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English: Reading Informational and Technical Texts

Active component (content knowledge) Learner outcomes

Comprehend Demonstrate by:
• Reaching conclusions using evidence from
• General sets of instructions for software, job
informational texts
applications, historical documents, government
• Synthesizing information from multiple informational
publications, newspapers and textbooks
• Vocabulary related to subject area terminology:
• Following instructions to complete tasks, answer
connotative, denotative, and idiomatic
questions or solve problems
• Accurately interpreting informational and technical
• The difference between summary and critique
illustrations (charts and graphs)
• Information in maps, charts, graphs, timelines,
tables, and diagrams Develop ability to:
Analyze • Comprehend informational texts through the use of
○ Monitoring and self-correction
• How a text’s organization supports or
○ Reading aloud
confounds meaning or purpose
• Summarize informational and technical texts
• Text for clarity, simplicity, and coherence
including their supporting visual components
• The appropriate use of graphics for visual
• Create and apply vocabulary strategies to
Identify comprehend meaning of new words through context
and/or the use of cognates
• Interrelationships among concepts within texts
such as cause and effect relationships
• How the use of ambiguity, contradiction,
paradox, irony, incongruities, understatement,
and overstatement affects meaning
• The essential elements influencing the main
ideas of informational text
• Basic elements of charts, graphs, and visual
media used in texts

College Readiness Standards 22081939

(Conley, 2003; 2005; 2007) (The American Diploma Project, 2004)

College Readiness Standards 22081939

Knowledge and Skills for University Success (KSUS)
English: Reading Informational and Technical Texts
A. Successful students use reading skills and strategies to understand informational texts
B. Successful students are able to read and interpret visual images, including charts and

Cognitive Strategies Emphasized

• Habits of the mind such as:
○ Time management – budgeting time to complete reading tasks
○ Understanding expectations of readings
○ Academic persistence
• Critical thinking skills such as:
○ Ability to discuss materials in-depth by asking engaging questions
○ Problem solving
• Understanding the connection between reading comprehension skills and disciplines:
writing, speaking and research
• Self-analysis – learning from constructive criticism and feedback
• Developing comfort with ambiguity of readings and assignments

Conley, D. T. (2005). College Knowledge. San Francisco: Jossey-Bass.

Conley, D. T. (2003). Understanding University Success: A Project of the Association of American

Universities and The Pew Charitable Trusts. Eugene: Center for Educational Policy Research.

Conley, D. (2007). Towards a More Comprehensive Comprehension of College Readiness.

Eugene, OR: Educational Policy Improvement Center.

The American Diploma Project. (2004). Ready or Not: Creating a High School Diploma that
Counts. Achieve, Inc.

College Readiness Standards 22081939