
• Technical manuals
handbooks to help readers understand a mechanical or industrial item
• Advertisements
announcements recommending products or services

When a reader selects informational texts based on personal interest, using knowledge of text features will help a reader understand the purpose of those texts and construct meaning from them.