1. Balancing Text Types Day 1 Session 5 Elementary

2. CCSS: PK-5 Range 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)

3. 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

4. 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

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.” English Language Arts Literacy in History/Social Studies, Science, and Technical Subjects PK-5 Grades

6. The same text in PreK-5 Classrooms can 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

7. 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.

8. 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 450* 845*55* 1230*70*

9. The CCSS and text types: Literature  Narrative text structure  Encompasses a wide variety of genres

10. 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)

11. 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

12. ‘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