Activities

1. List key concepts in an informational text.
   
   
2. Identify the features of an informational text.
   
   
3. Identify text structures of an informational text.
   
   
4. Identify transitional words that signal explanation of events, ideas, or steps in an informational text.

5. Compare and contrast specific details about two or more individuals, events, ideas, steps, or concepts in an informational text.
   
   
6. Analyze the relationships or interactions between individuals, events, ideas, steps, or concepts in an informational text.
   
   
7. Describe similarities and differences between individuals, events, ideas, steps, or concepts in an informational text.

8. Draw conclusions about how the text would have developed if the relationships between the individuals, events, ideas, steps, or concepts in the informational text would have been different.
   
   
9. Explain how the text shows the relationship between individuals, events, ideas, steps, or concepts throughout the informational text.

Answer Key/Rubric

1. Student is able to list key concepts of the informational text. Those facts and ideas that are significant and critical to the understanding of the text are identified.
   
   
2. Student can identify the key features of a content-specific text based on text features. These features might include events, steps, procedures, or other similar features.
   
   
3. Student can identify text structures that are used to assist in explaining the relationships and interactions evident in an informational text. These text structures might include time, sequence, cause/effect, or steps and are used to help the reader understand the informational text.
   
   
4. Student identifies transitional words and phrases that signal explanations. Transitional words and phrases would include those such as: “because,” “then,” “before,” “as a consequence,” or “in contrast.” These words can be keys to understanding how elements within the text fit together. Finding these words can give readers keys to understanding the relationships and interactions taking place in the informational text.
   
   
5. Student compares and contrasts individuals, events, ideas, steps, or concepts in an informational text, using specific details from the text for support. It’s critical that the student be able to pull multiple examples from the text to provide sufficient evidence. Merely giving one example is not enough.
   
   
6. Student analyzes and considers the relationships or interactions between individuals, events, ideas, steps, or concepts in an informational text. How these elements of the informational text interact with each other is shared. Multiple interactions between the same and different text elements are considered.
   
   
7. Student describes similarities and differences between individuals, events, ideas, steps or concepts in an informational text. Their similarities and differences are described. Multiple examples from the text are provided for each individual, event, idea, step, or concept as they are compared and contrasted.
   
   
8. Student considers how the text might have developed differently if the relationships between individuals, events, ideas, steps, or concepts in the text might have been different. In doing this, the student needs to fully understand the place of these elements in the current text and also be able to understand how they react to, and interact with, each other. By doing this, the student is able to make predictions and draw conclusions about what would happen if these elements were changed.
   
   
9. Student can explain how the text shows the relationship between individuals, events, ideas, steps, or concepts throughout the informational text. These relationships contribute to the meaning of the text. Understanding how text features, text structures, and transitional words work together to help create the meaning of the text is crucial in understanding an informational text.