Informational Text and the Common Core

Barbara A. Braker-Walters

SAGE Open, 2014, vol. 4, issue 4, 2158244014555119

Abstract: The informational text recommendations found in the Common Core State Standards for English and Language Arts (CCSS-ELA) will have a significant impact on teacher practice and student learning in the classroom. Teachers will be required to integrate substantial amounts of informational text instruction into reading curriculum. This article describes the findings of a quantitative content analysis study of the text genres contained in the three commercially published fourth-grade basal reading texts. Hand coding was used to analyze the types and extent of text contained in each publisher’s text and then compare with the recommendation of the CCSS-ELA. Findings indicated that the percentage of informational text found in the three selected fourth-grade basal readers does not meet the informational text standard set by the CCSS-ELA. These results are significant due to the recent adoption by most states of the CCSS, which are based on the 2009 National Assessment of Educational Progress (NAEP). As most elementary classrooms rely on basal texts for reading and language arts instruction, it is important for principals, curriculum leaders, and teachers to be aware of the volume and type of informational texts that appear in basal texts at each grade level. School districts and teachers may need to purchase supplementary materials to address the standard set for informational text set by the CCSS-ELA.

Keywords: Common Core State Standards; basal reading texts; informational text; content analysis (search for similar items in EconPapers)
Date: 2014
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:4:y:2014:i:4:p:2158244014555119

DOI: 10.1177/2158244014555119

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