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Literature - EC: L.N.2.4.1

Literature - EC: L.N.2.4.1

Continuum of Activities

Continuum of Activities

The list below represents a continuum of activities: resources categorized by Standard/Eligible Content that teachers may use to move students toward proficiency. Using LEA curriculum and available materials and resources, teachers can customize the activity statements/questions for classroom use.

This continuum of activities offers:

  • Instructional activities designed to be integrated into planned lessons
  • Questions/activities that grow in complexity
  • Opportunities for differentiation for each student’s level of performance

Grade Levels


Course, Subject



  1. Identify the title and headings in a complex informational text.

  2. Determine the order in which a complex informational text is meant to be read.

  3. Observe and note any patterns evident in the body of a complex informational text.

  4. Summarize the meaning and purpose of any pictures in a complex informational text.
  1. If a complex informational text has colors, analyze how the text uses colors to organize information or to convey relationships between data.

  2. Draw a conclusion about how the format of a complex informational text is designed in order to organize, express a relationship, and convey the information provided.

Answer Key/Rubric

  1. Students highlight, circle or underline the title and headings of a complex informational text. Students do not confuse details within the body of a text with headings, which should be bolded, enlarged or otherwise set apart from the rest of the text.

  2. Students look for patterns in how a complex informational text is organized. There may be columns, bulleted paragraphs, circle/pie graphs, pictures or any combination of these. Students should use clues (generally, left to right, top to bottom), about what to read first and how to read a complex informational text.

  3. Students extend their observation about how a complex informational text is organized by looking for patterns within the body. Patterns will express the relationship between data, and students should note and observe any patterns the author employs to best illustrate the given information.

  4. Students interpret any pictures used in a complex informational text. Students connect the meaning of the picture to the title, heading and body text. Students explain whether the picture is meant to illustrate a main idea or detail of the text itself.

  5. Students observe, then formulate an explanation for why and how a complex informational chart uses color. Usually, colors will be used to draw comparisons or contrasts between data sets. Students analyze how the text uses color to help convey its meaning.

  6. After reading a variety of complex informational texts, students view different ways in which complex informational texts use different structures to organize information and can categorize informational texts into different types. Students are able to draw conclusions about new complex informational texts to analyze how they organize visual elements in order to convey data.

Suggested Rubric:  This rubric may be used to assess a student’s overall mastery of the standard or eligible content.

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