Informational text occupies a prominent space in grades six through eight both within English
language arts and in all other content areas. According to the reading framework of the NAEP and
the CA CCSS for ELA/Literacy, 55 percent of the texts that students should read and study across
all disciplines by grade eight should be informational, and 45 percent should be literary. These
percentages are not a prescription for the balance of text types in ELA but rather are achieved across
the range of subjects, including ELA, that students study. Critically important in each content area is
that students actually read and learn from the texts designated for the subject and grade. Too often
information is presented orally or read aloud to content classes because of a concern for students’
ability to successfully read a text and interact with its ideas in speaking and writing. The suggestions
provided in the meaning making, language development, and effective expression sections of this
framework are designed to support teachers to help their students achieve proficiency in literacy and
language across all subject areas. For students to progress toward each of the overarching goals of
ELA/literacy and ELD instruction by the time they complete high school, reading and communicating
effectively in all content areas is essential. See the outer ring of figure. 6.1; see also the discussion of
the goals in chapter 2 in this framework.
The CA CCSS for Literacy in History/Social Studies, Science, and Technical Subjects are meant
to complement the specific content demands of the disciplines and help students grapple with the
texts they encounter. The Reading Standards for Literacy in History/Social Studies, for example,
expect students to cite specific textual evidence to support analysis of primary and secondary sources
(RH.6–8.1); identify key steps in a text’s description of a
process related to history/social studies (e.g., how a bill
becomes a law) (RH.6–8.3); and analyze the relationship
between a primary and secondary source on the same topic
(RH.6–8.9). The Reading Standards for Literacy in Science
and Technical Subjects expect students to follow precisely
a multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks
(RST.6–8.3); determine the meaning of symbols, key terms,
and other domain-specific words and phrases (RST.6–8.4);
and compare and contrast the information gained from
experiments, simulations, video, or multimedia sources with
that gained from reading a text on the same topic (RST.6–
8.9). See the section on meaning making for more detail on
the standards for reading informational text new to grades
six through eight.
Literary text need not be limited to English language arts. Students in history classes can be
exposed to a wealth of supportive readings such as biographies, essays, plays, films, and novels,
which deepen understanding of key historical narratives, ideas, periods, events, and influential actors.
Science teachers can help students deepen their understanding and interest in how the world works
by providing students opportunities to read stories, biographies, and readings that show how specific
scientific breakthroughs occurred (for example, works on Darwin and Marie Curie, and books such as
How I Killed Pluto and Why It Had It Coming by Mike Brown (2010). Excerpts of full-length literary
works may be a good strategy for introducing textual variety to content classrooms as well. Listed
below are examples of informational texts to illustrate the complexity, quality, and range of student
reading in grades six through eight:
- The Great Fire by Jim Murphy
- The Omnivore’s Dilemma: The Secrets Behind What You Eat by Michael Pollan
- Narrative of the Life of Frederick Douglass, an American Slave by Frederick Douglass
Literary text need not be
limited to English language
arts. Students in history classes
can be exposed to a wealth
of supportive readings such
as biographies, essays, plays,
films, and novels, which
deepen understanding of key
historical narratives, ideas,
periods, events, and influential
actors.Grades 6 to 8 Chapter 6 | 535