Content Standard: D. Informational Texts
Students will apply reading, listening, and viewing strategies to informational texts across all areas of curriculum.
Common Assessment(s):

Performance Indicators Students will be able to:	Essential Elements			Suggested Performance Activities	Suggested Classroom Assessments	Vocabulary
MLR Grade 3/4 1. Use information contained in chapter and section headings, topic sentences, and summary sentences to construct the main ideas.	.			Students will use social studies and science textbooks to construct main idea and summary sentences from chapter headings, section headings, and topic sentences.	Given a textbook, students will complete summary and topic sentences over a given chapter.	.
2. Use various informational parts of a text (e.g., index, table of contents, glossary, appendices).	index table of content glossary			Students will use a variety of textbooks to discover location of index, table of contents, glossary, and appendices.	Teacher will test student understanding on informational parts of a text.	.
3. Read for a variety of purposes (e.g., to answer specific questions, to form an opinion, to skim for information).	.			Students will read and explore a variety of nonfiction texts in order to answer questions, form opinions, and skim for information.	Teacher observation	.
4. Summarize informational texts (e.g., identify the main idea or concept and the supporting detail).	.			Students will summarize passages in informational books using paragraphs that include the main idea and supporting details.	Given an excerpt from an informational text, the students will identify main ideas and supporting details.	.
5. Recognize when a text is primarily intended to instruct or to persuade.	Students will begin to differentiate between instructional and persuasive texts including: point of view bias factual information			Students will read a variety of informational texts which either inform or persuade and then list the attributes of each type.	Given a text, the student will determine whether it is informational or persuasive.	.
6. Understand common technical terms used in instructional and informational texts.	.			Students will use a variety of texts to understand the technical terms specific to the text. (Ex., science: cycles; social studies: time line)	Given a set of terms from an informational text, the students will match them to a definition.	.
7. Recognize when and how new information in a text connects to prior knowledge.	.			Students will use a variety of texts to connect new information to prior knowledge.	Teacher observation	.
MLR Gr. 5-8 1. Seek appropriate assistance when attempting to comprehend challenging text.	Students will be able to use glossary seek additional resources ask a peer or teacher			Students will recognize available resources where they can receive assistance in comprehension.	Teacher observation	.
2. Identify useful information organizing strategies.	Students will be able to use strategies to organize information including: outlines graphic organizers notetaking timeline KWL chart			.	.	.
3. Identify both the author's purpose and the author's point of view when reading expository information.	Students will be able to identify author's purpose and point of view, i.e.., persuade inform entertain narrative			.	.	.
4. Identify different ways in which informational texts are organized.	Students will be able to identify and use table of contents glossary index			Students will read and use informational texts which use a variety of formats.	Students will compare and contrast two informational texts.	.
8. Use the various parts of a text (index, table of contents, glossary) to locate specific information.	.			Students will use a variety of textbooks which include index, table of contents, glossary, and appendices to find information.	Students will answer specific questions over informational texts.	.