Description
Part 1: Strategies
Research and summarize, in 250-300-words, a minimum of five strategies for teaching print concepts, identifying the conditions under which they are intended to be delivered (e.g., content area, class setting, required resources, if intended for a specific type of disability).
Include a minimum of 2-3 scholarly resources to support your findings.
Part 2: Activity
Review Appendix B of the Common Core English Language Arts Standards and identify a text appropriate to use with a small group identified using the “Class Profile,” located in the topic materials. Draft a 250-500-word outline and summary of three activities to reinforce print concepts, using the identified text and strategies.
Include a 250-300-word rationale for your instructional decisions, applicable to the chosen small group.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
common core state STANDARDS FOR
English Language Arts
&
Literacy in
History/Social Studies,
Science, and Technical Subjects
Appendix B: Text Exemplars and
Sample Performance Tasks
Common Core State Standards for english language arts & literacy in history/social studies, science, and technical subjects
Exemplars of Reading Text Complexity, Quality, and Range
& Sample Performance Tasks Related to Core Standards
Selecting Text Exemplars
The following text samples primarily serve to exemplify the level of complexity and quality that the Standards require
all students in a given grade band to engage with. Additionally, they are suggestive of the breadth of texts that students should encounter in the text types required by the Standards. The choices should serve as useful guideposts in
helping educators select texts of similar complexity, quality, and range for their own classrooms. They expressly do
not represent a partial or complete reading list.
The process of text selection was guided by the following criteria:
•
Complexity. Appendix A describes in detail a three-part model of measuring text complexity based on qualitative and quantitative indices of inherent text difficulty balanced with educators’ professional judgment in
matching readers and texts in light of particular tasks. In selecting texts to serve as exemplars, the work group
began by soliciting contributions from teachers, educational leaders, and researchers who have experience
working with students in the grades for which the texts have been selected. These contributors were asked to
recommend texts that they or their colleagues have used successfully with students in a given grade band. The
work group made final selections based in part on whether qualitative and quantitative measures indicated
that the recommended texts were of sufficient complexity for the grade band. For those types of texts—particularly poetry and multimedia sources—for which these measures are not as well suited, professional judgment necessarily played a greater role in selection.
•
Quality. While it is possible to have high-complexity texts of low inherent quality, the work group solicited only
texts of recognized value. From the pool of submissions gathered from outside contributors, the work group
selected classic or historically significant texts as well as contemporary works of comparable literary merit,
cultural significance, and rich content.
•
Range. After identifying texts of appropriate complexity and quality, the work group applied other criteria to
ensure that the samples presented in each band represented as broad a range of sufficiently complex, highquality texts as possible. Among the factors considered were initial publication date, authorship, and subject
matter.
Copyright and Permissions
For those exemplar texts not in the public domain, we secured permissions and in some cases employed a conservative interpretation of Fair Use, which allows limited, partial use of copyrighted text for a nonprofit educational
purpose as long as that purpose does not impair the rights holder’s ability to seek a fair return for his or her work.
In instances where we could not employ Fair Use and have been unable to secure permission, we have listed a title
without providing an excerpt. Thus, some short texts are not excerpted here, as even short passages from them would
constitute a substantial portion of the entire work. In addition, illustrations and other graphics in texts are generally
not reproduced here. Such visual elements are particularly important in texts for the youngest students and in many
informational texts for readers of all ages. (Using the qualitative criteria outlined in Appendix A, the work group considered the importance and complexity of graphical elements when placing texts in bands.)
When excerpts appear, they serve only as stand-ins for the full text. The Standards require that students engage with
appropriately complex literary and informational works; such complexity is best found in whole texts rather than passages from such texts.
Please note that these texts are included solely as exemplars in support of the Standards. Any additional use of those
texts that are not in the public domain, such as for classroom use or curriculum development, requires independent
permission from the rights holders. The texts may not be copied or distributed in any way other than as part of the
overall Common Core State Standards Initiative documents.
Sample Performance Tasks
appendix B |
The text exemplars are supplemented by brief performance tasks that further clarify the meaning of the Standards.
These sample tasks illustrate specifically the application of the Standards to texts of sufficient complexity, quality,
and range. Relevant Reading standards are noted in brackets following each task, and the words in italics in the task
reflect the wording of the Reading standard itself. (Individual grade-specific Reading standards are identified by their
strand, grade, and number, so that RI.4.3, for example, stands for Reading, Informational Text, grade 4, standard 3.)
2
Common Core State Standards for english language arts & literacy in history/social studies, science, and technical subjects
How to Read This Document
The materials that follow are divided into text complexity grade bands as defined by the Standards: K–1, 2–3, 4–5, 6–8,
9–10, and 11–CCR. Each band’s exemplars are divided into text types matching those required in the Standards for
a given grade. K–5 exemplars are separated into stories, poetry, and informational texts (as well as read-aloud texts
in kindergarten through grade 3). The 6–CCR exemplars are divided into English language arts (ELA), history/social
studies, and science, mathematics, and technical subjects, with the ELA texts further subdivided into stories, drama,
poetry, and informational texts. (The history/social studies texts also include some arts-related texts.) Citations introduce each excerpt, and additional citations are included for texts not excerpted in the appendix. Within each grade
band and after each text type, sample performance tasks are included for select texts.
Media Texts
Selected excerpts are accompanied by annotated links to related media texts freely available online at the time of the
publication of this document.
appendix B |
3
Common Core State Standards for english language arts & literacy in history/social studies, science, and technical subjects
Table of Contents
K–1 Text Exemplars………………………………………………………………………………………………14
Stories………………………………………………………………………………………………………………..14
Minarik, Else Holmelund. Little Bear……………………………………………………………………. 14
Eastman, P. D. Are You My Mother?…………………………………………………………………….. 15
Seuss, Dr. Green Eggs and Ham…………………………………………………………………………… 15
Lopshire, Robert. Put Me in the Zoo…………………………………………………………………… 15
Lobel, Arnold. Frog and Toad Together ……………………………………………………………. 15
Lobel, Arnold. Owl at Home…………………………………………………………………………………. 16
DePaola, Tomie. Pancakes for Breakfast…………………………………………………………….. 17
Arnold, Tedd. Hi! Fly Guy………………………………………………………………………………………. 17
Poetry………………………………………………………………………………………………………………… 17
Anonymous. “As I Was Going to St. Ives.”…………………………………………………………. 17
Rossetti, Christina. “Mix a Pancake.” . ………………………………………………………………… 17
Fyleman, Rose. “Singing-Time.” ………………………………………………………………………….. 18
Milne, A. A. “Halfway Down.”………………………………………………………………………………… 18
Chute, Marchette. “Drinking Fountain.”……………………………………………………………… 18
Hughes, Langston. “Poem.”………………………………………………………………………………….. 18
Ciardi, John. “Wouldn’t You?”………………………………………………………………………………. 18
Wright, Richard. “Laughing Boy.”………………………………………………………………………… 18
Greenfield, Eloise. “By Myself.”…………………………………………………………………………….. 18
Giovanni, Nikki. “Covers.”………………………………………………………………………………………. 18
Merriam, Eve. “It Fell in the City.”………………………………………………………………………… 19
Lopez, Alonzo. “Celebration.”………………………………………………………………………………. 19
Agee, Jon. “Two Tree Toads.”……………………………………………………………………………….. 19
Read-Aloud Stories…………………………………………………………………………………………..20
Baum, L. Frank. The Wonderful Wizard of Oz…………………………………………………..20
Wilder, Laura Ingalls. Little House in the Big Woods……………………………………….20
Atwater, Richard and Florence. Mr. Popper’s Penguins…………………………………… 21
Jansson, Tove. Finn Family Moomintroll…………………………………………………………….. 21
Haley, Gail E. A Story, A Story………………………………………………………………………………. 21
Bang, Molly. The Paper Crane……………………………………………………………………………… 22
Young, Ed. Lon Po Po: A Red-Riding Hood Story from China……………………….. 23
Garza, Carmen Lomas. Family Pictures…………………………………………………………….. 23
Mora, Pat. Tomás and the Library Lady……………………………………………………………… 23
Henkes, Kevin. Kitten’s First Full Moon……………………………………………………………… 24
Read-Aloud Poetry…………………………………………………………………………………………… 25
Anonymous. “The Fox’s Foray.”………………………………………………………………………….. 25
Langstaff, John. Over in the Meadow………………………………………………………………… 26
Lear, Edward. “The Owl and the Pussycat.”……………………………………………………… 27
Moss, Lloyd. Zin! Zin! Zin! a Violin………………………………………………………………………. 27
appendix B |
Hughes, Langston. “April Rain Song.”………………………………………………………………… 27
4
Common Core State Standards for english language arts & literacy in history/social studies, science, and technical subjects
Sample Performance Tasks for Stories and Poetry………………………………………… 28
Informational Texts …………………………………………………………………………………………. 28
Bulla, Clyde Robert. A Tree Is a Plant………………………………………………………………… 28
Aliki. My Five Senses…………………………………………………………………………………………….. 29
Hurd, Edith Thacher. Starfish……………………………………………………………………………….30
Aliki. A Weed is a Flower: The Life of George Washington Carver……………….30
Crews, Donald. Truck……………………………………………………………………………………………..30
Hoban, Tana. I Read Signs…………………………………………………………………………………….30
Reid, Mary Ebeltoft. Let’s Find Out About Ice Cream……………………………………… 31
“Garden Helpers.” National Geographic Young Explorers………………………………. 31
“Wind Power.” National Geographic Young Explorers…………………………………….. 31
Read-Aloud Informational Texts………………………………………………………………………. 31
Provensen, Alice and Martin. The Year at Maple Hill Farm……………………………… 31
Gibbons, Gail. Fire! Fire!………………………………………………………………………………………… 31
Dorros, Arthur. Follow the Water from Brook to Ocean…………………………………. 32
Rauzon, Mark, and Cynthia Overbeck Bix. Water, Water Everywhere…………. 33
Llewellyn, Claire. Earthworms……………………………………………………………………………… 33
Jenkins, Steve, and Robin Page. What Do You Do With a Tail Like This?……. 33
Pfeffer, Wendy. From Seed to Pumpkin…………………………………………………………….. 33
Thomson, Sarah L. Amazing Whales!…………………………………………………………………. 34
Hodgkins, Fran, and True Kelley. How People Learned to Fly……………………….. 34
Sample Performance Tasks for Informational Texts……………………………………….. 36
Grades 2–3 Text Exemplars……………………………………………………………………………….. 37
Stories………………………………………………………………………………………………………………. 37
Gannett, Ruth Stiles. My Father’s Dragon…………………………………………………………. 37
Averill, Esther. The Fire Cat………………………………………………………………………………….. 37
Steig, William. Amos & Boris……………………………………………………………………………….. 38
Shulevitz, Uri. The Treasure…………………………………………………………………………………. 38
Cameron, Ann. The Stories Julian Tells……………………………………………………………… 38
MacLachlan, Patricia. Sarah, Plain and Tall……………………………………………………….. 38
Rylant, Cynthia. Henry and Mudge: The First Book of Their Adventures…….. 39
Stevens, Janet. Tops and Bottoms………………………………………………………………………40
LaMarche, Jim. The Raft………………………………………………………………………………………..40
Rylant, Cynthia. Poppleton in Winter…………………………………………………………………40
Rylant, Cynthia. The Lighthouse Family: The Storm………………………………………… 41
Osborne, Mary Pope. The One-Eyed Giant
(Book One of Tales from the Odyssey)…………………………………………………………. 41
Silverman, Erica. Cowgirl Kate and Cocoa………………………………………………………… 42
Poetry……………………………………………………………………………………………………………….. 43
Dickinson, Emily. “Autumn.”…………………………………………………………………………………. 43
Millay, Edna St. Vincent. “Afternoon on a Hill.”…………………………………………………. 43
appendix B |
Rossetti, Christina. “Who Has Seen the Wind?”………………………………………………. 43
5
Common Core State Standards for english language arts & literacy in history/social studies, science, and technical subjects
Frost, Robert. “Stopping by Woods on a Snowy Evening.”……………………………44
Field, Rachel. “Something Told the Wild Geese.”……………………………………………..44
Hughes, Langston. “Grandpa’s Stories.”…………………………………………………………….44
Jarrell, Randall. “A Bat Is Born.”…………………………………………………………………………..44
Giovanni, Nikki. “Knoxville, Tennessee.”……………………………………………………………..44
Merriam, Eve. “Weather.”……………………………………………………………………………………… 45
Soto, Gary. “Eating While Reading.”………………………………………………………………….. 45
Read-Aloud Stories…………………………………………………………………………………………..46
Kipling, Rudyard. “How the Camel Got His Hump.”…………………………………………46
Thurber, James. The Thirteen Clocks………………………………………………………………….46
White, E. B. Charlotte’s Web……………………………………………………………………………….. 47
Selden, George. The Cricket in Times Square…………………………………………………… 47
Babbitt, Natalie. The Search for Delicious………………………………………………………… 48
Curtis, Christopher Paul. Bud, Not Buddy…………………………………………………………. 48
Say, Allen. The Sign Painter………………………………………………………………………………….49
Read-Aloud Poetry…………………………………………………………………………………………… 49
Lear, Edward. “The Jumblies.”……………………………………………………………………………..49
Browning, Robert. The Pied Piper of Hamelin…………………………………………………… 51
Johnson, Georgia Douglas. “Your World.”………………………………………………………… 52
Eliot, T. S. “The Song of the Jellicles.”……………………………………………………………….. 52
Fleischman, Paul. “Fireflies.”………………………………………………………………………………… 52
Sample Performance Tasks for Stories and Poetry………………………………………… 53
Informational Texts…………………………………………………………………………………………… 53
Aliki. A Medieval Feast………………………………………………………………………………………….. 53
Gibbons, Gail. From Seed to Plant……………………………………………………………………… 54
Milton, Joyce. Bats: Creatures of the Night………………………………………………………. 54
Beeler, Selby. Throw Your Tooth on the Roof:
Tooth Traditions Around the World………………………………………………………………. 54
Leonard, Heather. Art Around the World………………………………………………………….. 55
Ruffin, Frances E. Martin Luther King and the March on Washington…………. 55
St. George, Judith. So You Want to Be President?………………………………………….. 55
Einspruch, Andrew. Crittercam…………………………………………………………………………… 55
Kudlinski, Kathleen V. Boy, Were We Wrong About Dinosaurs……………………… 56
Davies, Nicola. Bat Loves the Night……………………………………………………………………. 56
Floca, Brian. Moonshot: The Flight of Apollo 11……………………………………………….. 56
Thomson, Sarah L. Where Do Polar Bears Live?………………………………………………. 57
Read-Aloud Informational Texts……………………………………………………………………… 57
Freedman, Russell. Lincoln: A Photobiography……………………………………………….. 57
Coles, Robert. The Story of Ruby Bridges………………………………………………………… 58
Wick, Walter. A Drop of Water: A Book of Science and Wonder………………….. 58
Smith, David J. If the World Were a Village:
A Book about the World’s People…………………………………………………………………. 59
appendix B |
Aliki. Ah, Music!……………………………………………………………………………………………………… 59
6
Common Core State Standards for english language arts & literacy in history/social studies, science, and technical subjects
Mark, Jan. The Museum Book:
A Guide to Strange and Wonderful Collections…………………………………………. 59
D’Aluisio, Faith. What the World Eats…………………………………………………………………60
Arnosky, Jim. Wild Tracks! A Guide to Nature’s Footprints…………………………….60
Deedy, Carmen Agra. 14 Cows for America……………………………………………………….60
Sample Performance Tasks for Informational Texts………………………………………… 61
Grades 4–5 Text Exemplars……………………………………………………………………………….. 63
Stories………………………………………………………………………………………………………………. 63
Carroll, Lewis. Alice’s Adventures in Wonderland……………………………………………. 63
Burnett, Frances Hodgson. The Secret Garden……………………………………………….. 63
Farley, Walter. The Black Stallion…………………………………………………………………………64
Saint-Exupéry, Antoine de. The Little Prince…………………………………………………….64
Babbitt, Natalie. Tuck Everlasting……………………………………………………………………….64
Singer, Isaac Bashevis. “Zlateh the Goat.”………………………………………………………….64
Hamilton, Virginia. M. C. Higgins, the Great………………………………………………………64
Erdrich, Louise. The Birchbark House………………………………………………………………… 65
Curtis, Christopher Paul. Bud, Not Buddy…………………………………………………………. 65
Lin, Grace. Where the Mountain Meets the Moon……………………………………………. 66
Poetry……………………………………………………………………………………………………………….. 66
Blake, William. “The Echoing Green.”………………………………………………………………… 66
Lazarus, Emma. “The New Colossus.”……………………………………………………………….. 67
Thayer, Ernest Lawrence. “Casey at the Bat.”…………………………………………………… 67
Dickinson, Emily. “A Bird Came Down the Walk.”……………………………………………. 68
Sandburg, Carl. “Fog.”………………………………………………………………………………………….. 69
Frost, Robert. “Dust of Snow.”…………………………………………………………………………….. 69
Dahl, Roald. “Little Red Riding Hood and the Wolf.”………………………………………. 69
Nichols, Grace. “They Were My People.”…………………………………………………………… 69
Mora, Pat. “Words Free As Confetti.”…………………………………………………………………. 69
Sample Performance Tasks for Stories and Poetry………………………………………… 70
Informational Texts…………………………………………………………………………………………… 70
Berger, Melvin. Discovering Mars: The Amazing Story of the Red Planet……. 70
Carlisle, Madelyn Wood. Let’s Investigate Marvelously Meaningful Maps…….. 71
Lauber, Patricia. Hurricanes: Earth’s Mightiest Storms…………………………………….. 71
Otfinoski, Steve. The Kid’s Guide to Money: Earning It,
Saving It, Spending It, Growing It, Sharing It……………………………………………….. 71
Wulffson, Don. Toys!: Amazing Stories Behind Some Great Inventions……….. 71
Schleichert, Elizabeth. “Good Pet, Bad Pet.”…………………………………………………….. 71
Kavash, E. Barrie. “Ancient Mound Builders.”……………………………………………………. 71
Koscielniak, Bruce. About Time: A First Look at Time and Clocks………………… 71
Banting, Erinn. England the Land……………………………………………………………………….. 72
Hakim, Joy. A History of US…………………………………………………………………………………. 72
Simon, Seymour. Horses………………………………………………………………………………………. 73
appendix B |
Ruurs, Margriet. My Librarian Is a Camel: How Books
Are Brought to Children Around the World………………………………………………… 72
7
Common Core State Standards for english language arts & literacy in history/social studies, science, and technical subjects
Montgomery, Sy. Quest for the Tree Kangaroo:
An Expedition to the Cloud Forest of New Guinea……………………………………. 73
Simon, Seymour. Volcanoes………………………………………………………………………………… 74
Nelson, Kadir. We Are the Ship: The Story of Negro League Baseball…………. 74
Cutler, Nellie Gonzalez. “Kenya’s Long Dry Season.”………………………………………. 74
Hall, Leslie. “Seeing Eye to Eye.”………………………………………………………………………… 74
Ronan, Colin A. “Telescopes.”……………………………………………………………………………… 75
Buckmaster, Henrietta. “Underground Railroad.”…………………………………………….. 76
Sample Performance Tasks for Informational Texts……………………………………….. 76
Grades 6–8 Text Exemplars……………………………………………………………………………….. 77
Stories………………………………………………………………………………………………………………. 77
Alcott, Louisa May. Little Women………………………………………………………………………. 77
Twain, Mark. The Adventures of Tom Sawyer…………………………………………………… 77
L’Engle, Madeleine. A Wrinkle in Time……………………………………………………………….. 79
Cooper, Susan. The Dark Is Rising………………………………………………………………………. 79
Yep, Laurence. Dragonwings………………………………………………………………………………..80
Taylor, Mildred D. Roll of Thunder, Hear My Cry………………………………………………..80
Hamilton, Virginia. “The People Could Fly.”………………………………………………………80
Paterson, Katherine. The Tale of the Mandarin Ducks……………………………………… 81
Cisneros, Sandra. “Eleven.”…………………………………………………………………………………… 81
Sutcliff, Rosemary. Black Ships Before Troy: The Story of the Iliad………………. 81
Drama……………………………………………………………………………………………………………….. 82
Fletcher, Louise. Sorry, Wrong Number…………………………………………………………….. 82
Goodrich, Frances and Albert Hackett. The Diary of Anne Frank: A Play…… 83
Poetry……………………………………………………………………………………………………………….. 83
Longfellow, Henry Wadsworth. “Paul Revere’s Ride.”…………………………………….. 83
Whitman, Walt. “O Captain! My Captain!”………………………………………………………… 85
Carroll, Lewis. “Jabberwocky.”…………………………………………………………………………….. 85
Navajo tradition. “Twelfth Song of Thunder.”…………………………………………………… 86
Dickinson, Emily. “The Railway Train.”……………………………………………………………….. 86
Yeats, William Butler. “The Song of Wandering Aengus.”……………………………… 87
Frost, Robert. “The Road Not Taken.”……………………………………………………………….. 87
Sandburg, Carl. “Chicago.”…………………………………………………………………………………… 87
Hughes, Langston. “I, Too, Sing America.”………………………………………………………… 88
Neruda, Pablo. “The Book of Questions.”…………………………………………………………. 88
Soto, Gary. “Oranges.”………………………………………………………………………………………….. 88
Giovanni, Nikki. “A Poem for My Librarian, Mrs. Long.”………………………………….. 88
Sample Performance Tasks for Stories, Drama, and Poetry…………………………… 89
Informational Texts: English Language Arts……………………………………………………90
Adams, John. “Letter on Thomas Jefferson.” ………………………………………………….90
appendix B |
Douglass, Frederick. Narrative of the Life of Frederick Douglass
an American Slave, Written by Himself…………………………………………………………. 91
8
Common Core State Standards for english language arts & literacy in history/social studies, science, and technical subjects
Churchill, Winston. “Blood, Toil, Tears and Sweat:
Address to Parliament on May 13th, 1940.”………………………………………………….. 91
Petry, Ann. Harriet Tubman: Conductor on the Underground Railroad……….. 92
Steinbeck, John. Travels with Charley: In Search of America………………………… 92
Sample Performance Tasks for Informational Texts:
English Language Arts…………………………………………………………………………………….. 93
Informational Texts: History/Social Studies……………………………………………………. 93
United States. Preamble and First Amendment
to the United States Constitution. (1787, 1791)……………………………………………. 93
Lord, Walter. A Night to Remember…………………………………………………………………… 93
Isaacson, Phillip. A Short Walk through the Pyramids
and through the World of Art………………………………………………………………………… 93
Murphy, Jim. The Great Fire…………………………………………………………………………………94
Greenberg, Jan, and Sandra Jordan. Vincent Van Gogh:
Portrait of an Artist…………………………………………………………………………………………..94
Partridge, Elizabeth. This Land Was Made for You and Me:
The Life and Songs of Woody Guthrie………………………………………………………….94
Monk, Linda R. Words We Live By:
Your Annotated Guide to the Constitution………………………………………………….. 95
Freedman, Russell. Freedom Walkers:
The Story of the Montgomery Bus Boycott…………………………………………………. 95
Informational Texts: Science, Mathematics, and Technical Subjects…………….. 96
Macaulay, David. Cathedral: The Story of Its Construction……………………………. 96
Mackay, Donald. The Building of Manhattan…………………………………………………….. 96
Enzensberger, Hans Magnus. The Number Devil:
A Mathematical Adventure……………………………………….
English Language Arts
&
Literacy in
History/Social Studies,
Science, and Technical Subjects
Appendix B: Text Exemplars and
Sample Performance Tasks
Common Core State Standards for english language arts & literacy in history/social studies, science, and technical subjects
Exemplars of Reading Text Complexity, Quality, and Range
& Sample Performance Tasks Related to Core Standards
Selecting Text Exemplars
The following text samples primarily serve to exemplify the level of complexity and quality that the Standards require
all students in a given grade band to engage with. Additionally, they are suggestive of the breadth of texts that students should encounter in the text types required by the Standards. The choices should serve as useful guideposts in
helping educators select texts of similar complexity, quality, and range for their own classrooms. They expressly do
not represent a partial or complete reading list.
The process of text selection was guided by the following criteria:
•
Complexity. Appendix A describes in detail a three-part model of measuring text complexity based on qualitative and quantitative indices of inherent text difficulty balanced with educators’ professional judgment in
matching readers and texts in light of particular tasks. In selecting texts to serve as exemplars, the work group
began by soliciting contributions from teachers, educational leaders, and researchers who have experience
working with students in the grades for which the texts have been selected. These contributors were asked to
recommend texts that they or their colleagues have used successfully with students in a given grade band. The
work group made final selections based in part on whether qualitative and quantitative measures indicated
that the recommended texts were of sufficient complexity for the grade band. For those types of texts—particularly poetry and multimedia sources—for which these measures are not as well suited, professional judgment necessarily played a greater role in selection.
•
Quality. While it is possible to have high-complexity texts of low inherent quality, the work group solicited only
texts of recognized value. From the pool of submissions gathered from outside contributors, the work group
selected classic or historically significant texts as well as contemporary works of comparable literary merit,
cultural significance, and rich content.
•
Range. After identifying texts of appropriate complexity and quality, the work group applied other criteria to
ensure that the samples presented in each band represented as broad a range of sufficiently complex, highquality texts as possible. Among the factors considered were initial publication date, authorship, and subject
matter.
Copyright and Permissions
For those exemplar texts not in the public domain, we secured permissions and in some cases employed a conservative interpretation of Fair Use, which allows limited, partial use of copyrighted text for a nonprofit educational
purpose as long as that purpose does not impair the rights holder’s ability to seek a fair return for his or her work.
In instances where we could not employ Fair Use and have been unable to secure permission, we have listed a title
without providing an excerpt. Thus, some short texts are not excerpted here, as even short passages from them would
constitute a substantial portion of the entire work. In addition, illustrations and other graphics in texts are generally
not reproduced here. Such visual elements are particularly important in texts for the youngest students and in many
informational texts for readers of all ages. (Using the qualitative criteria outlined in Appendix A, the work group considered the importance and complexity of graphical elements when placing texts in bands.)
When excerpts appear, they serve only as stand-ins for the full text. The Standards require that students engage with
appropriately complex literary and informational works; such complexity is best found in whole texts rather than passages from such texts.
Please note that these texts are included solely as exemplars in support of the Standards. Any additional use of those
texts that are not in the public domain, such as for classroom use or curriculum development, requires independent
permission from the rights holders. The texts may not be copied or distributed in any way other than as part of the
overall Common Core State Standards Initiative documents.
Sample Performance Tasks
appendix B |
The text exemplars are supplemented by brief performance tasks that further clarify the meaning of the Standards.
These sample tasks illustrate specifically the application of the Standards to texts of sufficient complexity, quality,
and range. Relevant Reading standards are noted in brackets following each task, and the words in italics in the task
reflect the wording of the Reading standard itself. (Individual grade-specific Reading standards are identified by their
strand, grade, and number, so that RI.4.3, for example, stands for Reading, Informational Text, grade 4, standard 3.)
2
Common Core State Standards for english language arts & literacy in history/social studies, science, and technical subjects
How to Read This Document
The materials that follow are divided into text complexity grade bands as defined by the Standards: K–1, 2–3, 4–5, 6–8,
9–10, and 11–CCR. Each band’s exemplars are divided into text types matching those required in the Standards for
a given grade. K–5 exemplars are separated into stories, poetry, and informational texts (as well as read-aloud texts
in kindergarten through grade 3). The 6–CCR exemplars are divided into English language arts (ELA), history/social
studies, and science, mathematics, and technical subjects, with the ELA texts further subdivided into stories, drama,
poetry, and informational texts. (The history/social studies texts also include some arts-related texts.) Citations introduce each excerpt, and additional citations are included for texts not excerpted in the appendix. Within each grade
band and after each text type, sample performance tasks are included for select texts.
Media Texts
Selected excerpts are accompanied by annotated links to related media texts freely available online at the time of the
publication of this document.
appendix B |
3
Common Core State Standards for english language arts & literacy in history/social studies, science, and technical subjects
Table of Contents
K–1 Text Exemplars………………………………………………………………………………………………14
Stories………………………………………………………………………………………………………………..14
Minarik, Else Holmelund. Little Bear……………………………………………………………………. 14
Eastman, P. D. Are You My Mother?…………………………………………………………………….. 15
Seuss, Dr. Green Eggs and Ham…………………………………………………………………………… 15
Lopshire, Robert. Put Me in the Zoo…………………………………………………………………… 15
Lobel, Arnold. Frog and Toad Together ……………………………………………………………. 15
Lobel, Arnold. Owl at Home…………………………………………………………………………………. 16
DePaola, Tomie. Pancakes for Breakfast…………………………………………………………….. 17
Arnold, Tedd. Hi! Fly Guy………………………………………………………………………………………. 17
Poetry………………………………………………………………………………………………………………… 17
Anonymous. “As I Was Going to St. Ives.”…………………………………………………………. 17
Rossetti, Christina. “Mix a Pancake.” . ………………………………………………………………… 17
Fyleman, Rose. “Singing-Time.” ………………………………………………………………………….. 18
Milne, A. A. “Halfway Down.”………………………………………………………………………………… 18
Chute, Marchette. “Drinking Fountain.”……………………………………………………………… 18
Hughes, Langston. “Poem.”………………………………………………………………………………….. 18
Ciardi, John. “Wouldn’t You?”………………………………………………………………………………. 18
Wright, Richard. “Laughing Boy.”………………………………………………………………………… 18
Greenfield, Eloise. “By Myself.”…………………………………………………………………………….. 18
Giovanni, Nikki. “Covers.”………………………………………………………………………………………. 18
Merriam, Eve. “It Fell in the City.”………………………………………………………………………… 19
Lopez, Alonzo. “Celebration.”………………………………………………………………………………. 19
Agee, Jon. “Two Tree Toads.”……………………………………………………………………………….. 19
Read-Aloud Stories…………………………………………………………………………………………..20
Baum, L. Frank. The Wonderful Wizard of Oz…………………………………………………..20
Wilder, Laura Ingalls. Little House in the Big Woods……………………………………….20
Atwater, Richard and Florence. Mr. Popper’s Penguins…………………………………… 21
Jansson, Tove. Finn Family Moomintroll…………………………………………………………….. 21
Haley, Gail E. A Story, A Story………………………………………………………………………………. 21
Bang, Molly. The Paper Crane……………………………………………………………………………… 22
Young, Ed. Lon Po Po: A Red-Riding Hood Story from China……………………….. 23
Garza, Carmen Lomas. Family Pictures…………………………………………………………….. 23
Mora, Pat. Tomás and the Library Lady……………………………………………………………… 23
Henkes, Kevin. Kitten’s First Full Moon……………………………………………………………… 24
Read-Aloud Poetry…………………………………………………………………………………………… 25
Anonymous. “The Fox’s Foray.”………………………………………………………………………….. 25
Langstaff, John. Over in the Meadow………………………………………………………………… 26
Lear, Edward. “The Owl and the Pussycat.”……………………………………………………… 27
Moss, Lloyd. Zin! Zin! Zin! a Violin………………………………………………………………………. 27
appendix B |
Hughes, Langston. “April Rain Song.”………………………………………………………………… 27
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Common Core State Standards for english language arts & literacy in history/social studies, science, and technical subjects
Sample Performance Tasks for Stories and Poetry………………………………………… 28
Informational Texts …………………………………………………………………………………………. 28
Bulla, Clyde Robert. A Tree Is a Plant………………………………………………………………… 28
Aliki. My Five Senses…………………………………………………………………………………………….. 29
Hurd, Edith Thacher. Starfish……………………………………………………………………………….30
Aliki. A Weed is a Flower: The Life of George Washington Carver……………….30
Crews, Donald. Truck……………………………………………………………………………………………..30
Hoban, Tana. I Read Signs…………………………………………………………………………………….30
Reid, Mary Ebeltoft. Let’s Find Out About Ice Cream……………………………………… 31
“Garden Helpers.” National Geographic Young Explorers………………………………. 31
“Wind Power.” National Geographic Young Explorers…………………………………….. 31
Read-Aloud Informational Texts………………………………………………………………………. 31
Provensen, Alice and Martin. The Year at Maple Hill Farm……………………………… 31
Gibbons, Gail. Fire! Fire!………………………………………………………………………………………… 31
Dorros, Arthur. Follow the Water from Brook to Ocean…………………………………. 32
Rauzon, Mark, and Cynthia Overbeck Bix. Water, Water Everywhere…………. 33
Llewellyn, Claire. Earthworms……………………………………………………………………………… 33
Jenkins, Steve, and Robin Page. What Do You Do With a Tail Like This?……. 33
Pfeffer, Wendy. From Seed to Pumpkin…………………………………………………………….. 33
Thomson, Sarah L. Amazing Whales!…………………………………………………………………. 34
Hodgkins, Fran, and True Kelley. How People Learned to Fly……………………….. 34
Sample Performance Tasks for Informational Texts……………………………………….. 36
Grades 2–3 Text Exemplars……………………………………………………………………………….. 37
Stories………………………………………………………………………………………………………………. 37
Gannett, Ruth Stiles. My Father’s Dragon…………………………………………………………. 37
Averill, Esther. The Fire Cat………………………………………………………………………………….. 37
Steig, William. Amos & Boris……………………………………………………………………………….. 38
Shulevitz, Uri. The Treasure…………………………………………………………………………………. 38
Cameron, Ann. The Stories Julian Tells……………………………………………………………… 38
MacLachlan, Patricia. Sarah, Plain and Tall……………………………………………………….. 38
Rylant, Cynthia. Henry and Mudge: The First Book of Their Adventures…….. 39
Stevens, Janet. Tops and Bottoms………………………………………………………………………40
LaMarche, Jim. The Raft………………………………………………………………………………………..40
Rylant, Cynthia. Poppleton in Winter…………………………………………………………………40
Rylant, Cynthia. The Lighthouse Family: The Storm………………………………………… 41
Osborne, Mary Pope. The One-Eyed Giant
(Book One of Tales from the Odyssey)…………………………………………………………. 41
Silverman, Erica. Cowgirl Kate and Cocoa………………………………………………………… 42
Poetry……………………………………………………………………………………………………………….. 43
Dickinson, Emily. “Autumn.”…………………………………………………………………………………. 43
Millay, Edna St. Vincent. “Afternoon on a Hill.”…………………………………………………. 43
appendix B |
Rossetti, Christina. “Who Has Seen the Wind?”………………………………………………. 43
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Common Core State Standards for english language arts & literacy in history/social studies, science, and technical subjects
Frost, Robert. “Stopping by Woods on a Snowy Evening.”……………………………44
Field, Rachel. “Something Told the Wild Geese.”……………………………………………..44
Hughes, Langston. “Grandpa’s Stories.”…………………………………………………………….44
Jarrell, Randall. “A Bat Is Born.”…………………………………………………………………………..44
Giovanni, Nikki. “Knoxville, Tennessee.”……………………………………………………………..44
Merriam, Eve. “Weather.”……………………………………………………………………………………… 45
Soto, Gary. “Eating While Reading.”………………………………………………………………….. 45
Read-Aloud Stories…………………………………………………………………………………………..46
Kipling, Rudyard. “How the Camel Got His Hump.”…………………………………………46
Thurber, James. The Thirteen Clocks………………………………………………………………….46
White, E. B. Charlotte’s Web……………………………………………………………………………….. 47
Selden, George. The Cricket in Times Square…………………………………………………… 47
Babbitt, Natalie. The Search for Delicious………………………………………………………… 48
Curtis, Christopher Paul. Bud, Not Buddy…………………………………………………………. 48
Say, Allen. The Sign Painter………………………………………………………………………………….49
Read-Aloud Poetry…………………………………………………………………………………………… 49
Lear, Edward. “The Jumblies.”……………………………………………………………………………..49
Browning, Robert. The Pied Piper of Hamelin…………………………………………………… 51
Johnson, Georgia Douglas. “Your World.”………………………………………………………… 52
Eliot, T. S. “The Song of the Jellicles.”……………………………………………………………….. 52
Fleischman, Paul. “Fireflies.”………………………………………………………………………………… 52
Sample Performance Tasks for Stories and Poetry………………………………………… 53
Informational Texts…………………………………………………………………………………………… 53
Aliki. A Medieval Feast………………………………………………………………………………………….. 53
Gibbons, Gail. From Seed to Plant……………………………………………………………………… 54
Milton, Joyce. Bats: Creatures of the Night………………………………………………………. 54
Beeler, Selby. Throw Your Tooth on the Roof:
Tooth Traditions Around the World………………………………………………………………. 54
Leonard, Heather. Art Around the World………………………………………………………….. 55
Ruffin, Frances E. Martin Luther King and the March on Washington…………. 55
St. George, Judith. So You Want to Be President?………………………………………….. 55
Einspruch, Andrew. Crittercam…………………………………………………………………………… 55
Kudlinski, Kathleen V. Boy, Were We Wrong About Dinosaurs……………………… 56
Davies, Nicola. Bat Loves the Night……………………………………………………………………. 56
Floca, Brian. Moonshot: The Flight of Apollo 11……………………………………………….. 56
Thomson, Sarah L. Where Do Polar Bears Live?………………………………………………. 57
Read-Aloud Informational Texts……………………………………………………………………… 57
Freedman, Russell. Lincoln: A Photobiography……………………………………………….. 57
Coles, Robert. The Story of Ruby Bridges………………………………………………………… 58
Wick, Walter. A Drop of Water: A Book of Science and Wonder………………….. 58
Smith, David J. If the World Were a Village:
A Book about the World’s People…………………………………………………………………. 59
appendix B |
Aliki. Ah, Music!……………………………………………………………………………………………………… 59
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Common Core State Standards for english language arts & literacy in history/social studies, science, and technical subjects
Mark, Jan. The Museum Book:
A Guide to Strange and Wonderful Collections…………………………………………. 59
D’Aluisio, Faith. What the World Eats…………………………………………………………………60
Arnosky, Jim. Wild Tracks! A Guide to Nature’s Footprints…………………………….60
Deedy, Carmen Agra. 14 Cows for America……………………………………………………….60
Sample Performance Tasks for Informational Texts………………………………………… 61
Grades 4–5 Text Exemplars……………………………………………………………………………….. 63
Stories………………………………………………………………………………………………………………. 63
Carroll, Lewis. Alice’s Adventures in Wonderland……………………………………………. 63
Burnett, Frances Hodgson. The Secret Garden……………………………………………….. 63
Farley, Walter. The Black Stallion…………………………………………………………………………64
Saint-Exupéry, Antoine de. The Little Prince…………………………………………………….64
Babbitt, Natalie. Tuck Everlasting……………………………………………………………………….64
Singer, Isaac Bashevis. “Zlateh the Goat.”………………………………………………………….64
Hamilton, Virginia. M. C. Higgins, the Great………………………………………………………64
Erdrich, Louise. The Birchbark House………………………………………………………………… 65
Curtis, Christopher Paul. Bud, Not Buddy…………………………………………………………. 65
Lin, Grace. Where the Mountain Meets the Moon……………………………………………. 66
Poetry……………………………………………………………………………………………………………….. 66
Blake, William. “The Echoing Green.”………………………………………………………………… 66
Lazarus, Emma. “The New Colossus.”……………………………………………………………….. 67
Thayer, Ernest Lawrence. “Casey at the Bat.”…………………………………………………… 67
Dickinson, Emily. “A Bird Came Down the Walk.”……………………………………………. 68
Sandburg, Carl. “Fog.”………………………………………………………………………………………….. 69
Frost, Robert. “Dust of Snow.”…………………………………………………………………………….. 69
Dahl, Roald. “Little Red Riding Hood and the Wolf.”………………………………………. 69
Nichols, Grace. “They Were My People.”…………………………………………………………… 69
Mora, Pat. “Words Free As Confetti.”…………………………………………………………………. 69
Sample Performance Tasks for Stories and Poetry………………………………………… 70
Informational Texts…………………………………………………………………………………………… 70
Berger, Melvin. Discovering Mars: The Amazing Story of the Red Planet……. 70
Carlisle, Madelyn Wood. Let’s Investigate Marvelously Meaningful Maps…….. 71
Lauber, Patricia. Hurricanes: Earth’s Mightiest Storms…………………………………….. 71
Otfinoski, Steve. The Kid’s Guide to Money: Earning It,
Saving It, Spending It, Growing It, Sharing It……………………………………………….. 71
Wulffson, Don. Toys!: Amazing Stories Behind Some Great Inventions……….. 71
Schleichert, Elizabeth. “Good Pet, Bad Pet.”…………………………………………………….. 71
Kavash, E. Barrie. “Ancient Mound Builders.”……………………………………………………. 71
Koscielniak, Bruce. About Time: A First Look at Time and Clocks………………… 71
Banting, Erinn. England the Land……………………………………………………………………….. 72
Hakim, Joy. A History of US…………………………………………………………………………………. 72
Simon, Seymour. Horses………………………………………………………………………………………. 73
appendix B |
Ruurs, Margriet. My Librarian Is a Camel: How Books
Are Brought to Children Around the World………………………………………………… 72
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Common Core State Standards for english language arts & literacy in history/social studies, science, and technical subjects
Montgomery, Sy. Quest for the Tree Kangaroo:
An Expedition to the Cloud Forest of New Guinea……………………………………. 73
Simon, Seymour. Volcanoes………………………………………………………………………………… 74
Nelson, Kadir. We Are the Ship: The Story of Negro League Baseball…………. 74
Cutler, Nellie Gonzalez. “Kenya’s Long Dry Season.”………………………………………. 74
Hall, Leslie. “Seeing Eye to Eye.”………………………………………………………………………… 74
Ronan, Colin A. “Telescopes.”……………………………………………………………………………… 75
Buckmaster, Henrietta. “Underground Railroad.”…………………………………………….. 76
Sample Performance Tasks for Informational Texts……………………………………….. 76
Grades 6–8 Text Exemplars……………………………………………………………………………….. 77
Stories………………………………………………………………………………………………………………. 77
Alcott, Louisa May. Little Women………………………………………………………………………. 77
Twain, Mark. The Adventures of Tom Sawyer…………………………………………………… 77
L’Engle, Madeleine. A Wrinkle in Time……………………………………………………………….. 79
Cooper, Susan. The Dark Is Rising………………………………………………………………………. 79
Yep, Laurence. Dragonwings………………………………………………………………………………..80
Taylor, Mildred D. Roll of Thunder, Hear My Cry………………………………………………..80
Hamilton, Virginia. “The People Could Fly.”………………………………………………………80
Paterson, Katherine. The Tale of the Mandarin Ducks……………………………………… 81
Cisneros, Sandra. “Eleven.”…………………………………………………………………………………… 81
Sutcliff, Rosemary. Black Ships Before Troy: The Story of the Iliad………………. 81
Drama……………………………………………………………………………………………………………….. 82
Fletcher, Louise. Sorry, Wrong Number…………………………………………………………….. 82
Goodrich, Frances and Albert Hackett. The Diary of Anne Frank: A Play…… 83
Poetry……………………………………………………………………………………………………………….. 83
Longfellow, Henry Wadsworth. “Paul Revere’s Ride.”…………………………………….. 83
Whitman, Walt. “O Captain! My Captain!”………………………………………………………… 85
Carroll, Lewis. “Jabberwocky.”…………………………………………………………………………….. 85
Navajo tradition. “Twelfth Song of Thunder.”…………………………………………………… 86
Dickinson, Emily. “The Railway Train.”……………………………………………………………….. 86
Yeats, William Butler. “The Song of Wandering Aengus.”……………………………… 87
Frost, Robert. “The Road Not Taken.”……………………………………………………………….. 87
Sandburg, Carl. “Chicago.”…………………………………………………………………………………… 87
Hughes, Langston. “I, Too, Sing America.”………………………………………………………… 88
Neruda, Pablo. “The Book of Questions.”…………………………………………………………. 88
Soto, Gary. “Oranges.”………………………………………………………………………………………….. 88
Giovanni, Nikki. “A Poem for My Librarian, Mrs. Long.”………………………………….. 88
Sample Performance Tasks for Stories, Drama, and Poetry…………………………… 89
Informational Texts: English Language Arts……………………………………………………90
Adams, John. “Letter on Thomas Jefferson.” ………………………………………………….90
appendix B |
Douglass, Frederick. Narrative of the Life of Frederick Douglass
an American Slave, Written by Himself…………………………………………………………. 91
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Common Core State Standards for english language arts & literacy in history/social studies, science, and technical subjects
Churchill, Winston. “Blood, Toil, Tears and Sweat:
Address to Parliament on May 13th, 1940.”………………………………………………….. 91
Petry, Ann. Harriet Tubman: Conductor on the Underground Railroad……….. 92
Steinbeck, John. Travels with Charley: In Search of America………………………… 92
Sample Performance Tasks for Informational Texts:
English Language Arts…………………………………………………………………………………….. 93
Informational Texts: History/Social Studies……………………………………………………. 93
United States. Preamble and First Amendment
to the United States Constitution. (1787, 1791)……………………………………………. 93
Lord, Walter. A Night to Remember…………………………………………………………………… 93
Isaacson, Phillip. A Short Walk through the Pyramids
and through the World of Art………………………………………………………………………… 93
Murphy, Jim. The Great Fire…………………………………………………………………………………94
Greenberg, Jan, and Sandra Jordan. Vincent Van Gogh:
Portrait of an Artist…………………………………………………………………………………………..94
Partridge, Elizabeth. This Land Was Made for You and Me:
The Life and Songs of Woody Guthrie………………………………………………………….94
Monk, Linda R. Words We Live By:
Your Annotated Guide to the Constitution………………………………………………….. 95
Freedman, Russell. Freedom Walkers:
The Story of the Montgomery Bus Boycott…………………………………………………. 95
Informational Texts: Science, Mathematics, and Technical Subjects…………….. 96
Macaulay, David. Cathedral: The Story of Its Construction……………………………. 96
Mackay, Donald. The Building of Manhattan…………………………………………………….. 96
Enzensberger, Hans Magnus. The Number Devil:
A Mathematical Adventure……………………………………….
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