Research-based Strategies to Help Students Become Skilled Readers of Informational Text


Speaker: Barbara Moss


SKU: 165-101212

Webinar Description

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Snapshot: The ability to read informational text has become more important than ever. This skill gets top priority in the Common Core State Standards (CCSS), but teaching it properly requires educators to give students much more experience and instruction.

As devoted as we may be to the appreciation of literature, language arts teachers will need to change their practices to help students with this vital skill. So will teachers across the curriculum–science teachers, social studies teachers, math teachers, etc. All play a critical role.

In this webinar, Barbara Moss gives you practical, research-based strategies for guiding students in reading informational text in their classrooms. Learn about the different types of informational texts and how to evaluate and select texts for classroom use. Barbara will explore the 3 informational text gaps: 1) the exposure gap, 2) the achievement gap and 3) the instruction gap.

Barbara will discuss strategic approaches for closing the reading gaps in 5 key areas:

  1. building background for reading,
  2. developing academic vocabulary,
  3. helping students develop an awareness of genre,
  4. teaching text features and structures,
  5. and teaching writing through informational texts.

Webinar Topics:

  • The important role of reading informational texts in the Common Core State Standards
  • How to integrate informational text into the school day
  • How to distinguish among types of non-narrative texts
  • Why students have difficulty with informational text types and what to do about it
  • Strategies for building background and teaching academic vocabulary
  • Teaching genre awareness
  • Teaching text structures and features
  • Ideas for engaging students in writing informational text


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About the Speaker

Barbara Moss

Barbara Moss is a professor of literacy education at San Diego State University. She has been a classroom teacher, a reading specialist, and a reading supervisor, as well as a university professor. She has explored the teaching of informational texts for more than 20 years and has written numerous journal articles, books, and book chapters on that topic. Barbara has provided more than 500 staff development presentations to teachers across the country and works as a content area literacy coach in an urban San Diego high school. She is the co-author of 35 Strategies for Guiding Readers through Informational Text, published by Guilford Press.


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