Jump! and The Common Core

The goal of the Common Core State Standards Initiative is to better prepare students for personal and professional success by balancing K-12 educational requirements with the literacy expectations of college, career, and citizenship.

The Standards provide literacy expectations by grade level, giving educators the freedom to design their curriculum as they see fit in order to meet them. Since informational text is the primary type of text used in college and the workforce, the Standards require increased informational, or nonfiction, text in the classroom. The Standards require that students are not only able to read independently and proficiently, but also demonstrate understanding of a text by processing and interpreting information.

The four pillars part of the Common Core Standards for Informational Text include: Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, and Range of Reading and Level of Text Complexity. Within each of these pillars are the specific standards students are expected to meet at every grade level. Below is an example of how one of our titles, Dump Trucks, can help support the Common Core Standards for Informational Text at the kindergarten level.

For more information about how our texts can help support the Common Core as part of a comprehensive curriculum, please contact us.

Key Ideas and Details

CCSS.ELA-Literacy.RI.K.1 With prompting and support, ask and answer questions about key details in a text.
CCSS.ELA-Literacy.RI.K.2 With prompting and support, identify the main topic and retell key details of a text.
CCSS.ELA-Literacy.RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

CCSS.ELA-Literacy.RI.K.1 / CCSS.ELA-Literacy.RI.K.2 / CCSS.ELA-Literacy.RI.K.3

Every title begins with a header explaining the main topic. In this particular title, the main topic is “Dump Trucks at Work”. The main topic is explained throughout the text using key details including the different parts of a dump truck, who drives it, and what it can be used for. Questions are also posed throughout the text to prompt the reader to think about what they’re reading.

Craft and Structure

CCSS.ELA-Literacy.RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.
CCSS.ELA-Literacy.RI.K.5 Identify the front cover, back cover, and title page of a book.
CCSS.ELA-Literacy.RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.


The page above shows how our books provide visual support for glossary terms, which may be unknown words to new readers. In this case, the term “gravel” is supported with an image of a pile of gravel. This image and the definition for “gravel” is listed in the picture glossary at the back of the book.

In addition to the picture glossary, every title also has an index that readers can use to identify specific subjects throughout the book and the pages on which they can be found. There is also a diagram page, which in this case shows “Parts of a Dump Truck” that are mentioned throughout the text.

CCSS.ELA-Literacy.RI.K.5 / CCSS.ELA-Literacy.RI.K.6

Shown above is the front cover, back cover, and the title page, which lists the author. An illustrator is not listed since only photography is used. Defining the role of the author, as required by the standard, is something a student will learn in class.

Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

CCSS.ELA-Literacy.RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.
CCSS.ELA-Literacy.RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).


Every page of our books has images that correspond with the text to help readers understand the relationship between the words and the photographs. As shown in the example above, some images also have captions that identify specific areas of the image that may be mentioned in the text or help support the narrative.


With support in the classroom, students can identify reasons the author uses to support points in a text. With our low word counts, we present facts as clearly and succinctly as possible while also demonstrating why. In the example above, an explanation is given for why the dump truck brought gravel.
A new house is built. A dump truck brings gravel. It is for a driveway.


With support in the classroom, students should be able to identify similarities and differences between our texts and other texts on the same topics. They could also compare titles across the same series, identifying similarities and differences between Dump Trucks and Tow Trucks, for instance, in our Machines At Work series.

Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.RI.K.10 Actively engage in group reading activities with purpose and understanding.
At the beginning of every book is an “Ideas for Parents and Teachers” section with ideas for encouraging beginning readers to think deeper about each title. Below are the ideas listed in that section for Dump Trucks

Before Reading
-Discuss the cover photo. What does it tell them?
-Look at the picture glossary together. Read and discuss the words.
Read the Book
-“Walk” through the book and look at the photos. Let the child ask questions. Point out the photo labels.
-Read the book to the child, or have him or her read independently.
After Reading
-Prompt the child to think more. Ask: Have you ever seen a dump truck? What was it hauling?