Using Twin Texts in the Elementary Social Studies Classroom:
Pairing Fiction and CCSS Non-Fiction Exemplar Texts to Teach Content and Strengthen Literacy Skills
by Carolyn Carlson and Manden Matz
12
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Introduction
The intent of the Common Core State Standards (CCSS) (National Governors Association Center for Best Practices, 2010) is to prepare students to graduate from high school ready for college or career. The CCSS emphasizes the need for students to be able to comprehend non-fiction texts to meet the college and career readiness goal. Rather than focus on non-fiction texts only when students enter the upper grades, students in the early grades need to be able to comprehend non-fiction texts as well. Therefore, the CCSS for grades K-5 emphasize the need for a balance of reading fiction and non-fiction texts, including informational texts in social studies. The use of twin texts (one non-fiction text and one fiction text) is one instructional approach teachers can use to help students learn about social studies content and develop their skills for comprehending non-fiction texts.
Non-Fiction Texts and the CCSS
The CCSS has emphasized a balance of reading literature with the reading of informational (non-fiction) texts. By grade four, students will be equally exposed to fiction and non-fiction texts, each accounting for 50% of the texts read. The amount of non-fiction reading increases through the remaining grade levels, with non-fiction texts accounting for 55% of the reading students do in the 8th grade and 70% of their reading by grade 12 (NGACBP, 2010). With the CCSS focusing on the use of more non-fiction texts throughout the school years, it is essential that students are exposed to these types of texts as often as possible. Pairing them with fiction texts provides students with a familiar type of text to help them navigate through the more unfamiliar non-fiction text. Researchers have noted that focusing on a common theme helps students identify and understand the text structures of both fiction and non-fiction texts (Furtado & Johnson, 2010).
An emphasis is placed on students’ ability to comprehend non-fiction texts, beginning in the early grades. For example, the CCSS Reading Standards for Informational Text indicate that second grade students must be able to “describe the connection between a series
of historical events…” (RI.2.3), third grade students must be able to “determine the meaning of general academic and domain-specific words and phrases in a text” (RI.3.4), and by the end of fifth grade, students must be able to “read and comprehend informational texts, including history/social studies…at the high end of the grades 4-5 text complexity band independently and proficiently (RI.5.10). Therefore, it is essential that students become familiar with non-fiction texts as early as possible.
Mrs. Matz is a Reading Specialist in the Springfield (MO) Public Schools. She holds a master's degree in literacy education.
Dr. Carlson is an Associate Professor at Washburn University in Topeka, KS. She holds a Ph.D. in literacy education and teaches both undergraduate and graduate level courses in the field of literacy education.