2
Going for a
Picni
She makes tom
she packs them in the
things to the car. He
water jug. Alex
About the Chapter
Today, Alex is very happy because he is going to picnic with his family.
you, Alex
Father and Alec
breeze was blowing. Everyone is happy in the family. Alexis
preparing
go
New
WORDS
It was a Sunday morning. The sky was cloudy. A co things and ma
going for a picnic with his family. His mother is
for the pic
food. Jenny is helping her mother in her work. Grandfathe
tells Alex to bring some paper plates. Alex runs to the
storeroom and gets some paper plates. He gave them to
grandfather.
Grandfather says, 'Thank you, Alex.' You are a good boy.
Jenny is packing things. She
asked her mother, 'Mother, CC
Answers
Answer:
Explanation:
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, high-quality texts as possible. Among the factors considered were initial
publication date, authorship, and subject matter.