Recognize common types of texts (e.g., storybooks, poems)


  • text structure
  • stanza
  • paragraphs
  • rhyme
  • author

  • illustrations
  • poetry
  • illustrator
  • story book
  • verse

  • Students who are able to recognize common types of text understand and are able to use the following terms (learned previously or newly introduced): poems, different, same, storybooks, , author, illustrator, and rhyme. They begin to become familiar with words like structure, stanza, and paragraph which they hear during instruction.
  • When students are able to recognizing common types of texts (e.g., storybooks, poems), they begin to understand that authors write in different ways and for different purposes.
  • As students recognize different types of texts, they begin to realize that illustrations are important tools to help them understand (comprehend) a variety of text types.
  • The ability to recognize types of texts introduces the student to the concept of similarities and differences and supports a student’s ability to discern similarities and differences in text types. The ability to discern similarities and differences provides the foundation for comparing and contrasting literary and information texts across content areas and grades.
  • Recognizing common types of texts provides opportunities for students to strengthen and increase their academic vocabulary (e.g. paragraphs vs. stanzas; rhyme vs. no rhyme; verse; story; poem; poetry)
  • Recognizing text types and knowing the characteristics of various types of texts supports the understanding of stories, poems, and informational texts in science, social studies, mathematics and other subjects.
  • Understanding basic text types provides a scaffold for recognizing more advanced types and sub-types of text (e.g. news reports or essays as components of informational texts).

  • How does knowing whether the text selection is a poem or a storybook support comprehension?
  • What strategies can be used to help children recognize how stories and poems are alike and different.
  • Which words must students review and which new words must they add to their academic vocabulary as they determine whether a text is a story book or poem?
  • How important are phonological awareness and concepts of print in determining text type?
  • What are the characteristics of storybooks and poems that help us identify each?

SAMPLE PERFORMACE TASKS – (1) Students can correctly identify whether what the teacher reads during a read aloud is a story or a poem. (2) When given six to eight randomly sorted books [picture books, storybooks and books of poems], children can sort them into three piles according to type.


Go to RL.1.5 to see the progression of related skills.