I examined the Information and Technology Essential Standard IN: Informational Text for Kindergarten through fifth grade, and compared it with Common Core State Standards for Language Arts and Literacy. This standard involves helping children to distinguish between reading for enjoyment and reading for information (Grades K-1), differentiating the way that texts are read according to their purpose (Grade 2), and applying appropriate strategies when reading for enjoyment and for information (Grade 3-5). There are many commonalities to be found between the ITES and Common Core.
Before entering school, many children have a difficult time distinguishing between "real" and "make-believe." Most of their early reading experience is with "stories", with limited exposure to factual information. Thus, one of the first objectives taught in kindergarten is helping students to understand the difference between fiction and nonfiction (K.IN.1.1). This directly relates to #5 in Common Core: Recognize common types of texts, and explain the major differences between books that tell stories and those that give information. Children are naturally curious about their world, and exposing them to nonfiction capitalizes upon this curiosity. Teachers can help students make connection between texts. and compare important facts and details (1.IN.1.2). Graphic organizers are an excellent way for students to begin to make these comparisons. If exposed to nonfiction at an early age, children will have an easier time grasping the concepts in science and social studies in the upper grades.
By second grade, students should be able to read a variety of genres, and recognize the identifying characteristics of each (2.IN.1.1). This directly relates to Common Core in many areas. Poetry, for example, can be examined to see how words are used to create different patterns, rhythms and rhymes (#4). Students can explore the ways that words can be put together by writing their own poetry. Fables and folktales from various countries can be read and analyzed for commonalities(#2). Different versions of the same story can be read and compared (#9). Students can understand dialogue and point of view by participating in plays and reader's theater (#6).
In the upper elementary grades, students should learn to apply appropriate strategies when reading for enjoyment and for information. Clarifying objective 3.IN.1.1 concerning the use of cues to find relevant infomation in a given text is almost the same as Common Core #5 for third grade which refers to text features and search tools. If students are repeatedly exposed to a variety of nonfiction, they will begin to use the text to find information, as well as learn to compare details from several texts. By fourth and fifth grades, students should be able to differentiate their reading strategies according to their purpose for reading (4 and 5.IN.1.1). This may include such things as summarizing and finding the main idea and details (#2 in Common Core), making inferences (#1), determing cause and effect (#5), and interpreting text features (#7 for fourth grade). Common core #7 in fifth grade refers to students' ability to find information in a variety of sources, both print and online. It is important for students to learn how to access information efficiently, and to know when to use print or digital.
There is a tremendous amount of overlap between the ITES and Common Core in the area of language arts. These two sets of standards should mesh easily in the curriculum for elementary students.
