2-2-R-2


 

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.
2.2.R.2 Students will begin to compare and contrast details (e.g., plots or events, settings, and characters) to discriminate genres.

Student Actions 

Teacher Actions 

For more specific genre information, please refer to Genre Guidance on page 4 of the ELA OAS Support for Standards Document.
  •  Students will begin to understand characteristics of different genres.
  • Students will begin to explain the differences between genres using key characteristics of the text.
  • Students will begin to explain the similarities between genres using key characteristics of the text.

 

 

 

 
  • Teachers read sample texts and discuss the characteristics of various genres to determine students’ prior knowledge.
  • Teachers clarify any misconceptions and answer any questions students might have concerning genres.
  • Teachers explain the characteristics (e.g. plots or events, settings, and characters) of various genres of text.
  • Teachers provide opportunities for students to determine the genre of various texts as a class, in small groups, and independently.
  • Teacher monitor and provide opportunities for students to receive feedback while building knowledge of genres.
  • Teachers model explaining the differences between genres using key characteristics from the text.
  • Teachers provide opportunities for students to explain the differences between genres.
  • Teachers monitor and provide opportunities for students to receive feedback regarding their explanations of the differences between genres.
  • Teachers model explaining the similarities between genres using key characteristics from the text.
  • Teachers provide opportunities for students to explain similarities between genres.
  • Teachers monitor and provide opportunities for students to receive feedback regarding their explanations of the similarities between genres.

 

Supporting Resources 

Teacher Insights 

Article on Text-Text Comparisons with T-Chart(website)

Reading Rockets:  Compare, Contrast, Comprehend (website)

Read-Write-Think:  Venn Diagram (website)

Two-Circle Venn Diagram (website)

Lesson Demonstration on Comparing and Contrasting Text (video)

Teacher Excellence Award Literary Genres Anchor Chart (pdf)

ELAOK Framework Genre Guidance   (pdf: Genre guidance pg 4 & pg 89 )

  • 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.

  • Genre is a category used to classify literary and other works, usually by form, technique, or content. The novel, the short story, and the lyric poems are all examples of literary genres.

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

  • Comparing is to identify similarities between two or more texts or text elements. Contrasting is to identify the differences.

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

  • Text sets may be used to compare and contrast details in fictional and informational texts.

  • In second grade, students should have a basic understanding of some genres: informational text, fiction, nonfiction, poetry, drama, nursery rhyme, fable, folktale, fairy tale, tall tale, autobiography, biography.  

    • The following genres are often confused:

      • Fairy tales have ambiguous settings (Far, far away; Once upon a time….), the characters are static (all good or all bad)

      • Tall tales are similar to legends, except they are particular to the United States.

      • Folktales are stories passed down through oral tradition. They are similar to fairy tales but specific to a certain culture.

      • Drama will include dialogue.

  • For more specific genre information, please refer to Genre Guidance (page 4 of the Support Documents.).

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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