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