balancing text types day 1 session 5 elementary. ccss: pk-5 range and content of reading “...
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Balancing Text TypesDay 1 Session 5
Elementary
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)
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
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
“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.”
PK-5
Grades
The same text in PreK-5 Classroomscan be used for different purposes
Reading/ELA
Teach reading skills
How to become a proficient reader
Social Studies/Science/Technical
Subjects
Teach content
How to think like a Historian, Scientist, etc.
Apply reading skills
Tool vs. Purpose
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.
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.)
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*
The CCSS and text types: Literature
Narrative text structure
Encompasses a wide variety of genres
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)
The CCSS and Text Types: Informational The CCSS and Text Types: Informational TextText
Literary non-fiction: Biographies, Autobiographies, Memoirs Primary source documents: speeches,
letters, journalismExpository text structure: information/technical books about history,
social studies, science, and the artsFunctional text: forms, procedural, directions and
information displayed in graphs, charts, or maps
‘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
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