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Page history last edited by Danielle Calvin 2 years, 10 months ago


Standard 2: Reading and Writing Process

Students will use a variety of recursive reading and writing processes.

READING: Students will read and comprehend increasingly complex literary and informational texts.
1.2.R.2 Students will discriminate between fiction and nonfiction/informational text with guidance and support.

Student Actions 

Teacher Actions 

  • Students will recognize the differences in fiction and nonfiction/informational text.





  • Teachers read examples of fiction and nonfiction/informational text aloud.

  • Teachers explain the characteristics of fiction text. (eg.characters, setting, plot, beginning, middle, end)

  • Teachers explain the characteristics of nonfiction/informational text. (eg. captions, labels, maps, glossary, diagrams)

  • Teachers read sample texts and guide a class discussion over which type of text it is.

  • Teachers monitor and provide opportunities for students to receive feedback as students are discriminating between fiction and nonfiction/informational texts.

Supporting Resources 

Teacher Insights 

Video Sparkley Barkley’s FIction vs. Nonfiction (video)
  • Fictional text is an imaginative literary word representing invented rather than actual persons, places, or events.

  • Nonfiction/informational text is factual and may be represented by detailed descriptions or examples; organization follows a logical pattern and may include textual aids.

  • Fictional and informational text sets can be used for themes/units whenever possible.

  • Lists of text sets can be found on Start with a Book and Empowering Writers.

  • Text sets can be used to point out and explain the differences in fictional and informational texts.  

  • Informational/nonfiction text teach about things and often use real photos of things.  

  • Fictional texts tell a story often to entertain us. The pictures are usually drawings, paintings, etc., and the animals have character names.  

  • When reading texts, students should be able to tell whether they are fictional or nonfictional/informational by using details from the story. Teachers should provide support as needed.

Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.

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