Standard 2: Reading and Writing Process

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

Student Actions 

Teacher Actions 

• Students will analyze details in text.

• Teachers provide texts from different genres for students to read.
• Teachers remind students of the differences between genres.
• Teachers model how to analyze details that support genre choices.

• Students will analyze why the author chose a certain genre.

• Teachers review how the genre can affect a message.
• Teachers provide opportunities for students to analyze the author's’ messages.
• Teachers provide opportunities for students to receive feedback about their interpretations of the author’s genre choice.

• Students will analyze whether or not the given genre supports the author’s purpose.

• Teachers provide examples of genre building author's purpose.
• Teachers provide students opportunities to connect genre choice and author’s purpose. 

Supporting Resources 

Teacher Insights 

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

Genres of Literature (website)

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

• When students understand patterns in each genre, the author’s purpose will be more accessible to them.

• Example: When reading dystopian literature, a reader would expect the author’s purpose to involve a criticism of modern society.

• 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 nonfiction 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 texts.

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.