Graphic Organizers for the Common Core: ELA (K-2) Preview Sampler

Common Core

Growing Readers by

Writing & Responding

to Literature

^ 2013, Jen Jones Hello Common Core Reading

LITERACY Hello

200+ Reader Response Journal Pages for Standards RL.1-10

http://openclipart.org/people/rg1024/rg1024_Grass_texture.svg



© 2013 Jen Jones

Hello literacy Common Core Reading Preview

Sample

Hello Common Core Reading

(

•For this product preview, rather than give you a bunch of tiny snapshots laid on top of each other, I’m showing full pages, so you can really see what you’re going to get. As you can see from the Table of Contents, there are many different sheets to use with each individual standard. For this preview, I’m including several pages per standard, but please know there are just as many more good ones in the packet, just not featured in the Preview. I took a poll on my Hello Literacy Facebook page, and by far, the TpT buyers that weighed in, said they preferred full page previews over lots of tiny snapshots.

•Please also note that the indicating Reading Informational Text standard with which each sheet aligns is in the upper right corner of the page.. In addition, each sheet header is framed in the “I Can” language of the corresponding RIT standard.

Thank you for looking! Jen

© 2013 Jen Jones

RL.1 (questions, predictions, Inferences)………….3-32 RL.2(message, lesson, moral)…………………...33-48 RL.3 (plot, characters, setting) ……………….49-130 RL.4 (word choice, language)………………... 131-144 RL.5 (text structure, text types)……………...145-160 RL.6 (author/illustrator, point of view)……… 161-177 RL.7 (words & pictures)……………………… 178-193 RL.9 (story comparisons) ……………………194-211 RL.10 (complex text comprehension)………..212-218 Mentor Text Lists………………...…… 219-239 Extra Goodies…………………………240-246 Notes……………………………………….247-248 Credits…………………………………………….249 TOU & Thank You………………………......250

Hello literacy Common Core Reading Table of

contents


( (please read “Notes” before printing)

© 2013 Jen Jones

I can Ask Questions about the…

Story

RL.1

Title::

I had a question:

When I heard this part of the story:

Name:


© 2013 Jen Jones

I can Ask Questions about the…

Story

Who ?

What ? Where ? When ?

Why ?

Name:

RL.1

Title::


© 2013 Jen Jones

I can Answer^ Questions about the… Story

What exclamation did Froggy say when he got off the bus?

Title: Froggy’s Sleepover

Where did Froggy find his toothbrush?

What kind of animals were Froggy’s parents snoring like?

What shapes did Froggy see in the shadows?

What did Froggy drag behind him to Max’s house?

Name:

RL.1


© 2013 Jen Jones

I can write what I know about a storY

RL.1

Title::

Name:


and write Questions I Wonder

Hello Common Core Reading © 2013 Jen Jones

I can Retell a familiar Story

RL.2

Across several pages (Cut across dotted line to make a booklet of 3-5 pages.)

Name:

© 2

013

Je

n J

on

es

I Can tell the Central Message in the story

me

ss

ag

e

RL.2

The

centra

l messa

ge

in the story

is . . .

Using te

xt evide

nce, I

Know

this beca

use . . .

Title

:

Nam

e:

He

llo C

om

mo

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ore

Re

ad

ing

I can Retell a familiar Story using Event Cards

RL.3

EVENT # EVENT #

Name:

(Cut on dotted lines. Make as many cards as events. Glue on a sentence strip in order.)

EVENT # EVENT #

EVENT # EVENT # EVENT # EVENT #

ST

or

y

Beginning

RL.3

Middle

End

Nam

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I Can Retell Events & Details in a…

Title

:


Story

THE CHARACTERS

THE SETTING

MAJOR EVENTS

RL.3 Name:

I Can Identify parts of a…

Title:


I can learn how my character changes CHARACTER

RL.3 Name:

Character:

Title:

How My Character Felt At the Beginning

How My Character Felt Different at the end

The moment or event that caused the change was


I can learn how my character changes CHARACTER

RL.3 Name:

Character:

Title:

How My Character Felt At the Beginning

How My Character Felt Different at the end

Beatrice Doesn’t Want To

Beatrice

Beatrice didn’t like reading or books or going to the library. She didn’t want anything to do with any of them and had a bad attitude about all of them.

Beatrice liked reading, liked looking at books and enjoyed listening to books & being read to her. She liked being at the library and didn’t want to leave.

When Beatrice finally sat down and listened to the librarian read a story, she enjoyed it because she could relate to some of the events in the book and this made her laugh & smile.

Ch

ar

ac

te

r

RL.3

Nam

e:

© 2

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I can Analyze my Character’s likes & interests

My C

hara

cter’s N

am

e:

Resta

urants M

y

Cha

racte

r Would Like

Books M

y C

hara

cter

Would Like

Stores M

y C

hara

cter

Would Like

beca

use

beca

use

beca

use

He

llo C

om

mo

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ore

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ad

ing


I Can show key details of a story’s setting

THE STORY SETTING

RL.3 Name:

Title:

My picture shows key details of one story setting.

My N

ame:

I Can Draw a Timeline of story S

ET

TIN

GS

RL.3

My N

ame:

Nam

e:

© 2

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Je

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© 2013 Jen Jones

I can Visualize Details from the… Story

ONE EVENT = MANY DETAILS

RL.3

Here is a picture of all the details from the visualization I made in my head when I read the event on page ___.

Name:

Title:



Character

RL.3 Name:

I can create a detailed illustration of a

Title:

Character:


I Can Use Text Words to Describe the

Character

RL.3

Character’s Name:

7 Words from the text that tell about my

character...your words must be FROM the text

Book Title:

Name:


I can learn new words from a story…

Vocabulary

RL.4

Title::

Name:

Word Meaning Sketch


I can Infer character feelings by author’s

Use of words

RL.3, RL.4

Title::

Name:

Character Feeling

How the author uses “show not tell”

I Know common types of… Text

My Book is…

Fiction Non-fiction

RL.5 RIT.5

I know this because

Name:

Title:


I can identify when characteristics of Fiction

RL.5 Name:

Title:


are real or fake

REAL FAKE Things in my book that could really happen in real life

Things in my book that could not happen in real life

Te

xt

STORYBO

OKS

RL.5

INFO

RMA

TIONA

L BOOKS

Nam

e:

© 2

01

3 J

en

Jo

ne

s

I Know Similarities & Differences in Types of

He

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ore

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Author’s Name


Author’s Job

AUTHOR

Illustrator’s Name

IllUSTRATOR

Book RL.6

RIT.6

Illustrator’s Job

Name:

The People behind the…

Title:


I can identify print concepts on the cover of a Book

RL.6 RIT.6

Name:

Title:

Author:

Illustrator:

I know this because


I can identify Who is telling the story

POINT of view

RL.6

Title::

I know this because…

Name:

The Story is told from the point of view of…


WORDS IllUSTRATION

I know Words & Illustrations are… Related

These words and illustration show the moment in the story when:

RL.7 Name:

Title:

My N

ame:

I can Compare & Contrast two versions of the same F

ol

kt

al

es

Text #

1:

RL.9

Text #

2:

My N

ame:

Nam

e:

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I can Closely Read the TEXT

RL.10

to Deepen my Understanding of the Story

Accurate Text Quote “the author’s exact words

from the text”

My Thinking, Jots, Strategies &

Reactions

Name:

Title::


RL.2 Suggested mentor texts with a Moral, Lesson, Message

Mr. Peabody's Apples

How to Lose All Your Friends If Everybody Did

Wolf! Joseph Had A Little Overcoat

The Story of Ferdinand

Sylvester and the Magic Pebble

Squids Will Be Squids

Three Hens and A Peacock

Leo the Late Bloomer William's Doll Miss Rumphius

The Ants and the Grasshopper (fable) Nana Upstairs and Nana Downstairs

Horton Hatches the Egg

Whoever You Are

Earrings Tops and Bottoms The Pig’s Picnic


RL.3

Suggested mentor texts for teaching Beginning, Middle, End

Toot & Puddle

Corduroy

The Cat in the Hat Hedgie's Surprise

The Paperbag Princess

A House for a Hermit Crab

Mr. Magee and the Camping Spree

Chrysanthemum

The Three Little Wolves and the Big Bad Pig

Chester's Way

The Three Billy Goats Gruff And the Dish Ran Away with the Spoon

The Princess and the Pizza

Thunder Cake

The Rainbow Fish

Franklin's Class Trip

Miss Nelson is Back

Stone Soup


RL.3

Suggested mentor texts for teaching how

Characters Change

Jamaica's Find

Sylvester & the Magic Pebble

The Recess Queen

The Wednesday Surprise

The Bee Tree

Chrysanthemum

Knots on A Counting Rope

Not Norman

My Name is Maria Isabel Edward the Emu

A Bad Case of Stripes

Horace & Morris, but Mostly Dolores

Don't Need Friends

Julius, Baby of the World

The Table Where Rich People Sit One Green Apple Grandma’s Beach

The Paperbag Princess Beatrice Doesn’t Want to


I can understand Stories by having a Discussion

RL.10

“Let’s Talk…about our books!”

Name:

“This makes me think…”

“The idea I have is…”

“I just learned…”

“From all that I have

read…”

“This reminds me of…”

“In the other

book…but in this book…”

“This is just like…”

My Discussion

Cards

This can be an anchor chart and students can have their own set in their reading baskets.


I can read Long & Strong to increase my Stamina

RL.10

to become a proficient, independent reader

Name:

45

40

35

30

25

20

15

10

5

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Min

utes

rea

d per

day

Day of the Month

Month:


I can leave tracks in my thinking by using Sticky Notes

RL.10

I can stick them here and read them later

Name:

Title::

Common Core

Response to Literature

Journal

^ 2013, Jen Jones Hello Common Core Reading

MY

Name





Hello literacy Common Core Reading Notes

•These reading response pages are designed to enhance and supplement any reading program or structure…whether you are using a published anthology series like Houghton Mifflin as a source for classroom text or whether you use books from your own classroom library, a schoolwide leveled book room or your school’s library. Whether your literacy approach is Reader’s Workshop or Daily 5 with CAFÉ structures, these reading response pages go hand in hand with the reading literature instruction you will already by providing to your students..

•The use of these reading response pages are not scripted or programmed, there is no right or wrong way to use them. You can use them in whole group lessons, small group lessons, and all independent opportunities to read and respond in your classroom… at a literacy center, as homework, or an assessment. These reading response pages give students an opportunity to scaffold the organization of their thinking, in addition to bringing the essential outcomes of the Common Core State Standards to their attention.

•Although fiction and non-fiction are a 50/50 split, there is enough reading response sheets here to last you all year long. I have indicated on every page the Reading Literature (RL) standard that the page aligns with…I hope you find this element helpful.

•A similar product for 3-6 and for all the Reading Informational Text (RIT) standards for grades K-2 and 3-6 is already in the works.



•Use page 11 as a master page to create your own text-based questions for books you read in class (like I did on page 9 & 10, as examples of literal and inferential text based questions you could ask. Just hand-write questions in and then copy them.

•There are several pages throughout where I have completed the page as if I was the teacher modeling “how to” for students. Use these as mentor pages when giving directions to your students on how to use the pages to write and respond to their reading. •For best printing results, adjust the

Page Scaling option to “Fit to

Printable Area”… that way the

pages will print more closely to

the paper edges and you will

maximize page space without an extra large white border all around

each page.

Common Core LITERACY

Hello

by Jen Jones

www.helloliteracy.blogspot.com

from

Informational Text

http://www.publicdomainpictures.net/view-image.php?image=701&picture=dollar

http://www.publicdomainpictures.net/view-image.php?image=20174&picture=spider-isolated

http://www.publicdomainpictures.net/view-image.php?image=11111&picture=lions-standing

http://www.publicdomainpictures.net/view-image.php?image=37670&picture=duck-mallard-and-greylag-goose

© 2013 Jen Jones

Hello literacy Common Core Reading Preview

Sample


(

•For this product preview, rather than give you a bunch of tiny snapshots laid on top of each other, I’m showing full pages, so you can really see what you’re going to get. As you can see from the Table of Contents, there are many different sheets to use with each individual standard. For this preview, I’m including several pages per standard, but please know there are just as many more good ones in the packet, just not featured in the Preview. I took a poll on my Hello Literacy Facebook page, and by far, the TpT buyers that weighed in, said they preferred full page previews over lots of tiny snapshots.

•Please also note that the indicating Reading Informational Text standard with which each sheet aligns is in the upper right corner of the page.. In addition, each sheet header is framed in the “I Can” language of the corresponding RIT standard.

Thank you for looking! Jen

© 2013 Jen Jones

I can Answer Questions about the… Text

RIT.1

Title::

Why do you think trains go “clickety-clack” down the track? How do you know?


Name:

My picture answer using evidence from the text..

My written answer using evidence from the text..

^

© 2013 Jen Jones

I can Answer^ Questions about the… text

Title: Trains by Gail Gibbons

Why would people need to eat and sleep on a train?

Using examples from the text, how do trains make our lives easier?

Sometimes trains stop. What are some reasons they stop?

Why would people use trains to get somewhere instead of a car?

RL.1


Name:

How have trains changed over the last 150 years?

Trains stop to let passengers get on and off, to pour in grain, to dump grain out, and to unhook the cars.

People use trains instead of cars in big cities and to travel to faraway places.

If people are traveling to a faraway city, it might take many days to get there; people have to eat and sleep.

Trains were pulled by steam engines and used wood or coal for fuel that somebody had to shovel into the engine.

Trains help us get places faster and they carry the things to need and use everyday like cars, furniture and grain for our cereal.

© 2013 Jen Jones

I can identify the main topic & key details text

RIT.2

Title:


Name:

Baby Birds by Helen Frost

Baby Birds


I Can identify details about an individual

information

RIT.2

Individual’s Name:

Text Title:

Name:

President’s Day Online Virtual Museum Abraham Lincoln

a smart & honest

man

helped end

slavery

loved

to read books

was the 16th U.S. president

math was his

favorite subject

married Mary Todd

& had 4 children

shot 4 days after

the war ended

http://score.rims.k12.ca.us/activity/presidentsday/


I Can describe an individual from text

information

RIT.3

Individual’s Name:

Text Title:

Name:

President’s Day Online Virtual Museum Abraham Lincoln

smart

honest

helper

16th

president

lawyer

postmaster

learner

http://score.rims.k12.ca.us/activity/presidentsday/

© 2013 Jen Jones

I can Identify the main idea & Details of a RIT.2

Title:


Paragraph

Name:

© 2013 Jen Jones

I can analyze what key details have in RIT.2

Title:


common to determine the main idea text

Name:

Key Details

The main idea is what all the key details have in common, summarized in my own words.

ind

ivid

ua

l

RL.3

Nam

e:

© 2

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Je

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I Can identify details of an

My Individua

l's Na

me:

acts

says

thinks

He

llo C

om

mo

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ore

Re

ad

ing

I can make a book to show steps in order step Cards

RIT.2

EVENT # STEP #

(Cut on dotted lines. Make as many cards as events. Glue on a sentence strip in order.)

EVENT # STEP #

EVENT # STEP # EVENT # STEP #

Name:

I Can identify key details in a set of instructions

RIT.2

How To Make: By:

Materials:

Directions:

© 2013 Jen Jones Hello Common Core Reading

Name:

I Can illustrate the order of Life Cycles

RIT.2

Life Cycle of:


Name:


Information

RIT.2

I can describe details of a topic in order

Title:

Name:

First,

Next,

Then,


Individual RIT.2 I can describe details of a topic

Title:

Name:

Somebody,

Wanted,

But,

So,

© 2013 Jen Jones

I can identify the relationship between two things

connection

RIT.3

Title:


Name:

I can tell what these have in common and give examples from the text as evidence.

Co

nn

ec

tio

n

Person

RIT

.3

Eve

nt

My N

ame:

Nam

e:

He

llo C

om

mo

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ore

Re

ad

ing

©

20

13

Je

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I can Describe the link between 1 person & 1 event


information

RIT.3

I can describe Cause & effects of

Title:

Cause

Name:

Effects


I can identify the problem & possible solutions

information

RIT.3

Title:

Name:

Problem

Possible Solutions


I Can sort & Describe two concepts information

RIT.3

Title:

Name:

© 2013 Jen Jones

I Can learn new words from information vocabulary

RIT.4 Name:


Picture

Sentence

Name:


I Can find examples & non-examples of vocabulary

RIT.3

Word:

Name:

Examples Non-

Examples

nocturnal

Name:

http://www.publicdomainpictures.net/view-image.php?image=17969&picture=visitor

http://www.publicdomainpictures.net/view-image.php?image=634&picture=coyote-walking

http://www.publicdomainpictures.net/view-image.php?image=36768&picture=small-bat

http://www.publicdomainpictures.net/view-image.php?image=5632&picture=giraffe-and-baby


I can identify important parts of a Book

RIT.5

Front cover back cover title page

Name:

http://www.publicdomainpictures.net/view-image.php?image=8059&picture=fire-engine

I Know & use text features to understand Text features

RIT.5


Name:

Authors use photographs because…

Children enjoy riding on the rides.


RIT.5


Name:

Authors use graphs because…


RIT.5


Name:

My example of bold print shows…


My Name

^


I can identify the author & illustrator of a Book

RIT.6

Author/Illustrator:

I know this because

Sometimes the same person is the author and the illustrator.

Name:


WORDS IllUSTRATION

Words & Illustrations develop a text’s Key ideas

Iguanas are reptiles. When they are young, they are brighter in color, more neon green. As they get older, the green fades.

These words & illustrations show the key ideas because…

You can tell the iguana climbing up the tree is older because it’s skin color is faded and not so green. Also, this iguana looks bigger in size.

.RIT.7

Title:

Name:

My N

ame: I can Compare & Contrast Two Different

pr

oc

ed

ur

es

Proce

dure #

1:

RIT

.9

Proce

dure #

2:

My N

ame:

Nam

e:

© 2

013

Je

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He

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mo

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Re

ad

ing



•These reading response pages are designed to enhance and supplement any reading program or structure…whether you are using a published anthology series like Houghton Mifflin as a source for classroom text or whether you use books from your own classroom library, a school-wide leveled book room or your school’s library. Whether your literacy approach is Reader’s Workshop or Daily 5 with CAFÉ structures, these reading response pages go hand in hand with the informational reading instruction you will already by providing to your students..

•The use of these reading response pages are not scripted or programmed, there is no right or wrong way to use them. You can use them in whole group lessons, small group lessons, and all independent opportunities to read and respond in your classroom… at a literacy center, as homework, or an assessment.. These reading response pages give students an opportunity to scaffold the organization of their thinking, in addition to bringing the essential outcomes of the Common Core State Standards to their attention.

•Although fiction and non-fiction are a 50/50 split, there is enough reading response sheets here to last you all year long. I have indicated on every page the Reading Informational Text (RIT) standard that the page aligns with…I hope you find this element helpful.

•If you want a more comprehensive Informational Text Features Notebook, I sell THIS ONE in my TpT store.

http://www.teacherspayteachers.com/Product/Common-Core-Informational-Text-Features-Notebook



If you like this packet,

also check out my Hello Literacy Common Core Reading: Comprehension

Strategy Sheets for all K-2 Reading Literature

Standards.

**A TpT Top 10 Best Seller**

Here’s what buyers have to say…

“WOW.WOW.WOW!” – Vicki

“Wow, only looked through the first 60 pages and am already excited and feel I have my $$$ worth!” – brady1010

“This is by far one of the most extensive and detailed file of common core materials. I appreciate

all your hard work putting this together. Thanks so much!”

“Favorite tpt purchase ever! So amazing. Thanks!”

“When I downloaded this purchase, my jaw hit the floor! You hit it out of the park (again!!)! Wow, all I can say is, "Wow!" This is an amazingly thorough product. You have covered every standard and the pages are decorated in a manner that is enhancing rather than distracting.

THANK YOU for all your hard work! “

http://www.teacherspayteachers.com/Product/Common-Core-Reading-Comprehension-Strategy-Sheets-for-K-2-Fiction-Standards

www.helloliteracy.blogspot.com © 2013 Jen Jones

Hello literacy Common Core Reading PURCHASING

Purchase Separately…or Together…

http://www.helloliteracy.blogspot.com/

http://www.teacherspayteachers.com/Product/Common-Core-Reading-Comprehension-Strategy-Sheets-for-K-2-Fiction-Standards

http://www.teacherspayteachers.com/Product/Common-Core-RIT-Comprehension-Strategy-Sheets-for-K-2-Informational-Reading-680337

http://www.teacherspayteachers.com/Product/Hello-Common-Core-Reading-BUNDLE-RL-RIT-Packs-K-2-684544

Education

Graphic Organizers for the Common Core: ELA (K-2) Preview Sampler