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

© 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
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:

©2013JenJones
ICantelltheCentralMessageinthestory
message
RL.2
Thecentralmessage
inthestoryis...
Usingtextevidence,I
Knowthisbecause...
Title:
Name:
HelloCommonCoreReading

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 #

STory
Beginning
RL.3
MiddleEnd
Name:
HelloCommonCoreReading©2013JenJones
ICanRetellEvents&Detailsina…
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
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:
At the Beginning
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.

Character
RL.3Name:
©2013JenJones
IcanAnalyzemyCharacter’slikes&interests
MyCharacter’sName:
RestaurantsMy
CharacterWouldLike
BooksMyCharacter
WouldLike
StoresMyCharacter
WouldLike
becausebecausebecause

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.

MyName:
ICanDrawaTimelineofstory
SETTINGS
RL.3MyName:Name:
©2013JenJonesHelloCommonCoreReading

© 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 FAKEThings in my book that could
really happen in real life
Things in my book that
could not happen in real life

Text
STORYBOOKS
RL.5
INFORMATIONALBOOKS
Name:
©2013JenJones
IKnowSimilarities&DifferencesinTypesof

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:

MyName:
IcanCompare&Contrasttwoversionsofthesame
Folktales
Text#1:
RL.9
Text#2:
MyName:Name:

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
Minutesreadperday
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

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

Notes
•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

© 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

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
lawyerpostmaster
learner

© 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.

individual
RL.3Name:
©2013JenJones
ICanidentifydetailsofan
MyIndividual'sName:
actssaysthinks

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 JonesHello 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.

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:

I Can find examples & non-examples of
vocabulary
RIT.3
Word:
Name:
Examples Non-
Examples
nocturnal
Nam
e:

I can identify important parts of a
Book
RIT.5
Front cover back cover title page
Nam
e:

I Know & use text features to understand
Text features
RIT.5
Nam
e:
Authors use photographs because…
Children enjoy
riding on the
rides.

Text features
RIT.5
Nam
e:
Authors use graphs because…

Text features
RIT.5
Nam
e:
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.
Nam
e:

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:
Nam
e:

MyName:
IcanCompare&ContrastTwoDifferent
procedures
Procedure#1:
RIT.9
Procedure#2:
MyName:Name:

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 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

Notes
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!”
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“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.
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Graphic Organizers for the Common Core: ELA (K-2) Preview Sampler

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