Rich and Worthy

Key Criteria for Text Selection

Source: Instructional Criteria for the CCSS in ELA and Literacy,

Grades 3-5; and ELA, Grades 6-12

Participants will learn copyright

laws and where to safely

access texts. They will identify

criteria for choosing rich and

worthy texts.

Why is text selection

important?

• In the CCSS, text is the focus of

instruction.

• From texts, students gain knowledge not

only about the world but about how to

write, express ideas, and support their

ideas with evidence from valid sources.

Text Complexity Students should read increasingly complex text with

growing independence as they progress toward college and career readiness.

• Texts should align with the complexity requirements as

outlined in Reading Standard 10.

• All students (including those who are behind) should

have extensive opportunities to encounter grade-level

complex text.

• Shorter challenging texts that elicit close reading and

rereading should be a part of regular instruction.

Text Complexity cont.

• Novels, plays, and other full-length texts play an equally

important role.

• Texts selected for instruction should include materials

that appeal to students’ interests and encourage

independent reading.

Range and Quality of Texts The CCSS require a greater focus on informational text in elementary school and literary nonfiction in

ELA classes 6-12.

• In elementary grades, the CCSS call for a balance of literary and

informational texts.

• In ELA classes 6-12, there should be a blend of literature

(fiction, poetry, and drama) and literary nonfiction (essays,

speeches, opinion pieces, essays about art or literature,

biographies, memoirs, journalism, and historical scientific, technical

or economic accounts including digital sources – especially that

which is built on informational text structures).

Range and Quality cont.

• Texts selected should be worthy of close

reading and rereading. They should be model

texts.

• The CCSS require certain kinds of texts in 9-12

(see pg. 40 Reading Standards 8-9).

• The selection and sequence of texts should

provide a well-developed sense of bodies of

literature.

• The English I course provides a foundational study of

literary genres (novels, short stories, poetry, drama,

literary nonfiction). It includes influential U.S.

documents and one Shakespearean play.

• English II introduces a literary global perspective

focusing on literature from the Americas (Caribbean,

Central, South, and North), Africa, Eastern Europe,

Asia, Oceania, and the Middle East. It includes

influential U.S. documents and one Shakespearean

play.

• English III is an in-depth study of U.S. literature and

U.S. literary nonfiction especially foundational

works and documents from the 17th century

through the early 20th century. It includes at least

one Shakespearean play.

• English IV completes the global perspective

initiated in English II with a focus on European

(Western, Southern, Northern) literature. It includes

U.S. documents and literature (texts influenced by

European philosophy or action) and at least one

Shakespearean play.

K-2 includes:

• well-written and richly illustrated texts.

• reading in ELA, Science, Social Studies,

and the Arts.

• read-alouds that are well above the

complexity students can read on their

own.

Cultivating Students’ Ability to Read

Complex Text Independently Scaffolds should enable all students to

experience rather than avoid the complexity of the

text.

Reminder….

Choose texts purposefully!

What do we want our

students to learn?

How do you choose a text purposefully?

What questions do you ask yourself?

What resources do you use?