Balancing Text Types Day 1 Session 5 Elementary

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Balancing Text TypesDay 1 Session
5Elementary
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CCSS PK-5Range and Content of Reading

• students must read widely and deeply from among
  a broad range of high-quality, increasingly
  challenging
• literary and informational texts.
• The purpose...is for students to gain
• literary, cultural and
• foundational content knowledge
• in order to be better readers in
• all content areas.(CCSS p. 10)

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CCSS considerations of our tools

• Texts need to represent a wide variety of
  
• Perspectives
• Cultures and Ethnicities
• Time Periods
• Inclusion of non-traditional text,
• non-print media, and multi-media

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Literacy in History/Social Studies, Science and
Technical Subjects PK-5

• Are Integrated in the ELA Standards
• Literacy instruction should not take place at the
  expense of other content areas
• Social Studies, Science, The Arts, etc.
• Texts are tools for integration with
• the other content areas

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Grades
PK-5

• The K-5 standards include expectations for
  reading, writing, speaking, listening, and
  language applicable to a range of subjects,
  including but not limited to ELA.

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The same text in PreK-5 Classroomscan be used
for different purposes
Tool vs. Purpose

• Social Studies/
• Science/Technical Subjects
• Teach content
• How to think like a Historian, Scientist, etc.
• Apply reading skills

• Reading/ELA
• Teach reading skills
• How to become a proficient reader

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An Example of ELA and Literacy in History/Social
Studies, Science and Technical Subjects
Integration PK-5

• RI.2.3 Describe the connection between a series
  of historical events, scientific ideas or
  concepts, or steps in technical procedures in a
  text.

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Balance of Text Structure
Recommendations from NAEP (2009)Percent of Text
Structure Type by Grade These percentages
include texts read in all classes (i.e. ELA,
Social Studies, Science, etc.)
Grade Literary Text Informational Text
4 50 50
8 45 55
12 30 70
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The CCSS and text types Literature

• Narrative text structure
• Encompasses a wide variety of genres

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The CCSS and Text Types Informational Text

• Part of the motivation behind the
  interdisciplinary approach to literacy suggested
  by the Standards is extensive research
  establishing the need for college and career
  ready students to be proficient in reading
  complex informational text independently in a
  variety of content areas. (CCSS p. 4)

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The CCSS and Text Types Informational Text

• Literary non-fiction
• Biographies, Autobiographies, Memoirs
• Primary source documents speeches, letters,
  journalism
• Expository text structure
• information/technical books about history, social
  studies, science, and the arts
• Functional text
• forms, procedural, directions and information
  displayed in graphs, charts, or maps

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Teachers need to approach the CCSS not in terms
of the broad category informational text but
in terms of the specific types of text named
within that.

• Why?
• Some of the texts have very different purposes
• Some have different features
• They require different strategies and processes
• Not clear that proficiency with one will lead to
  proficiency with another
• Duke Roberts, 2010