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Knowledge and Skills Statement

Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.

Choose a topic for which students will compose an informational text. Assess each student’s multi-paragraph informational essay for the following elements:

  • Clear thesis statement
  • Organizational structure supporting the purpose
  • Print and graphic features
  • Use of language to create mood, voice, and tone
  • Appropriate point of view

Further Explanation

Students should be able to compose informational texts effectively. Students’ writing must have a clear central idea with supporting details, an introduction, a conclusion, and an evident organizational pattern.

the intentional and deliberate use of organizational patterns, text and graphic features, sentence structures, devices, and language to create an effective written work Author’s craft may vary by genre.
Students will compose effective informational texts. Students should understand that informational texts explain and clarify a topic. Student informational writing must have a controlling idea (explicitly stated or clearly implied), supporting details, an introduction and a conclusion, and an effective organizational pattern.
the main point or message of a text that is supported by the author’s purpose and content
short, formal written work dealing with a single subject
the form, format, elements, and techniques typically used within a particular genre
in a speech or piece of writing, the premise or main idea that is supported by details and commentary
a word or phrase that identifies the subject matter of a text or speech


1. Scott, J. L. (2012, April). Teaching students to analyze information text. University of MO-Columbia. Retrieved from

Summary: This article provides an overview of five styles of informational text and characteristics of each. Multiple strategies are included 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.  

2. White. A. (2016). Using digital think-alouds to build comprehension of online informational texts. The Reading Teacher, 69(4), 421–425. doi:10.1002/trtr.1438

Summary: This article targets the ongoing consumption and creation of information online and in other digital spaces. White suggests that the ever-changing contexts presents significant complexities for students. Students are required to develop skills, strategies, and attitudes that promote and support ways to critically navigate and discuss information accessed online. This article may be more useful to prepare students to think about the structure of informational texts in various medians.

3. Mason, L. H., Kubina, R. J. & Taft, R. J. (2011). Developing quick writing skills of middle school students with disabilities. Journal of Special Education, 44(4), 205–220. doi: 10.1177/0022466909350780

Summary: Two studies were designed to examine the use of persuasive quick write responses with seventh-grade students with disabilities  In both studies, the written responses of the students were evaluated before, during, and after students developed their personal strategy to address the quick response. Two strategies were used by the students: POW—pick my idea, organize my notes, write and say more; and TREE—topic sentence, reasons (three or more), explain, and ending. All students improved in their ability to create a strong persuasive response after a few weeks of instruction and practice.