Unlike previous standard posts, I looked at the comparison between informational and literary reading standards at the same time. As I mentioned, I find it interesting how the anchor standard only really uses the language of the informational standard. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. The literary side of the standard will key in on characters, settings, major events, and theme. The informational side of the standard doesn’t stray much “individuals, events, and ideas”.
Where do they meet?
Often, we talk about vertical alignment across standards. When looking at informational and literary Reading standard 3, I found there was room in addition to think of horizontal alignment within one classroom with one teacher. For example, the author appearing at 9/10 in informational but appearing at 11/12 in literary. What differences have you noticed in your instruction? Or, what do you notice when considering my Venn Diagrams below?
I’ve written about the elusive author in my Literary Vertical Alignment post. I’ve been thinking more about the author and the author’s craft appearing at grades 9/10 for informational text while the author and the author’s craft shows up at grades 11/12 for literary text. I’m wondering if the idea is that students are more adept and tuned into considering the author of an informational text, especially if it’s a primary resource, textbook, or magazine article. Whereas, the author of fictional texts appear almost not present in the text; we focus significant time to the characters as living, breathing entities that make decisions and interact across the pages. So, perhaps, that is why the literary standards wait until 11/12 to explicitly ask students to look at the author as the star of the writing and as a living, breathing person who has created the words on the literary text’s pages.
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