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Meeting the Common Core, Part Two: Reading Informational Text

Tap into Information Text

This investigation will identify what makes texts readable, engaging, inviting, and at an appropriate level of complexity for each grade band. We focus on four strategies that promote the vision of complex text integration defined in the crossover of the Common Core State Standards and the College, Career, and Civic Life (C3) Framework.  At the heart of our understanding is reading as a form of inquiry.  We describe four different ways to use informational text to support inquiry: visual inventory, chunking/short texts, close reading, and exploration of multiple sources. We will use these applications to explain steps toward increasing text complexity.

Teacher Leader Compelling Questions: As you think about the connections between the C3 Framework, Common Core State Standards, State Standards for Social Studies, and local social studies curriculum, consider the following:

  • Why is reading informational and complex texts essential to inquiry-focused learning in social studies?  
  • How do we make informational, complex texts accessible while also bringing in content that students find engaging?


Tina Heafner, University of North Carolina Charlotte
Dixie Massey, University of Washington


Grade K-12 teachers and school administrators


To explore the topics of this web seminar in greater depth, “follow” the C3 Literacy Collaborative on the Literacy in Learning Exchange to access the Investigation module associated with this and other C3LC webinars.


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