In this book, we demonstrate how Book Creator seamlessly integrates with the K-5 Common Core Literacy Standards.

Literacy Learning Standards

Use images, audio, embedded media, and text to create tasks for writing text types and purposes.

W.3-5.10

Haiku Po'ART'try

Flora and Fauna of the Himalayas

In this example, students have learned about Haiku and wrote and published their own Haiku poetry as a class book.

This book is an example of a nonfiction text that discusses the flora and fauna of the Himalayas. Students utilized images, table of contents, and text to inform the audience.

RL.K-5.3

Use embedded media, text, images, and audio to create tasks for understanding knowledge &amp; ideas.

The Competition

This is an example of a setting description page that a student included for an illustration after listening to a part of a story read aloud.

Comparing how images and text tells a story from multiple perspectives can be done seamlessly with multimedia tools and content.

Phonological Awareness

RF.K-1.2

Use audio, images, and shapes to create tasks for understanding phonological awareness.

Identifying words that rhyme is a very important skill for understanding the sounds within words. This activity can be recreated for many different scenarios for rhyming, word families, and more!

W.K-5.7-9

English Language Arts &gt; Writing &gt; Research to Build &amp; Present Knowledge &gt; W.K-5.7-9

Research to Build &amp; Present Knowledge

Demonstrate understanding of peer editing and collaboration and using digital tools to publish writing.

This includes: <ul><li>Responding to questions and suggestions from peers to strengthen writing</li><li>Developing and strengthening writing as needed by planning, revising, and editing</li><li>Exploring a variety of digital tools to produce and publish writing</li><li>Using technology to produce and publish writing using keyboarding skills</li><li>Producing clear and coherent writing in which development and organization are appropriate to task, purpose, and audience</li></ul>

L.K-5.1-2

Use images, audio, graphic organizers, and text to tasks for the conventions of standard English.

This is one example of a graphic organizer to support students asking and answering questions, or interrogative sentences.

This is an example of a workbook page that a teacher created to support learning about pronouns. This can easily be adapted for all the parts of the speech.

RI.K-5.1

Use embedded media, text, images, and audio to create tasks for key ideas and details.

The ability to compare and contrast helps to not only understand the concept of similarities and differences, but also allows the basis for instruction around facts, opinions, and differing viewpoints.

English Language Arts &gt; Speaking &amp; Listening &gt; Conventions of Standard English &gt; L.K-5.1-2

Demonstrate understanding of grammar and usage when writing or speaking, as well as capitalization, punctuation, and spelling when writing.

This includes: <ul><li>Printing uppercase and lowercase letters</li><li>Using common, proper, plural, regular, irregular, abstract, and possessive nouns</li><li>Understanding and using interrogatives (who, what, where, when, why, etc.)</li><li>Producing and expanding complete simple, and compound sentences including </li></ul>	declarative, interrogative, imperative, and exclamatory <ul><li>Using verbs with singular, plural nouns, plus correct form for past tense, regular, and irregular</li><li>Using personal, possessive, reflexive, relative, and indefinite pronouns</li><li>Using adjectives, adverbs, conjunctions, determiners, and prepositions and </li></ul>	explaining their function in particular sentences <ul><li>Capitalizing sentences, pronouns, dates, holidays, product names, geographic names, </li></ul>	titles and proper nouns <ul><li>Recognizing and using punctuation including at the end of sentences, commas, </li></ul>	quotation marks, and apostrophes <ul><li>Using conventional spelling for common and learned spelling patterns or frequent </li></ul>	irregular words, spelling phonetically for untaught words in lower grades <ul><li>Using underlining, quotation marks, or italics to indicate titles of works</li><li>Consulting reference materials to check spellings</li></ul>

Print Concepts • Phonological Awareness • Phonics &amp; Word Recognition • Fluency

Large grid paper

S.L.K-5.1-3

Use images, audio, embedded media, and text to create speaking/listening tasks for comprehending and collaborating.

Purple book with text and an audio hotspot

Through recorded voice, students are able to share reading reflections, answer questions, and share ideas in a digital format that is easily accessible to all.

RL.K-5.1

Use embedded media, text, and audio to create tasks for understanding key ideas &amp; details.

Green book with text and a picture of a tree

Summarizing or retelling a story in your own words supports identifying key ideas and details for comprehending a story or text.

Identifying how characters respond, act, or change throughout a story is comprehension skill that aligns with key ideas and details and directly aligns with these standards.

Comprehension &amp; Collaboration • Presentation of Knowledge &amp; Ideas

<a href="bookcreator://page/50ngujnBQXiKxDU86yiW4g" style="color: rgb(255, 255, 255);">Reading: </a> <a href="bookcreator://page/50ngujnBQXiKxDU86yiW4g" style="color: rgb(255, 255, 255);">Foundational Standards</a>

<a href="bookcreator://page/Hbcz0rxATTK-pL3mn4eRbQ" style="color: rgb(255, 255, 255);">Reading: </a> <a href="bookcreator://page/Hbcz0rxATTK-pL3mn4eRbQ" style="color: rgb(255, 255, 255);">Literature</a>

<a href="bookcreator://page/9GkRNyIeRiWMXLtEv35DIg" style="color: rgb(255, 255, 255);">Reading: </a> <a href="bookcreator://page/9GkRNyIeRiWMXLtEv35DIg" style="color: rgb(255, 255, 255);">Informational </a> <a href="bookcreator://page/9GkRNyIeRiWMXLtEv35DIg" style="color: rgb(255, 255, 255);">Text</a>

<a href="bookcreator://page/Q18y8REFTBStN32P30hpag" style="color: rgb(255, 255, 255);">Writing</a>

<a href="bookcreator://page/63t8mwhBRT6UoNGdQ0AhUw" style="color: rgb(0, 0, 0);">Speaking </a> <a href="bookcreator://page/63t8mwhBRT6UoNGdQ0AhUw" style="color: rgb(0, 0, 0);">&amp; Listening</a>

<a href="bookcreator://page/y09vD4Y4SliGDXQ38dKBBQ" style="color: rgb(255, 255, 255);">Language </a>

About this book

Draw inspiration from the Book Creator resources and activities, which are all standards-aligned. Although the examples within are all from standards-based domains of literacy, it is imperative to mention that literacy should be cross-curricular and subject agnostic. Students need to be motivated and engaged to truly master any standard, and at Book Creator, we truly believe in the power of student voice and student choice. Book Creator is where literacy comes alive!

What are the Common Core State Literacy Standards?

Use graphic organizers, text, images, and audio to create tasks for key ideas and details.

The ability to research multiple sources to determine facts about a person and their significance to society is crucial for understanding the parts of informational text and nonfiction text features. In this graphic organizer, students are also asked to use a famous quote, focusing on factual events, time periods, and key details surrounding a person's life.

Production &amp; Distribution of Writing

W.K-5.4-6

Use images, audio, embedded media, and text to create tasks for producing and distributing writing.

Maria Garcia's Portfolio 

Through the use of a digital portfolio, such as this example, teachers and students can collaborate on mastery of standards, strengths and weakness, and goal setting!

Using Book Creator's built in comment / feedback option, teachers and students can collaborate and review writing for improvements and to check against rubrics.

L.K-5.4-6

English Language Arts &gt; Speaking &amp; Listening &gt; Vocabulary Acquisition &amp; Use &gt; L.K-5.4-6

Demonstrate understanding of determining meanings of unknown words and phrases, as well as understanding figurative language, word relationships, and nuances in meanings.

Vocabulary Acquisition &amp; Use

This includes: <ul><li>Identifying new meanings for familiar words [duck (bird) and duck (to bend down)]</li><li>Using the most frequently occurring inflections and affixes as a clue to the meaning of an unknown word</li><li>Identifying frequently occurring root words and their inflectional forms and meaning to unknown words (addition and additional for example)</li><li>Sorting objects and words into categories</li><li>Demonstrating understanding of verbs and adjectives by relating to their opposites and similarities</li><li>Identifying real-life connections between words and their use</li><li>Distinguishing meaning among verbs describing the same action (march, walk, strut, etc.)</li><li>Distinguishing the meaning of literal and nonliteral words and phrases in context (take steps)</li><li>Using Greek and Latin affixes and roots as clues to the meanings o a word</li><li>Recognizing and explaining the meaning of figurative language, nuances, common similes, metaphors, idioms, adages, and proverbs</li></ul>

Use images, text and audio to create tasks for conventions of standard English.

Figurative Language Template

This is an example of a teacher created remixable student template to learn and practice the various types of speech including nouns, adjectives, adverbs, and more for grade 3.

RF.K-1.1

Use text boxes, audio, and shapes to create tasks for understanding print concepts.

In this example, students watch an embedded video about how books work and then rearrange the words to create a sentence!

An important part of print concepts is understanding capitalization, punctuation, and spacing within a sentence. This activity has students fixing the mistakes in each sentence!

Fluency

RF.K-1.4

Use text, audio, emojis, and embed pdf to create tasks for understanding fluency.

In this example for 2nd grade, you can see how practicing reading words aloud can support oral reading fluency and phonics patterns. This can be adapted for any grade level and word complexity.

Utilizing multimedia, such as emojis, students can practice the fluency skill of expression, like in this example of one sentence being read in 3 different ways.

RL.K-5.4

English Language Arts &gt; Reading: Literature &gt; Range of Reading &amp; Text Complexities &gt; RL.K-5.4

Range of Reading and Text Complexities

Demonstrate ability to read and comprehend various forms of literature independently and proficiently.

This includes: <ul><li>Engaging in reading activities with purpose and understanding</li><li>Reading prose, poetry, stories, and dramas</li><li>Reading and comprehending literature</li></ul>

Key Ideas &amp; Details • Craft &amp; Structure • Integration of Knowledge &amp; Ideas Range of Reading &amp; Text Complexity

English Language Arts &gt; Reading: Foundational Skills &gt; Fluency &gt; RF.K-1.4

Fluency

Read with sufficient accuracy and fluency to support comprehension.

This includes: <ul><li>Reading emergent texts with purpose and understanding</li><li>Reading orally with accuracy, appropriate rate, and expression</li><li>Using context to confirm or self-correct word recognition</li><li>Rereading text as necessary to support comprehension</li><li>Reading prose and poetry orally</li></ul>

English Language Arts &gt; Speaking &amp; Listening &gt; Comprehension &amp; Collaboration &gt; SL.K-5.1-3

Demonstrate understanding of texts or information presented orally and participating in collaborative conversations.

This includes: <ul><li>Following rules for discussions (listening, respect, etc.)</li><li>Asking and answering questions in order to seek help, get information or clarify</li><li>Preparing in advance for discussions by reading or studying the required material</li><li>Continuing conversations through multiple exchanges and linking comments to the remarks of others</li><li>Asking and answering questions about key details and requesting clarification if something is not understood</li><li>Describing key ideas and details from a text read aloud or information presented orally</li><li>Paraphrasing portions of a text read aloud or information presented in media and diverse formats; visually, quantitatively, and orally.</li><li>Identifying the reasons and evidence a speaker provides to support particular points.</li><li>Summarizing a text read aloud or presented in a diverse media format</li></ul>

Phonics &amp; Word Recognition

RF.K-1.3

Use audio, text/pen, shape, and color to create tasks for understanding phonics and word recognition.

Embedding text, such as a decodable reader, and having students highlight or identify the phonics pattern is another activity that is more motivating in a digital format!

Syllabication is a critical component of identifying the phonics patterns within words. Using color text is an easy, yet very powerful, activity for mastering syllables within words.

Use embedded pdf, text, images, and audio to create tasks for production and distribution of writing.

Natural Disaster Report

Utilizing the student remixable option, this teacher created a template for students to write informational texts on natural disasters and embedded rubrics, checklists, and reminders into the margins! This supported the production process and distribution tremendously!

Use text/pen, audio, and shapes to create tasks for understanding phonics.

Finger Spelling Practice

Some school districts, such as Milwaukee Public Schools, have created entire libraries dedicated to phonics skills that students need to practice and learn.

For elementary students learning spelling patterns and routines, some teachers have taken their phonics and turned it into an interactive experience.

Use images, text, uploaded drawings, and audio to create tasks for vocabulary.

This page is an example of students using digital vocabulary notebooks to understand key words or phrases at the beginning of a unit on Digital Citizenship. By writing the word and definition, adding an image or video, and reflecting on the word itself, it helps students understand and use the key vocabulary learned.

Use embedded pdf, images, audio, graphic organizers, and text to create tasks for integration of knowledge and ideas.

RI.K-5.3

Using graphic organizers, such as the example above, to support comparing and contrasting important points presented in two texts, is not only a great comprehension skill, but also a way to ascertain information gained from nonfiction texts .

This elementary example shows an activity that can be completed comparing an image of a place in their community during a certain time in the past, and what it looks like today.

English Language Arts &gt; Reading: Literature &gt; Integration of Knowledge &amp; Ideas &gt; RL.K-5.3

Demonstrate understanding of how illustrations can support the text as well as comparing and contrasting similar genres, themes, and topics.

This includes: <ul><li>Describing the relationship between illustrations and the story (text)</li><li>Using illustrations to describe characters, settings, or events</li><li>Explaining how aspects of the illustrations contribute to the words (mood, theme, etc.)</li><li>Connecting text of a story or drama and a visual or oral presentation of it</li><li>Analyzing how visual and multimedia elements contribute to the meaning, tone or beauty (graphic novels, folktale, poetry, etc.)</li><li>Comparing and contrasting the experiences of characters in familiar stories</li><li>Comparing and contrasting two versions of the same story</li><li>Comparing and contrasting themes, settings, and plots written by the same author with similar characters (series)</li><li>Comparing and contrasting similar themes and topics in stories, myths, and traditional literacy from different cultures</li><li>Comparing and contrasting stories in the same genre on their approaches to similar topics or themes</li></ul>

Key Ideas &amp; Details • Craft &amp; Structure • Integration of Knowledge &amp; Ideas • Range of Reading &amp; Text Complexity

English Language Arts &gt; Reading: Literature &gt; Key Ideas &amp; Details &gt; RL.K-5.1

Demonstrate understanding of the central components of a text including theme, character, setting, events, and conclusions.

This includes: <ul><li>Asking and answering questions about key details</li><li>Retelling familiar stories </li><li>Identifying characters, setting, and major events</li><li>Demonstrating an understanding of the central message, lesson, or moral</li><li>Describing how characters respond to major events or challenges</li><li>Determining a theme of a story, drama or poem</li><li>Summarizing the text</li><li>Referring back to the text with explicit details or inferences made</li><li>Comparing and contrasting two or more characters, setting, or events </li></ul>

Use text/pen, audio, shapes, or images to create tasks for understanding phonics and word recognition.

Digital spelling or word study tests allow for spelling patterns to be highlighted, words to be spoken or read aloud, and sentences to be dictated. The multimedia approach to learning makes this activity much more enjoyable and authentic.

Spelling can also be practiced using images that depict the spelling pattern. This example shows the sounds within the word that the student is expected to type or write - which includes a consonant blend (s+n), vowel team (ai), and consonant (l)!

Use embedded media, text, images, and audio to create tasks for reading range and complexity.

Accessing grade level text and complexity is important for not just the grade level readers, but also for the at-risk or struggling readers. Creating opportunities and routines, such as this example, will set students up for success.

This page is an example of a remixable template that students can use to learn new prefixes, suffixes, or root word meanings. This activity can be adapted by using audio instead of text, so student can practice spelling and identifying syllables as well.

S.L.K-5.4-6

Use images, audio, embedded media, and text to create speaking/listening tasks for presenting knowledge and ideas.

Presentation of Knowledge &amp; Ideas

Using audio to share knowledge and information learned is simple with Book Creator's built in audio recording option. This example of an exit slip allows students to respond in the space provided!

Daily summaries or reading logs are another great way to practice the comprehension skills of summarizing, retelling, and predicting!

Use text boxes, pen, and shapes to create tasks for understanding print concepts.

An early foundational skill within Print Concepts is understanding uppercase and lowercase letters. This is one activity for differentiating lowercase b and d.

Matching uppercase and lowercase letters can be motivating for students when completed online, allowing for student choice when determining how to show mastery of this skill.

Use images, audio, embedded media, and text to create speaking/listening tasks for comprehending and collaborating.

In this example, students can record questions that they still may have after reading about a text or learning new information. In this digital format for comprehension, it allows for students to orally express their thoughts.

Book Creator's graphic organizers offer another tool for students to have the ability to collaborate and share their thoughts on digital projects, stories, and more!

Use images, audio, graphic organizers, and text to create tasks for writing text types and purposes.

W.3-5.10

Draw with me

This graphic organizer that is embedded in Book Creator allows students to plan for writing informational "how-to" texts.

This book is an example of a student taking a "how-to" informational writing text and teaching readers how to draw through the use of media, images, and text/voice in English and French!

RI.K-5.2

Use graphic organizers, images, audio, and text to create tasks for understanding key ideas and details.

My Word Glossary Template

Creating a word glossary can help support unknown words and phrases within a nonfiction text or story. While reading, students can jot down unknown words into a template such as this example.

Graphic organizers are a great tool to use to create digital vocabulary notebooks. This example uses the frayer model of vocabulary, ensuring that examples and non-examples are identified.

Text Types &amp; Purposes • Production &amp; Distribution of Writing • Research to Build and Present Knowledge • Range of Writing

Use embedded media, text, images, and audio to create tasks for understanding knowledge &amp; ideas.

Three Little Wolves

This is one example of retelling a familiar story with a different point of view using multimedia and visuals to aid in the story retell.

RL.K-5.1

Use graphic organizers, images, and audio to create tasks for understanding key ideas and details.

Faraway Friends

Using embedded graphic organizers, such as this, for key ideas &amp; details can help support mastery of this skill while reading.

Comparing and Contrasting elements within a story helps support key ideas and details for comprehension. Students can compare books, characters, authors, or even how their life differs from those around the world!

Use embedded media, text, images, and audio to create tasks for integration of knowledge and ideas.

All about SPIDERS

In this example about spiders, students use facts, children's books, and adult surveys to decide of they are creepy or cute. This is an amazing example of utilizing knowledge and ideas to compare and contrast informational text.

Use embedded photos, text, images, and audio to create tasks for production and distribution of writing.

Informational Writing

In this example, the teacher creates a book year long to house each student's writing. Having the students embed photographs of their writing, rubrics, and adding multimedia (such as images or sound) to enhance the writing.

Use images, audio, text and more to create interactive books displaying print concepts.

What did Kindy hear? 

I Wanna Be A Superhero 

This audio book was created by a Kindergarten class. It shows the parts of a book in a fun format for students, by students!

This example was created by another Kindergarten class about being a superhero at school. The text, student voice, and page turns show examples of print concepts!

Range of Reading &amp; Level of Text Complexity

RI.K-5.4

Use embedded media, text, images, and audio to create tasks for Reading and Text Complexity.

Welcome To The Savanna

This is another example book that a student created for the Savanna. The information, nonfiction text features, and content are not just an appropriate range of reading, but also offer a level of text complexity that leverages the key aspects of informational texts.

English Language Arts &gt; Reading: Foundational Skills &gt; Phonics &amp; Word Recognition &gt; RF.K-1.3

Phonics &amp; Word Recognition

Know and apply grade-level phonics and word analysis skills in decoding words.

This includes: <ul><li>Associating long and short vowel sounds with common spellings</li><li>Reading high-frequency words</li><li>Distinguishing between similarly spelled words</li><li>Understanding spelling-sound correspondences for consonant digraphs</li><li>Determining that every syllable must include a vowel sound</li><li>Decoding multisyllabic words</li><li>Reading words with inflectional endings</li><li>Recognizing and reading irregularly and inconsistently spelled words</li><li>Understanding spelling-sound correspondences for vowel teams</li><li>Decoding words with prefixes and suffixes</li><li>Decoding words with latin suffixes</li><li>Understanding syllabication patterns and morphology to accurately read words both in and out of context</li></ul>

L.2-5.3

Use images, text and audio to create tasks for knowledge of English.

This is an example of utilizing informal English, such as text messages, to convey the importance of digital safety and citizenship. There are many things to consider when using informal and formal English, and this is a great way to introduce the differences and discuss the importance of each type.

Use text, record, audio and embed pdf to create tasks for understanding fluency.

Hammerhead Sharks

This example book shows how text and voice can be combined to create an amazing digital story, as well as practice fluency by reading the text on screen!

Use embedded media, text, images, and audio to create tasks for craft &amp; structure.

My Nonfiction Text Features

Creating opportunities for students to practice and find non-fiction text features can support comprehension of informational text and its structures.

Use embedded media, text, images, and audio to create tasks for integration of knowledge and ideas.

Dry Dry Deserts

The use of images or illustrations to accompany the text in nonfiction writing is a critical way of ensuring meaning, background knowledge, and vocabulary are understood. In this example, images are used throughout this book on the desert to support the written information within the text.

Use audio, images, and shapes to create tasks for understanding phonological awareness.

Learning vocabulary and putting syllables together is an important beginning level skill of reading. In this example, students must listen to each single syllable word to create the compound word. (rain+bow=rainbow)

RL.3-5.2

Use embedded media, text, images, and audio to create tasks for understanding craft and structure.

Simile and Metaphor Superheros

Using specific types of language (idioms, similes, metaphors, etc.) exemplify the standards and craft for writing literary texts and stories.

RL.K-5.2

Use embedded media, text, images, and audio to create tasks for understanding craft and structure.

Understanding the structure of types of poetry, such as haiku, allow students to master how word choices align with rhythm and meaning.

Use images, audio, embedded media, and text to create speaking/listening tasks for presenting knowledge and ideas.

Two images with accompanying audio descriptions

In this example, after listening to a rhyming read aloud, students are asked to share a recording of their favorite part of the story and include their favorite rhyming words.

This picture collage pages, shows an example of how students can include an audio button to describe why they chose the image and/or what it represents.

Use images, text and audio to create tasks for knowledge of English.

This page is from a comic book created by a student that depicts the use of capitalization, punctuation, and images to depict certain effects in writing to help the reader visualize how the main character is feeling. This is a great example of how students can show knowledge of language standards.

Hurricanes VS Tornadoes

Using embedded graphic organizers, such as these for key ideas &amp; details can help support mastery of this skill while reading.