English Language Arts and Reading.5.9.D.i

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The student is expected to

recognize characteristics and structures of informational text, including:

 

the central idea with supporting evidence;

multiple genres TEKS talk image

Knowledge and Skills Statement

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
The main topic of an informational text is its central idea. The central idea can be clearly stated in the text or it may require that the student infer or read between the lines. Authors may introduce hints such as facts, details, or examples about the topic before actually stating the central idea.
the available body of supporting, valid, and relevant details, facts, or information that supports an inference, idea, or proposition
a text that presents information in order to explain, clarify, and/or educate
In reading, students are expected to have a clear idea of the particular attributes informational text. For example, students should know that informational text has unique characteristics, such as a central idea, and often include graphic features, such as timelines, tables, sections, and bullets.
Students should be able to recognize the way an informational text is structured or organized. For example, an author may choose to organize an article using a compare-and-contrast approach to draw attention to the pros and cons of a particular topic.

Research

1. Dickson, R. (2004). Developing "real world intelligence": Teaching argumentative writing through debate. The English Journal, 94(1), 34–40. Retrieved from https://www.jstor.org/stable/4128845?seq=1#page_scan_tab_contents

Summary: Students who debate are required to consistently engage in critical thinking, argumentation, and presentation. Dickson suggest that debate can be used as a framework to improve writing. Combining debate and essay writing is one way to integrate the two concepts. 

2. Denton, C.A., Enos, M., York, M.J., Francis, D. J., Barnes, A.M., Kulesz, P.A., Fletcher, J.M., & Carter, S. (2015). Text-processing differences in adolescent adequate and poor comprehends reading accessible and challenging narrative and informational text. Reading Research Quarterly, 50(4), 393–416. Retrieved from https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/rrq.105

Summary: This study examined what students consciously determined would help them to access an informational or narrative text. Students used a think-aloud verbal protocol to guide the process. Groups were assigned different genres and different reading levels. Both groups varied along the lines of inference and paraphrasing and monitoring. The study suggests that increasing students' ability in these two areas will improve students' reading ability and comprehension. 

3. Scott, J.L. (2012, April). Teaching students to analyze informational text. University of MO-Columbia. Retrieved from https://dese.mo.gov/college-career-readiness/curriculum/model-curriculum/units/courage-and-bravery

Summary: This document provides an overview of the five styles of informational text and characteristics of each. Multiple strategies are embedded in the article that teachers may find useful in teaching students how to analyze informational text. The process outlined in the article is sequential. Charts and visuals are provided.  

4. Hedin, L.R., & Conderman, G. (2010). Teaching students to comprehend information text through rereading. The Reading Teacher, 63(7), 556–565. doi:10.1598/RT.63.7.3

Summary: Hedin and Conderman describe specific strategies that students can use to make meaning of the text and increase reading and writing comprehension. The study reveals strategies are successful with struggling readers. The approach uses paraphrasing and rereading to identify the placement of the main ideas, key terms and definitions. The approach also includes pronouns, appositives, or text enhancements. Charts, samples, and references are included.  

5. Montelongo, J., Herter, R. J., Ansaldo, R., & Hatter, N. (2010). A lesson cycle for teaching expository reading and writing: this lesson cycle for expository texts uses direct instruction for teaching students to recognize cue words for text structures. Journal of Adolescent & Adult Literacy, 53(8), 656+. doi:10.1598/JAAL.53.8.4

Summary: The authors present activities that teachers can use to provide middle school students with practice reading and writing expository texts. Students were taught to look at text structures to find the main idea, practicing deconstructing and reconstructing paragraphs using graphic organizers. Students learned to recognize signal words that correspond to structures such as cause-and-effect, compare and contrast, and problem and solution paragraphs. The results showed significant improvement in students' ability to locate the main idea.