Exploring ELA Strategies for Informational Texts
In this Learning Progression, you’ll discover essential strategies for helping your students analyze and digest informational texts, as well as integrate the key features of these texts into their own writing.
Learn more about how you can help students chunk texts in ways that better organize their thinking. Explore ways that students can recognize and work with features of complex and informational texts; and ways that they can apply what they learn to become more persuasive writers and communicators.
By applying this learning progression, your students will be able to:
- Utilize strategies like chunking and summarizing to digest difficult texts
- Effectively implement visual features into original informational writing
- Create reasoned arguments on a topic based on careful analysis of a variety of informational texts
This Learning Progression includes the practices of
This Learning Progression includes
Get Oriented to the Learning Progression
Meet your host, Peter, who will provide you with a detailed overview of what you will learn and do in the coming weeks. Meet the expert teachers whose practices provide the frame for this Learning Progression by viewing their introductory presentations. Meet your fellow learners by sharing your initial responses, ideas, questions and reflections.
Learn why ‘Chunking’ works
Together with other workshop participants, go in-depth on the Learning Progression’s first teaching strategy. See how Vivett Dukes teaches her students to “chunk” texts as a means to digest complex informational texts and how the strategy impacts student thinking and learning beyond the classroom. Then work together with colleagues to reflect on ways you will apply what you’ve seen to support your own students.
Helping Students Analyze and Digest Complex Texts
Next, with your learning cohort, observe how Missy Calloway uses “text sets” to help her students analyze a variety of informational texts on a common topic in order to develop an original and well-reasoned argument. Then, again work together with colleagues to reflect on ways you can bring the best components of her practice to your own classroom.
Justin Minkel will help you move from analysis to creation by sharing how his students develop an understanding of the purpose of features in informational texts by creating their own. Then, discuss with your learning colleagues how you can modify this practice for your own students and integrate it with those of previous sessions to meet your students needs.
Now, put everything together you’ve learned and present your own personalized take on the strategies you’ve explored. Share your ideas and reflections with teachers in your working group, and get ready to teach this strategy in your classroom.
After implementing your strategy in your classroom, share with your working group how the new strategy has impacted your students’ learning and your teaching. Your reflective work here can be used to earn professional learning credit from your school or district.