Standard 2: Reading and Writing Process
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Students will use a variety of recursive reading and writing processes.
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| 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.
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Student Actions
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Teacher Actions
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- Students will recognize the differences in fiction and nonfiction/informational text.
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Teachers read examples of fiction and nonfiction/informational text aloud.
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Teachers explain the characteristics of fiction text. (eg.characters, setting, plot, beginning, middle, end)
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Teachers explain the characteristics of nonfiction/informational text. (eg. captions, labels, maps, glossary, diagrams)
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Teachers read sample texts and guide a class discussion over which type of text it is.
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Teachers monitor and provide opportunities for students to receive feedback as students are discriminating between fiction and nonfiction/informational texts.
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Supporting Resources
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Teacher Insights
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| Video Sparkley Barkley’s FIction vs. Nonfiction (video) |
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Fictional text is an imaginative literary word representing invented rather than actual persons, places, or events.
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Nonfiction/informational text is factual and may be represented by detailed descriptions or examples; organization follows a logical pattern and may include textual aids.
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Fictional and informational text sets can be used for themes/units whenever possible.
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Lists of text sets can be found on Start with a Book and Empowering Writers.
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Text sets can be used to point out and explain the differences in fictional and informational texts.
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Informational/nonfiction text teach about things and often use real photos of things.
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Fictional texts tell a story often to entertain us. The pictures are usually drawings, paintings, etc., and the animals have character names.
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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.
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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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