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The article discusses techniques for students to improve reading comprehension and close-reading skills based on the U.S. Common Core State Standards for elementary and middle school literacy. Self-monitoring in students, student engagement, and complex informational texts are discussed, as well as student reading assessment, note-taking, and books such as "Trapped: How the World Rescued 33 Miners From 2,000 Feet Below the Chilean Desert" by Marc Aronson.

The article presents information on the focus on coherent curriculum, content knowledge, and reading comprehension in U.S. education. The authors look at text complexity, nonfiction and informational texts, and the U.S. Common Core State Standards. The article also discusses the Core Knowledge Foundation and the Core Knowledge Language Arts program.

The article presents information on the educational standards regarding informational texts in the U.S. The author looks at the U.S. Common Core State Standards, informational/explanatory writing, and student achievement in reading. The article also discusses the balance of informational and fictional literature in U.S. schools.

The article presents information on the focus of nonfictional and informational complex text in U.S. education. The author looks at reading for multiple ideas, developing structures for transference, and constructing arguments. The article also discusses how to pair different books on similar topics to show different perspectives.

The article examines ways in which teachers can implement the use of educational technology that coincides with the Common Core State Standards, a set of U.S. educational standards. These strategies include giving students screen-based reading assignments, presenting digital writing assignments, and incorporating lessons that use collaborative writing. Other topics covered include working with informational texts, promoting literacy education, and accessing educational resources through the Internet.

The article discusses an inquiry-based teaching method that uses third grade students' curiosity to encourage interest in informational texts, based on the U.S. Common Core State Standards for nonfiction texts. Group work in class, classroom libraries, and students' inspiration for questions from books and films are also discussed.

The author discusses research into the connection between students' nonfiction reading habits and academic achievement, and cites studies from the 2012 U.S. Common Core State Standards suggesting that informational and technical reading should be included in literacy instruction. Literary analysis versus summarizing, teaching to student interests, and reading comprehension skills are discussed, and research into students' media exposure is described. The effects of nonfiction reading on college readiness are also mentioned.

The article presents information on educational resources such as blogs, sources, and organizations which focus on nonfiction literature, including the Robert F. Sibert Informational Book Medal, the periodical "School Library Journal," and the blog "Nonfiction Monday," located at http://nonfictionmonday.wordpress.com.

An introduction is presented in which the editor discusses various reports within the November 2013 issue on topics including the U.S. Common Core State Standards, reading expectations for college students, and the focus on nonfiction literature in primary school.

The article presents information on ProCon.org, a website featuring an online collection of pro and con statements on controversial topics including cell phones, social networking sites, and concealed handguns, which can be used as a teaching tool for informational texts.