instruction whenever possible. (See chapter 9 of this ELA/ELD Framework on access and equity for
additional information on MTSS.)
In this section, the roles of wide reading, informational texts, and student engagement in research
projects in building knowledge are highlighted.
Wide Reading
As noted throughout this framework, wide reading
of a range of genres and text types on a range of topics
is crucial for many reasons. Among them is that texts
are a valuable source of general and domain-specific
knowledge. Students in every grade level benefit by
engaging in wide reading, as do adults throughout their
lives. Teachers should provide students with time to read
and access to appealing and diverse texts. They should
have well stocked classroom libraries, collaborate with
teacher librarians, and be well versed in exceptional
children’s literature, ready to make recommendations
based on individuals’ interests and needs. Furthermore,
teachers should model their own enthusiasm for and spark their students’ interest in texts, and they
should create environments that motivate students to read and discuss texts with others. They should
have an independent reading program as specified in the wide reading and independent reading
section of chapter 2.
Engaging with Informational Text
In grades four and five, the expectation is that more than half of the texts students read (other
than their self-selected books for independent reading) are informational texts, which includes trade
books, content area textbooks, newspapers, and magazines in printed and digital form. At the same
time, students in grades four and five continue to have rich experiences with literary texts; indeed,
experiences with literary texts are vital and they continue throughout the years of schooling. Literary
texts, too, contribute to students’ knowledge of the world and the human experience. Informational
texts, however, are the focus of this section.
Informational texts are a considerable source of the knowledge that students acquire as they
move through their years of schooling, and students should be taught how to read these texts
because many differ from narrative texts in terms of language, organization, and text features
(Duke and Bennett-Armistead 2003; Yopp and Yopp 2006). Furthermore, each discipline—science,
mathematics, history–social science, the arts, and so on—
conveys knowledge differently from the others (Derewianka
and Jones 2012; Lee and Spratley 2010; Shanahan and
Shanahan 2012; Zygouris-Coe 2012). Thus, students need
instruction in how to read a range of informational texts,
including how to gain meaning from graphics and visuals.
As asserted in the research report on effective literacy
instruction for upper elementary and older students,
Improving Adolescent Literacy: Effective Classroom and
Intervention Practices, “helping students comprehend
[content-area] text should be a high priority” (Kamil, and
others 2008, 16).
It is crucial that students engage with text—both as
readers and writers—as they develop knowledge in the
subject areas. Texts are used alongside other sources of
Teachers should provide students
with time to read and access
to appealing and diverse texts.
They should have well stocked
classroom libraries, collaborate
with teacher librarians, and
be well versed in exceptional
children’s literature, ready to
make recommendations based on
individuals’ interests and needs.Informational texts are a
considerable source of the
knowledge that students
acquire as they move through
their years of schooling, and
students should be taught how
to read these texts because
many differ from narrative
texts in terms of language,
organization, and text features.414 | Chapter 5 Grades 4 and 5