Examining Narrative and Informational Genre Balance in Grades K–2 During Literacy Block Time

Abstract

This mixed-method study examined the balance of narrative and informational text instruction in alignment with Common Core State Standards (CCSS), and teachers' professional learning opportunities in elementary classrooms. Surveys were sent to teachers in one midwestern state, and audio recordings of literacy instruction were collected in one kindergarten, one first grade, and one second grade classroom within one school district in that same state. Previous research suggests an imbalance in instructional time between narrative and informational texts (Braker-Walters, 2014; Duke, 2000; Hall et al., 2016; Kletzien & Dreher, 2016; Mackay et al., 2020; Yopp & Yopp, 2012), potentially contributing to an achievement gap favoring narrative text in K-2 classrooms. The research underscores the necessity of explicit instruction in comprehension strategies for informational texts due to their distinct structures and demands. The findings indicate that classrooms maintain a balanced approach to text genres with more time being spent on informational text. However, the additional time showed a deficiency in providing explicit instruction on informational text, and professional development that encompasses both informational and narrative text. This has implications for long-term literacy outcomes and offers insights for educators, administrators, and policymakers. The study emphasizes the significance of ensuring that primary grade teachers are equipped with the necessary skills to effectively teach a diverse range of genres. Additionally, it emphasizes the importance of providing teachers with opportunities to develop the skills required for teaching students effectively. To address this, educators must prioritize genre instruction, select appropriate curricula, and provide professional development opportunities.