8-2-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.
8.2.R.2 Students will analyze details in literary and nonfiction/informational texts to evaluate patterns of genres.

Student Actions 

Teacher Actions 

 

  • Students will analyze the details in nonfiction/informational texts to evaluate the formats of different genres. 

  • Students will determine the genre based on details within the text. 

  • Teachers provide texts from different genres for students to read.

  • Teachers explain the differences between genres.

  • Teachers provide opportunities for students to determine genre based on details with the work(s).

Supporting Resources 

Teacher Insights 

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

Teacher Excellence Award Literary Genres Anchor Chart (pdf)

Definitions of Genres (website)

Scholastic’s Lesson Plans/Outlines of Fiction and Non-Fiction (website)

 

  • Students have studied genres in previous years. They should be familiar with most genres recommended for eighth grade.

    • Examples of previously taught genres: informational text, fiction, nonfiction, poetry, drama, fable, legend, fairy tale, myth, autobiography, biography

    • The distinction among autobiography, memoir, and personal narrative is a length of time covered. Autobiography is a full life. A memoir is a small portion of a life, from a few months to a few years. A personal narrative covers a small event, from a few minutes to a couple of hours.

  • While the Genre Guidance gives an overview of what genres should be taught PK-12, those genres should be used to help illuminate meaning in text by providing a form for ideas, topics, and themes.

    • Students can use their knowledge of various genres to make inferences about texts they are reading.

  • Two basic genres are obviously fiction and non-fiction and encompass many different aspects and elements and frequently overlap.

    • See this list for a comprehensive list of genres and definitions.

    • Many texts are a mixture of genres, especially today’s nonfiction. There may be overlap between genres.

    • See Scholastic’s definition of some basic types of nonfiction/ informational text.

  • At this grade level, it may not be appropriate to give students basic fiction and non-fiction organizers, as most genres do not simply fit into one category.

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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