This document provides an overview of the Common Core State Standards for reading and writing informational texts. It discusses the progression of reading standards from grades K-12, focusing on literal comprehension to more complex integration and analysis of multiple texts. The writing standards emphasize producing clear informative texts with well-developed topics, facts, and concluding statements. Effective strategies are presented for teaching informational reading and writing skills, including using text structures, recomposing information, research projects, and planning tools like topic webs and moveable outlines.

1. Non-Fiction
Reading and Writing
CCS
Aimee Buckner, 2013

2. CCSS: Reading
Informational Texts
Note: The first standard is quite
literal asking students to be able to
read within the „four corners‟ of
the text. It‟s looking for literal
understanding.
Standard 1 is the base on which the
other standards build towards
standard 10 referring to text
complexity. ALL the standards (1-
9) build up to this last one. This is
true at each grade level.
CCSS Standards
Reading Informational Texts (4th Grade)
Key Ideas and Details
- Ask and answer questions based on the text
- Refer to details and examples from the text when explaining and/or inferring
- Identify main idea / Summarize events
- Explain events, ideas, or concepts including what happened and why
Craft and Structure
- Determine the meaning of general academic and domain specific words and/or
phrases
- Describe the overall structure (cause/effect; problem/solution; comparison, etc)
- Compare and contrast different accounts – including first hand and second hand
accounts
Integration of Knowledge
- Interpret information given visually (text features) or quantitatively (statistics)
and how the information helps the reader’s overall understanding.
- Explain how an author uses reasons and evidence to support points in a text
- Integrate knowledge from two or more sources on the same topic to write or
speak about the subject knowledgeably. (RESEARCH)
Range of Reading and Text Level Complexity
By the end of year, read and comprehend informational texts, including history/social
studies, science, and technical texts, in the grades text complexity band proficiently,
with scaffolding as needed at the high end of the range.

3. CCSS Suggests:
Determining
Text Level
of
Complexity
**Qualitative
Measures
*Quantitative
Measures
(Lextile)
Reader and Task
Consideration
(motivation and
prior knowledge)

4. Teaching the NF Reading
Stance
• It‟s not about personal response or just
reading for information.
• It‟s a highly analytical mode of reading.
• Can‟t be stop and go reading – stop and
jot a fact kind of note taking.
• Emphasis is synthesis, evaluation and
comparing texts
• Think: How do our kids read NF now?
• What is the next move to help them meet a
particular standard?

5. Charts
for Non-Fiction Readers
Similar to fiction but geared towards informational texts.
(1,2,3,10)
(1,2,3,4,
7,8,10)
(3,5,6,8,10)
(1,2,4,5,10)

6. Organizational
Structures
Text Structure
/ Organization
What it looks
like:
Cue words Where to find
it…
Chronological
or Sequence
Facts or events
are presented
in order of
occurrence.
This can be
organized by
time or by steps
in a process.
First, Second,
Third…
Then, next,
before, after,
last, finally…
history books,
biographies,
diaries/journal
s
Snowflake
Bently
(Jacqueline
Martin)
Cause / Effect Presents
information to
help the reader
understand
what caused an
event to occur.
If, so
So that
Because
Since
In order to
Thank You,
Sarah! The
Woman Who
Saved
Thanksgiving.
(Laurie Halse
Anderson)
Tornados
(Seymour
Simon)
Compare and
Contrast
Presents
information by
similarities
and/or
differences
among people,
concepts,
events, etc.
The same as,
Unlike, alike,
Compared to,
Resembles, yet,
but…
Who Would
Win? Series
(Jerry Pollata)
I am the Dog. I
am the Cat.
(Donald Hall)
Problem
/Solution
Information is
presented to
demonstrate a
problem an its
solution.
Problem,
solution,
because, since,
so that
A River Ran
Wild by Lynne
Cherry
• These are some of the more
common patterns students will
come across in their reading.
There are many more.
• It‟s helpful for students to have
cues – other than the main idea
– to determine the organization
of a text.

7. Recomposition
The act of recomposing information
in a different format so as to
demonstrate understanding without
plagiarism.
(Standards 1, 2, 3, 4, 5,6, 7, 8,
9*)

9. Recomposition and
Summary
Repletes start eating when regular
worker ants have left overs. They
regurgitate the food. Then, the
repletes eat the food. They keep
eating until they‟re full. Then, they
climb to the roof. They stick on the
roof for maybe months! When food
is low ants gather their antennas
like levers then, pop! The replete
throws up honey! Repletes are
some of the most important ants in
the ant nest. People can eat them
too. Some people pop them and
crunch on them like mints.
- Noah, grade 4
(Standards 1, 2, 3, 4, 7)

10. Hari, Grade 2

11. Hari, summary
Standards 1, 2, 3, 4

12. CCSS
Informational
Writing

13. CCSS.ELA-Literacy.W.4.2 Write informative/explanatory texts to
examine a topic and convey ideas and information clearly
A. Introduce a topic clearly and group related information in
paragraphs and sections; include formatting (e.g.,
headings), illustrations, and multimedia when useful to
aiding comprehension.
B. Develop the topic with facts, definitions, concrete details,
quotations, or other information and examples related to
the topic.
C. Link ideas within categories of information using words and
phrases (e.g., another, for example, also, because).
D. Use precise language and domain-specific vocabulary to
inform about or explain the topic.
E. Provide a concluding statement or section related to the
information or explanation presented.

14. CCSS:
Informational
Standards for
Writing and
Language
CCSS Standards
Writing and Language (Focused on NF)
Text Types and Purposes
- Opinion / Argument
- Expository / Informational
Production and Distribution of Writing
- Produce clear, coherent writing appropriate for task and audience
- Strengthen writing with the writing process including planning, revision and
editing
- Use technology
Research to Build and Present Knowledge
- Conduct SHORT – as well as sustained – research projects
- Gather relevant information from multiple print and digital resources while
avoiding plagiarism
- Be able to quote/cite evidence from informational texts to support analysis,
reflection, and research.
Range of Writing
- Write routinely over longer time frames (to include time for research, reflection and
revision) and shorter time frames to accomplish a variety of tasks.
Conventions of Standard English
- Demonstrate command of conventions for standard English grammar, usage,
mechanics and spelling
Knowledge of Language
- Apply knowledge of language to make effective choices for meaning or style

15. A closer look at
RESEARCH TO BUILD AND
PRESENT KNOWLEDGE
- Conduct SHORT – as well as sustained –
research projects
- Gather relevant information from multiple
print and digital resources while avoiding
plagiarism
- Be able to quote/cite evidence from
informational texts to support analysis,
reflection, and research.

16. Informational Writing
Informational writing will consist of about a
third of all the writing children do in
elementary school.
Writing across the curriculum not only COUNTS
towards this end, it is encouraged.
WARNING: Informational writing should NOT be
taught ONLY in content areas. It should be
included in the writer’s workshop curriculum.

17. PHEW! Not everything has to be a huge research project!

18. Q/A Mentor Text (from HIGHLIGHTS November 2012)
Do sharks eat fish?
Sent in by Lester, Age 7 (by e-mail)
The oceans have almost 400 kinds of sharks, some of them with
unusual diets. Many types of sharks eat fish, including other
sharks. The horn shark can eat crabs. Hammerhead sharks also
eat fish and crabs, and squid, too.
The whale shark doesn’t eat those kinds of prey. Instead, it eats
millions of tiny plants and animals called plankton. Like some
kinds of whales, it swims with its huge mouth open, filtering
plankton from the water.
The most famous shark is the great white. It eats many kinds of
prey, including other sharks, but it seems to prefer seals.

19. Longer projects…
Research
Note taking
Citing texts
Quotations
Graphics – diagrams, charts, graphs,
illustrations
The key to a longer project is in the
prewriting – planning, envisioning,
researching and trying things out

20. …teaching students to do the
intellectual work involved in
writing about a subject – any
subject – means teaching them to
organize and elaborate on facts
and ideas, to decide on priorities,
to look at information through
different lenses and to entertain
questions…
Pathways to the Common
Core, 153

21. Strategy: Topic Legs
Much like LIST AND STAR for
narrative work, students start with a
topic they know a lot about or want to
know a lot about it.
They create a web of general
information, starring the ones they
about which they could write. Students
write off the stars and then reread their
work. They begin to jot questions down
the margin of information they may
need to research.
Benefits:
- Students sift out what they know and
what they don‟t know.
- Students begin to see a need for
focused research.
- Sifting through questions will
help student begin to organize
information

22. At The Heart of It
Sometimes students love a topic –
like cheetahs – but can‟t figure out
how to focus their passion. This
strategy allows students to get their
love out and look for patterns or
hot topics within their larger
subject.
Students then write sample entries
exploring these ideas and reflecting
on the further research that might
be needed.

23. Entry from heart
Conferring with Penny,
we could help her
tighten her focus for a
larger piece:
- What are poachers
and why do they hurt
animals?
- What is being done to
stop poachers?
- How can people
around the world help
save cheetahs?

24. Planning, Grade 2
Boxes and bullets can help children
as young as second grade begin to
see if the facts they want to use
actually match the main idea in
their writing.
Second graders need to introduce a
topic and provide facts and
definitions to develop points.

25. Planning revised
Justin takes another shot at finding
facts that will support his mina
idea.

26. Planning
Boxes and Bullets are a helpful
way for Rebecca to begin planning
her piece about whale sharks.
Because she has experience with
boxes and bullets for reading, she
can use the same process for
writing – making sure she has main
ideas and supporting details.
Eventually, a teacher would want
to move her to a more sophisticated
outline format. However, this
shows her planning and serves the
purpose for Rebecca‟s writing in
fourth grade.

27. Moveable Outlines
Using sticky notes to plan out a
piece makes moving sections
around easier.
Kids use sticky notes to track their
main idea and/or sub heading.
They go through an oral rehearsal
with their writing partner and one
or two other friends. As they
rehearse what they plan to write,
they can try moving the sections
around to see which way will make
the most sense … before they
commit anything to paper. This
allows – hopefully – for revision to
be more about craft and wording
than restructuring a whole piece.

28. From Notebooks to Final Pieces
- Study mentor texts
Topic
Structure
Wording
- Allow time to revise for creating voice through
careful word choice
- Carefully consider adding graphics to enhance the
readers comprehension and to support the main
idea(s) of the piece

29. Write often to write well.
“If you write one story, it may be
bad; if you write a hundred you
have the odds in your favor.”
- Edgar Rice Burroughs
aimeebuckner@gmail.com

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