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Informational:
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Standard 2.0 Comprehension of Informational Text
Students will read, comprehend, interpret, analyze, and evaluate informational text.
Indicator
- 1. Develop comprehension skills by reading a variety of self-selected and assigned print and non-print informational texts, including electronic media
Objectives
- Read, use, and identify the characteristics of nonfiction materials such as textbooks, appropriate reference materials, personal narratives, diaries, and journals, biographies, newspapers, letters, articles, web sites and other online materials, other appropriate content-specific texts to gain information and content knowledge
Assessment limit: Grade-appropriate informational texts
- Read, use, and identify the characteristics of functional documents such as sets of directions, science investigations, atlases, posters, flyers, forms, instructional manuals, menus, pamphlets, rules, invitations, recipes, advertisements, other functional documents
Assessment limit: Grade-appropriate functional documents
- Select and read to gain information from personal interest materials such as brochures, books, magazines, cookbooks, catalogs, and web sites
Indicator
- 2. Identify and use text features to facilitate understanding of informational texts
Objectives
- Use print features such as large bold print, font size/type, italics, colored print, quotation marks, underlining, and other print features encountered in informational texts
Assessment limit: In the text or a portion of the text
- Use graphic aids such as illustrations and pictures, photographs, drawings, sketches, cartoons, maps (key, scale, legend, graphs, charts/tables, and diagrams, other graphic aids encountered in informational texts
Assessment limit: In the text or a portion of the text
- Use informational aids such as introductions and overviews, materials lists, timelines, captions, glossed words, labels, numbered steps, bulleted lists, footnoted words, pronunciation key, transition words, boxed text
Assessment limit: In the text or a portion of the text
- Use organizational aids such as titles, chapter titles, headings, subheadings, tables of contents, numbered steps, glossaries, indices, transition words
Assessment limit: In the text or a portion of the text
- Use online features such as URLs, hypertext links, sidebars, drop down menus, home pages, site maps
Assessment limit: In the text or a portion of the text
- Identify and explain the contributions of text features to meaning
Assessment limit: In the text or a portion of the text
Indicator
- 3. Develop knowledge of organizational structure of informational text to understand what is read
Objectives
- Identify and analyze the organizational patterns of texts such as sequential and/or chronological order, similarities/differences, main idea and supporting details, cause/effect, and problem/solution
Assessment limit: In the text or a portion of the text
- Identify and use words and phrases associated with common organizational patterns such as words that show chronology (first, second, third), description (above, beneath, next to, beside), cause and effect (because, as a result), sequence (next, then, finally)
Assessment limit: In the text or a portion of the text
Objectives
- Identify and explain the author's/text's purpose and intended audience
Assessment limit: Purpose of the author or the text or a portion of the text
- Identify and explain the author's opinion
Assessment limit: In the text or a portion of the text
- State and support main ideas and messages
Assessment limit: In the text or a portion of the text
- Summarize or paraphrase
Assessment limit: The text or a portion of the text
- Identify and explain information not related to the main idea
Assessment limit: In the text or a portion of the text
- Identify and explain relationships between and among ideas such as comparison/contrast, cause/effect, sequence/chronology
Assessment limits:
- In the text or a portion of the text
- Relationships between and among ideas in one or more texts
- Draw conclusions and inferences and make generalizations and predictions from text
Assessment limit: From one text or a portion of the text or across multiple texts
- Distinguish between a fact and an opinion
Assessment limit: In one or more texts or a portion of a text
- Identify and explain how someone might use the text
Assessment limit: Application of the text for personal use or content-specific use
- Connect the text to prior knowledge or experience
Assessment limit: Prior knowledge that clarifies, extends, or challenges the ideas or information in the text or a portion of the text
Objectives
- Identify and explain specific words or phrases that contribute to the meaning of a text
Assessment limits:
- Significant words and phrases (e.g., similes, metaphors, personification, etc.) in the text or a portion of the text
- Connotations of grade-appropriate words in context
- Denotations of above-grade-level words in context
- Identify and explain specific words and punctuation that create tone
Assessment limit: In the text or a portion of the text
- Identify and explain the effect of repetition of words and phrases
Assessment limit: In the text or a portion of the text
Objectives
- Explain whether the text fulfills the reading purpose
Assessment limit: Connections between the content of the text and the purpose for reading
- Identify and explain additions or changes to format or text features that would make the text easier to understand
Assessment limit: In the text or a portion of the text
- Identify and explain what makes the text a reliable source of information
- Explain whether or not the author's opinion is presented fairly
- Identify and explain information not included in the text
Assessment limit: Information that would enhance or clarify the reader's understanding of the main idea of the text or a portion of the text
- Identify and explain words and other techniques that affect the reader's feelings
Assessment limit: Significant words that have an emotional appeal
Indicators/objectives that include assessment limits are assessed on MSA *New Standards identifies the need for students to process 1 million words per year to maintain academic progress.
11/15/07
