Esta temporada nos volvemos a unir con UNESCO para ofrecer nuevas colecciones atractivas para alentar a los niños, niñas y jóvenes a seguir leyendo durante las vacaciones.

En este blog descubrirá todos los detalles relacionados con este desafío. ¡Lo invitamos a unirse y a leer con nosotros!

Las colecciones

Elija entre seis colecciones de textos gratuitos disponibles en nuestra plataforma y comparta con lectores de distintas edades, intereses y gustos.

Abra las colecciones y enlaces a cada texto aquí.

Cuando haya elegido el primer texto, lea junto con sus lectores o pídales que lean de forma independiente.

Establecer metas y conversar sobre la lectura

Recomendamos reservar tiempo cada semana para leer algunos de los textos. Para algunos lectores, tener una hora programada para leer todos los días puede ayudarles a establecer una rutina.

Si bien desarrollar hábitos de lectura ayuda a los niños/as a mantener el rumbo, lo más importante es que lean y disfruten con la mayor frecuencia posible. Trabaje con sus lectores para crear un plan que le resulte divertido y factible.

Además de leer juntos, le sugerimos conversar con sus lectores sobre lo que han leído. Esto los animará a aprender más sobre un tema o pensar más profundamente sobre la enseñanza de un cuento. A continuación, incluimos algunas preguntas o indicaciones que puede hacer durante el desafío:

Lecturas de no ficción

• Dime de qué se trata este texto.
• ¿Aprendiste algo que te sorprendió?
• ¿Hay algo sobre lo que te gustaría saber más?
• ¿Disfrutaste leer sobre este tema?

Lecturas de ficción

• Cuéntame de qué se trata este cuento.
• ¿Alguno de los personajes hizo algo que te sorprendió?
• ¿Qué preguntas tienes sobre el cuento?
• ¿Hubo algún personaje del texto que te haya gustado? ¿Por qué?

Celebre el éxito de sus lectores con un certificado

Cuando sus lectores hayan completado con éxito su selección de textos, recomendamos que descargue el certificado para motivarlos y reconocer su compromiso con la lectura.

Díganos qué piensa

Comparta en redes sociales su experiencia en este Desafío. Utilice el #DesafíoLecturaEnVacaciones y etiquétenos.

Facebook: @commonlitespanol

Twitter: @CommonLitES

Instagram: @commonlitespanol

Whatsapp: +52 55 8738 5538

Si tiene alguna pregunta o comentario, puede comunicarse con nuestro equipo de apoyo en ayuda@commonlit.org o al canal de whatsapp

Arrancamos año nuevo con una biblioteca cargada de textos frescos, cada uno acompañado de recursos multimedia y actividades que harán de su clase un ambiente más interactivo. A continuación presentamos una lista surtida, esta vez para los más pequeños y que a medida que avance el 2024 la seguiremos nutriendo semanalmente.  

“Allí está la Luna” -  3º 

Pequeña poesía tomada del cancionero popular de la provincia de Salta recopilada por Juan Alfonso Carrizo, le ayudará a promover el valor de la generosidad. Le recomendamos leer con la herramienta de “lectura en voz alta”, así, los más pequeños reconocerán entonación, dicción y pronunciación.

“Llora el niño” -  3º 

Canción de cuna mapuche bilingüe, ideal para tratar temas como la diversidad cultural y lingüística de América Latina. El orador a través de una canción espanta a unos zorros que no dejan dormir a los niños. 

“Pegasos, lindos pegasos” - 4º

¿Recuerda a Pegaso en la mitología griega?, el autor de este poema deja volar su imaginación y recuerdos de niñez para describir a este elegante animal, puntualizando en la importancia de vivir una infancia con plenitud; etapa fundamental de los seres humanos.

“El uso responsable de recursos” - 4º

Texto informativo excelente para utilizar el organizador gráfico Problema y solución e incentivar a que estudiantes elaboren una campaña para promover el cuidado de los recursos naturales en sus comunidades o escuelas.

“El ratón” - 5º

Promueva el desarrollo del autoconocimiento y la autorregulación de sus estudiantes, habilidades socioemocionales que ayudan a identificar y controlar el miedo y otras emociones. En este cuento, un ratón enseñará que ni siquiera un mago podrá quitarle los miedos.

“Carrie, elegancia navajo” - 5º

Los navajos son un pueblo nativo americano del suroeste de los Estados Unidos. En esta entrevista, Carrie, una joven miembro de este pueblo, explica qué es lo que hace que la danza que ella practica sea tan especial. Enseñe la importancia de reconocer y valorar las tradiciones familiares, comunitarias y a los pueblos originarios.

“La rana y el escorpión” - 6º

Una fábula con un mensaje profundo acerca de los valores que definen la identidad de las personas, ¿podrán éstos modificarse a lo largo del tiempo? Permita que sus estudiantes expliquen cuál es la enseñanza que transmite la historia motivándolos a utilizar el organizador gráfico Identificar el mensaje central. 

“El Festival Obon de Jenny” - 6º

Descubra por qué la señora Kimura le pide a Jenny que deje de tocar una verdura que se encuentra frente a un altar. Con este texto podrá elaborar una unidad temática acerca de la diversidad de costumbres y celebraciones en el mundo, y promover el respeto hacia culturas y tradiciones distintas a las propias.

Este año, como todos, le seguiremos acompañando de la mano para alcanzar los objetivos de comprensión lectora a través de; webinars gratuitos, calendario de lecturas recomendadas mes a mes, cursos gratuitos, Desafío de Lectura en Vacaciones, consejos, retroalimentación a través de nuestras redes sociales y canal de Whatsapp, y por supuesto, el boletín quincenal.

¡Gracias por recibirnos en su bandeja de entrada!

CommonLit’s mission is to help all students – especially those who have been historically underserved – become proficient readers. In line with this mission, a recent study examined the reading growth of students at schools eligible for Title I funding during the 2022-2023 school year. It was found that students learning with CommonLit at Title I eligible schools experienced more reading growth and had higher increases in reading proficiency than students who did not use CommonLit at Title I eligible schools. This reading growth can be translated into 2-6 months of additional learning and increases in reading proficiency between 15-25%. 

Study Details

The study examined the reading growth of 45,988 6th-10th grade students at 252 schools that were eligible for Title I funding and had research partnerships or paid partnerships with CommonLit during the 2022-2023 school year. Reading growth was measured by comparing students’ beginning and end of year scores on the CommonLit Assessment Series, which has been shown to be positively correlated with other state assessments. Therefore, students were only included in the sample if they completed the CommonLit Assessment Series.

Key Finding #1: CommonLit usage predicted reading growth among students at Title I eligible schools

Students learning with CommonLit at Title I eligible schools saw higher reading gains compared to students who did not use CommonLit at Title I eligible schools (see Figure 1). This relationship was statistically significant even after controlling for important factors such as students’ baseline assessment scores, demographics, grade level, and classroom effects. Looking at these findings another way, students who used CommonLit gained 2-6 additional months of learning compared to students who did not use CommonLit. 

Figure 1. The graph shows the effect size of the reading growth of students at schools eligible for Title I funding, in standard deviation units. 

Key Finding #2: Students learning with CommonLit at Title I eligible schools had higher increases in reading proficiency

Results also showed that students learning with CommonLit at Title I eligible schools had higher increases in reading proficiency than students who did not use CommonLit at Title I eligible schools. At Title I eligible schools, students who used CommonLit saw increases in reading proficiency anywhere from 15% to 25%. 

Figure 2. Percent increases in proficiency among students at schools eligible for Title I funding. ​​Students' scores on the Assessment Series may be categorized as “Proficient” (on grade level or above grade level) or “Not Proficient” (below/approaching grade level). 

These findings align not only to CommonLit’s mission of helping all students become proficient readers, but they also support the program’s effectiveness with that goal. With 7 out of 10 students in the US not reading at proficient levels according to the latest NAEP Nation’s Report Card, this mission is an increasingly critical one. 

Battle Ground School District is located in Washington state and home to nearly 12,000 students and 800 teachers. In 2022, the district decided that its English-Language Arts curriculum from 2000 was ready for an overhaul, and they created an adoption committee to lead the process. After the first meeting, Allison Tuchardt, the Curriculum Instruction and Assessment Director in Battle Ground recalls, “One of our middle school teachers reached out and said, ‘Have you heard about CommonLit?’ It was our teachers who found it and loved it and brought it to our attention.” 

From the onset, the district had certain parameters that they wanted their new ELA adoption to meet. Says Tuchardt, “We were looking for something that was updated and standards aligned. Something that was relevant and would be engaging for students and teachers. If there were components that follow the Science of Reading, that was a bonus.” CommonLit met all those criteria and more, including an affordable price point. “Our first step was to identify if there was anything that we could not afford, and we took those off the table to begin with,” says Tuchardt. “Then if there was anything that was seen as a supplementary curriculum, we took that off the table as well since we wanted something that was going to provide a core curriculum.” Again, CommonLit fit the bill with the CommonLit 360 curriculum, a full-year standards-based ELA curriculum for grades 6-12. 

Before deciding on a curriculum for the district, Battle Ground had their teachers pilot the top two contenders in a head-to-head comparison. Before the onset of Battle Ground’s pilot experience, the district emphasized the need for a curriculum that is engaging, meets the needs of all their students, and supports teachers in using best practices in their classrooms. These needs were all met with CommonLit 360. 

Regarding the pilot process, Amy Fredericks, Battle Ground’s Curriculum/Curriculum Adoption Teacher on Special Assignment had this to say about CommonLit, “You all were incredibly friendly, professional, and responsive because in this role I'm learning not all vendors are created equally.” Indeed, CommonLit prides itself on the high level of support afforded their school partners, including during the pilot process. Once starting a pilot with CommonLit, schools are partnered with an instructional expert who assists every step of the way to ensure a smooth pilot experience.

Custom Professional Development, High-Touch Support, and More

During the one-month pilot period, all ELA teachers taught a full CommonLit 360 unit, attended professional development sessions and received a variety of teaching tips and support from CommonLit. During the Pilot period, Fredericks said, “What's also been really great is how responsive CommonLit has been to questions like, ‘Hey, could we try this?' The fact that you're taking in feedback from practitioners to improve your product. That stands out because people love to feel heard.”

That top-notch customer support continues once schools partner with CommonLit. Now that Battle Ground has gone from a pilot school to implementing the CommonLit curriculum full-time in their middle schools, Tuchardt reports that, “Everybody at CommonLit that we have worked with has made a point to have relationships with people in our district, and it feels like we're not just a line item or a number. Everybody at CommonLit is here to truly help us and cares about the work that we are doing with our students.”

While the customer service from CommonLit is one feature that sets them apart from competitors, the Battle Ground team was also delighted by the consistency that the 360 curriculum provides. The leadership at Battle Ground believes firmly in the idea that all students across their district deserve access to the best resources. Says Tuchardt, “We talk a lot in Battle Ground about guaranteed and viable curriculum and equity of instruction, and I think that's what CommonLit is bringing to the table. This program is leveling the playing field for all of our students.”

When the Alpine School District outside of Provo, Utah, began searching for a new English Language Arts curriculum, they opted for a methodical and data-driven approach to guide them. The district leaders were searching for a solution that would affect a large portion of their 86,000 students and nearly 300 ELA-related teachers, so they knew that they wanted to be able to see results of a curriculum prior to making the commitment to purchase it for the entire district. Since the district is so large, they decided to first buy the program for five schools and purchased CommonLit’s PRO Plus package to support the rollout of the CommonLit 360 curriculum. In these schools, they were looking to see: 

• Clear student gains 
• Improved instruction and less planning burden on teachers 
• Strong support and professional development 

In particular, there was a strong focus on student reading performance and the growth data for students using the CommonLit 360 curriculum. Across the board, their team saw evidence of student gains, improved teacher practice, and strong support. 

CommonLit 360 Improves Classroom Morale and Gets Results 

Alpine’s team was looking for student gains on reading assessments along with a clear improvement of classroom morale. Before using CommonLit 360, some students and teachers were feeling a lack of engagement. Denise Lund, Content Specialist in ELA for Alpine, says CommonLit positively affected teacher morale along with student performance. Lund notes, “Instruction has improved, morale has improved, and of our three junior highs in the pilot program, two of those showed the top growth in the district. The third, a Title I school with ELL students, went from dead last in the district to 9th place. They were thrilled.” 

CommonLit Supports Teachers in Collaborating and Improving Instruction

Alpine is a district that promotes the use of Professional Learning Communities (PLC’s) which allow teachers to come together often to plan and implement instruction. Daniel Potter, another Content Specialist in ELA for the district, says it was evident early on which PLC teams were using CommonLit. He noted that those teams’ collaborative meetings were noticeably more effective than teams who weren’t using the 360 curriculum. Says Potter, “I can say within a year and a half that we've seen a huge shift that we never thought possible with ELA being able to collaborate on similar content and to be able to see the collective efficacy skyrocket because of it.” 

The CommonLit 360 curriculum gives teachers the time to focus on best practices and moving the needle with students. Lund and Potter found that teachers in pilot schools were spending significantly less time searching for stories and creating lesson plans. Lund notes that the district has seen teachers being able to be more proactive with their instruction. She states that she’s noticed a marked change in teacher practice, “That shift of I know what I'm teaching tomorrow, so now I want to know how I'm teaching it. I want to know which instructional and proven strategies are going to make this unit and this lesson better and more accessible for our kids.” The cohesive and thorough design of the CommonLit 360 curriculum allows Alpine’s PLC’s to function more effectively. 

CommonLit 360’s Scope & Sequence and supportive unit planning materials clearly tells teachers what they should be focusing on with their students. Taking the guesswork out of planning has allowed Alpine’s teachers to focus on data analysis and subsequent student support.

CommonLit 360 Empowers Teachers to Use Best Practices in their Classroom

An integral requirement of Alpine’s curriculum adoption process was finding a program that is research-based and rooted in best practices. Says Potter, “We've been trying to hone in on Tier 1 instruction and figure out how we can find those high-yielding, high effect-size and (John) Hattie-endorsed instructional techniques to be able to implement into classroom instruction.” CommonLit 360 provides opportunities for teachers to incorporate those strategies throughout daily lessons and entire units. Potter goes on, “It was such a vast difference between the CommonLit teams who instantly could say, ‘A jigsaw is actually going to work really well here.’ Whereas others were just kind of floundering and trying to figure out what they're doing in the next teaching term.” By providing sound and engaging unit plans for teachers to use with students, CommonLit gives teachers access to best practices in literacy instruction in an engaging and easy-to-use program. 

In addition to providing effective instructional strategies for Tier 1 instruction, CommonLit 360 also provides excellent scaffolding to assist students who may need it. Says Potter, “I have personally seen and appreciated the richness of the scaffolding tools that CommonLit offers that has helped their curriculum to be very successful for all students.” 

Along with being research based, CommonLit units are student-centered and engaging. Lund notes, “The 360 units with those Essential Questions are compelling for our kids. The topics are compelling with text at the right complexity and having the right amount of challenge.” 

Support from CommonLit

With regard to the technical integration of CommonLit 360 with their district’s digital learning platform Canvas, Lund noted, “One of the things that's very appealing about CommonLit is their Canvas integration. CommonLit has been terrific to always connect us to the right people to fix any little glitches quickly and effectively. I feel very strongly supported.” 

For more information on how your school or district can partner with CommonLit and experience student growth, click on the button below.

Have you ever had a traditional textbook adoption that was expensive and quickly became outdated? As a result, these under-utilized resources can create misalignment and force teachers to look for their own resources to support their curriculum. Countless hours are spent scouring the internet looking for lesson plans with variable quality. CommonLit Crosswalk takes that burden off of teachers while enhancing and supplementing existing curriculum with engaging lessons from CommonLit. 

CommonLit Crosswalks provide a guiding document for schools and districts that ensures alignment between your current curriculum and CommonLit’s library of texts. Your personalized Crosswalk allows teachers to quickly access carefully curated lessons, expert teaching tips, and concise lesson details that strengthen instruction and save time. Tracy Hunt, District Facilitator for English Language Arts at Mid-Del School District in Oklahoma says, “We worked with CommonLit to create a Crosswalk where teachers have a list of texts available, so they don’t have to hunt and peck to find resources. There’s so little time for teachers, so anything that can help save time is great.” 

Here’s how to get a CommonLit Crosswalk for your team. 

Step 1: Schedule a call with our literacy experts

During this initial call, we’ll find out more about your school or district’s literacy goals and priorities and how CommonLit can best support them. CommonLit’s instructional experts will learn more about your current English Language Arts scope and sequence as well as themes and topics of your existing curriculum. 

Step 2: Share your curriculum materials with our team

Once you’ve provided CommonLit with your current curriculum resources, our experts will search through thousands of our library lessons to find ones that align with your Essential Questions, unit themes or topics. These choices will include selections from the CommonLit lesson library as well as suggested supplemental resources like Book Pairings and Target Lessons from our site. 

Step 3: Receive your CommonLit Crosswalk

As with all true partnerships, the CommonLit team will work with your school or district to ensure your CommonLit Crosswalk is best suited to your instructional needs. Once you receive your Crosswalk, a thoughtfully and carefully curated list of lessons, our literacy experts will work with you on an implementation and Professional Development plan for your team and make sure you have a strong plan for implementation. 

Step 4: Teach with your CommonLit Crosswalk

One of the most critical components of an educational resource is ease of access and consistent use. With a CommonLit Crosswalk in place, your school or district’s tailor-made curricular resource will be housed in your teachers’ CommonLit accounts so they can quickly access recommended lessons. In addition, your CommonLit literacy expert will be available to answer any questions that arise.

These four steps are all it takes to bring dynamic new lessons to an already established curriculum or thematic framework. 

Pricing for CommonLit Crosswalks starts at $6,000. To learn more about how your school or district can get curated lessons for your curriculum, reach out to us here at CommonLit.

As a rapidly growing literacy curriculum provider, CommonLit seeks to hire the best and the brightest to help foster this growth. Here are some great examples of what it means to work at CommonLit.

Working at CommonLit Means Making a Difference

With a majority of the employees at CommonLit being former educators, it is no surprise that teachers and their students are at the forefront of everything. From lesson curation to user research and product engineering, the staff at CommonLit is fueled by our non-profit mission to raise literacy rates across the country. 

Allie - Sales:  I love that I get to work with an incredibly dedicated, mission-driven, caring, and fun group of people who care deeply about teachers and students. In my role, I get to meet with instructional leaders to consult with them on the best ways to support their schools and districts, and it's really meaningful to get to bring our highly effective, research-backed literacy program to schools across the country. 

Sasha - District Success: After leaving the classroom, CommonLit has allowed me to stay close to the classroom and the people who make a difference— teachers. Every day, I'm excited to guide teachers and teams through CommonLit's high-quality resources that will make a difference for their students. Knowing that teachers, administrators, and students are at the center of all the work we do here is why I love working for CommonLit. 

Kianna - Sales: My favorite thing about working at CommonLit is being able to work with such passionate people. Everyone at CommonLit cares so much about the teachers and students that we serve and it is shown by every piece of work we produce!

Working at CommonLit Means a Culture of Caring

With an eye towards attracting and retaining a stellar team, CommonLit aims to bring a supportive working environment and the best possible benefits, including generous leave packages, a paid sabbatical, a 401k match, and more, to their employees. Additionally, as a remote-first team with employees located across the country, CommonLit prioritizes building a sense of community online to bring employees together. 

Tina - Evaluation Research: Our organizational culture feels very welcoming, collaborative, and fun! I also love how much CommonLit intentionally invests in its people by planning retreats and staff activities, providing opportunities for professional growth, and offering robust benefits to allow us to take care of ourselves and families.

Melissa - Library/Special Projects:  CommonLit truly understands that employees are human beings with families and personal lives and provides an exceptional work-life balance. In addition, every employee I have worked closely with has been extremely kind, open-minded, and brilliant — everyone is eager to learn from each other and help contribute to each other's professional growth. 

Working at CommonLit Means Opportunity for Growth

Over the past ten years, CommonLit has grown from a handful of employees to over 120. Along the way, many employees have had the opportunity to pursue a career path at CommonLit that they may not have envisioned when they first began at the organization. Encouraging employee growth and expansion is another trait that makes CommonLit so special. 

Anjali - Data Science: It's so clear to me that CommonLit has a deep commitment to both its users as well as its team which keeps our work relevant, engaging, and motivating. CommonLit has been, and continues to be, a dynamic and rewarding place to grow my career alongside some of the most inspiring, grounded, and committed people in edtech!

Geoff - Engineering: CommonLit is a really unique combination of collaborative, ambitious, and kind people who want to make a dent in the world. This is the kind of engineering team I've always wanted to have: filled with lifelong learners and people who care about doing the job well. We've created an environment that fosters career growth and gives team members the opportunity to get exposure to a broad set of engineering concerns.

To see what working for CommonLit could mean to you and your future,  please visit our Careers page.

This journey has been so rewarding as teachers around the world have embraced CommonLit and brought it to their classrooms. Every day, teachers are using CommonLit to provide rigorous and high-quality literacy instruction, shown to deliver results for kids. 

To highlight the work we’ve done here at CommonLit in the past decade, here’s a roundup of some of our most eye-popping metrics of CommonLit’s First 10 Years: 

Over 20 million students in 195 countries have accessed CommonLit. Use of our digital tools by teachers and students has grown dramatically over the past ten years as more and more teachers trust CommonLit to provide engaging and effective lessons for their students.

Students have completed over 250 million CommonLit lessons from our digital library. CommonLit lessons can be translated into over 30 languages and are available for use on computers, mobile devices, and downloadable for off-line work.

Students have taken over 1.9 million assessments on CommonLit. Our assessments provide teachers with actionable data that helps them give students the support they need to be successful.

Last year, 72% of schools using CommonLit saw an increase in reading proficiency. Multiple studies have confirmed that increased usage of CommonLit lessons correlates to increased reading proficiency scores on end-of-year state tests.

Of the 88,000 schools that have accessed our free instructional materials in the United States, 59 percent are low-income. With just 20% of low-income students reading on grade-level, providing students with rigorous and relatable learning materials helps ensure they will have the literacy skills they need to be successful after high school. 

Here’s to the next 10 years together!

Teaching students how to write effectively is one of an English teacher’s most important and challenging tasks. Along with reading, writing is a foundational literacy skill, and many standardized state tests feature some type of writing component. 

How students see themselves as writers plays a key role in writing instruction, and a study from CommonLit showed that students who completed CommonLit 360 writing lessons saw growth in terms of their writing self-efficacy and confidence. The study measured students’ self-reported writing efficacy levels at the end of each CommonLit 360 writing lesson, and on average, students in grades 6-10 showed growth anywhere from .15 standard deviations to .36 standard deviations, depending on their grade level.

Writing Instruction from CommonLit

Here are five ways that the writing instruction found in the CommonLit 360 curriculum can help teachers with this difficult task while building students’ confidence:

1. With the CommonLit 360 curriculum, all reading and writing lessons are linked and allow students to read and write about the same topics and material. Research shows that students writing about what they’ve read does more to strengthen both reading and writing skills.
2. Each unit contains an arc of writing instruction that helps students acquire foundational skills before progressing to the next level of writing sophistication. Lessons are scaffolded to help students be successful before moving on to the next writing task.
3. Commonlit 360 lessons offer students access to a variety of digital tools like writing digital annotations, instructional videos, text-to-speech options as well as exemplary writing samples to help students visualize the end writing goal of each unit. 
4. Throughout each unit, there are multiple writing lessons that allow students to practice writing as they build towards the culminating task. These skills-based writing lessons are spiraled throughout 360 units and are designed to break down complex grade-level writing skills and aid in facilitating effective writing instruction.
5. Lastly, each unit features a high-interest Essential Question that all lessons revolve around. By capturing students’ interest and attention with engaging topics, they are more likely to stay invested in their learning.

With these features and more, CommonLit 360 helps educators create effective writing instruction while building students’ writing self-efficacy and confidence.

“Lao Tse, creía que para ser agradecido con la vida debes mirar cuán preciosa es la naturaleza y estar atento a las cosas que pasan todos los días para aprender de ellas. Así puedes agradecer de lo bueno y lo malo de la vida, porque en ambos casos, se puede aprender a ser más sabio”. Tomado del texto “Lao Tse, un filósofo que enseña sobre la gratitud”. 

Durante todo este mes, desde el calendario de lecturas recomendadas de CommonLit, hemos estado alentando a docentes a asignar textos que enseñen a construir un mundo donde se resalte el valor de la convivencia, mediante la importancia del reconocimiento y la apreciación de la singularidad.

Ser tolerantes y solidarios se puede enseñar en el salón de clase a través de la lectura. Estos textos cortos que presentamos a continuación traídos de nuestra biblioteca gratuita son la excusa perfecta, para que además de fortalecer la comprensión lectora, enseñen habilidades socioemocionales y valores que demuestran que las personas son naturalmente diversas y que en el marco de la tolerancia se logra convivir.

Para tener una mejor comprensión de los textos, recomendamos utilizar los organizadores gráficos que se mencionan en las “Sugerencias didácticas” de la sección “Recursos para docentes” 

Conozca en el siguiente ejemplo cómo trabajar con estos organizadores gráficos dentro del aula:

En el texto “Cultivando una mirada sin preferencias”  para 12º permite trabajar valores para la convivencia, como la ecuanimidad. Diríjase a la ventana de "Actividades", abra la pestaña “Recursos para docentes” y conozca las sugerencias didácticas que se recomiendan. 

En este texto se aconseja descargar el organizador gráfico "Modelo Frayer II". Haga clic en la liga, descargue e imprima el archivo.

Estos organizadores gráficos ayudarán a profundizar en el texto. Cada sugerencia está pensada para el grado y nivel de complejidad del texto.

“La abejita que se aburría” - 3º

Un cuento para aprender a apreciar lo que tenemos, donde una abejita que no está cómoda en su colmena decide emprender vuelo. Descargue el organizador gráfico “Problema solución” para que sus estudiantes analicen la estructura y el mensaje de la historia.

 “Cultivo una rosa blanca” - 4º

Este poema de José Martí, famoso escritor y político cubano, es excelente para comprender la importancia de los valores humanos fundamentales y también permite analizar el significado de figuras literarias utilizando el organizador gráfico “Lenguaje Figurado”.

 “La nube feliz” - 6º

Con el organizador gráfico “Análisis de un personaje”, sus estudiantes podrán describir las características, acciones y sentimientos de una nube quien, por empatizar con unos niños que estaban tristes, se transforma en los arroyos y las flores del campo.

 “Tolerancia” - 7º

Este texto informativo es adecuado para promover una cultura de paz, analizando la forma en que el reconocimiento de las diferencias enriquece a las sociedades. Pida a sus estudiantes que imaginen que al salón de clase llega un compañero diferente a los demás. Utilice el organizador “Mapa conceptual” para explorar el concepto de tolerancia.

 “Gracias a la vida” - 8º

Con esta letra de una de las canciones más famosas de la cantautora chilena Violeta Parra, los estudiantes podrán describir la visión sobre la vida que tiene la oradora, y contrastarla con la propia utilizando el organizador gráfico “Punto de vista del autor”.

 “Sentir la lluvia” - 9º

Esta es una reflexión que permite promover habilidades socioemocionales, como la resiliencia y la gratitud para enfrentar situaciones cotidianas, sus estudiantes pueden analizar el punto de vista del narrador y contrastarlo con el propio, al usar el organizador gráfico “Punto de vista del autor”.

“Las tres preguntas” - 10º

El novelista ruso León Tolstoi a través de uno de sus cuentos más reconocidos invita a reflexionar sobre lo más importante; el presente y quienes nos rodean. Invite a descargar el organizador gráfico “Secuencia de eventos” y pida un resumen del texto.

 “El peligro de la historia única” - 11º

¿Cómo los relatos pueden generar un impacto en la construcción y la comprensión del mundo que nos rodea?. Esta transcripción de una charla TED que ofreció Chimamanda Ngozi Adichie, novelista, escritora y cuentista nigeriana aborda su experiencia. Pida a sus estudiantes explicar el concepto de “historia única” mediante el organizador gráfico “Modelo Frayer II”.

Encuentre estos y muchos otros textos en nuestra biblioteca de CommonLit y trabaje con sus estudiantes diversos valores para la convivencia pacífica y respetuosa como es la tolerancia.  

Exciting reading gains were observed in a recent study on CommonLit’s efficacy in 531 schools across the nation during the 2022-2023 school year. Compared to students who did not use CommonLit, students in CommonLit classrooms observed significantly higher reading gains of 2-6 additional months of learning. This can be translated into a 24-62% improvement over their annual expected reading gains. In terms of assessment performance, students in CommonLit classrooms saw major growth, with increases in proficiency between 13-25%. These findings demonstrate the promise of CommonLit for supporting students’ academic achievement. 

Study Details 

This study examined the reading growth of students who completed the CommonLit Assessment Series at the beginning and end of the school year. The study sample included a total of 116,440 students in 6th-10th grade, taught by 2,202 teachers in 531 schools across the nation. Students were from schools with a research partnership or paid partnership with CommonLit. Based on NCES data, 47% of the schools in the sample received or were eligible to receive Title I funding in 2022-2023. 

Key Finding #1: Students in CommonLit classrooms had significant reading growth of 2-6 additional months of learning

Results showed a clear relationship between the number of CommonLit lessons students experienced and their reading growth over the course of the school year. Across grade levels, students in CommonLit classrooms had significantly higher reading growth compared to students who did not use CommonLit (see Figure 1). Students in CommonLit classrooms used a variety of CommonLit’s educational resources, including the CommonLit 360 curriculum, supplemental lessons and Target Lessons in the library. 

Figure 1. The graph shows the effect size of students’ reading growth over the school year in standard deviation units. Students in the “no usage” group did not experience any CommonLit lessons. Students in the other groups experienced 1-5, 6-10, 11-15, or 16+ lessons from the CommonLit 360 curriculum and/or the CommonLit Library. The graph also depicts the additional months of learning gained on average within each group, compared to the “no usage” group.

How did this reading growth translate into additional months of learning? Compared to students who did not use CommonLit…

• Students who experienced 1-5 CommonLit lessons gained an additional 2.2 months of learning on average – a 24% improvement over their expected annual reading gains. 
• Students who experienced 6-10 CommonLit lessons gained an additional 4.2 months of learning on average – a 47% improvement over their expected annual reading gains. 
• Students who experienced 11-15 CommonLit lessons gained an additional 5.6 months of learning on average – a 62% improvement over their expected annual reading gains. 
• Students who experienced 16 or more CommonLit lessons gained an additional 5.6 months of learning on average – a 62% improvement over their expected annual reading gains. 

Key Finding #2: Among students in CommonLit classrooms, there was a 13-25% increase in proficiency

Another indicator of reading growth is the change in the number of students who scored “Proficient” on a CommonLit Assessment at the beginning of the year compared to the end of the year. When comparing these numbers, there was a clear difference across groups of students (see Figure 2). 

Figure 2. The graph shows the percent increase in students scoring “Proficient” from the beginning to the end of the year within each group. For more context, students' scores on the assessments may be categorized as “Proficient” (on grade level or above grade level) or “Not Proficient” (below/approaching grade level). 

Among students who did not use CommonLit, there was only a 7% increase in proficiency. By contrast, students in CommonLit classrooms had higher percent increases in proficiency: 

• Among students who experienced 1-5 CommonLit lessons, there was a 13% increase in proficiency.
• Among students who experienced 6-10 CommonLit lessons, there was a 16% increase in proficiency.
• Among students who experienced 11-15 CommonLit lessons, there was a 20% increase in proficiency.
• Among students who experienced 16 or more CommonLit lessons, there was a 25% increase in proficiency.

CommonLit is Evidence-Based

Studies like this one that show exciting reading gains for students in CommonLit classrooms in 531 schools across the country contribute to our growing evidence base of research and showcase the effectiveness of CommonLit. To ensure that CommonLit’s programs are aligned with the mission to close the literacy achievement gap, both external evaluators and researchers on CommonLit’s evaluation team are constantly monitoring student outcomes. CommonLit’s evidence-based approach directly supports districts by giving them confidence in our programs and by earning ESSA Tier III certification to allow them to use ESSER funding to bring CommonLit to their classrooms. 

About CommonLit

CommonLit offers several educational resources for teachers and schools. CommonLit 360 is CommonLit’s free English Language Arts program that includes a year-long curriculum, assessments, professional development, and data dashboards. CommonLit also offers a Library that includes a wide variety of standards-aligned texts as well as supplemental lessons and Target Lessons designed to support the learning needs of all students. To address inequities in access to technology in classrooms, CommonLit materials are available to teachers and students both online on the digital platform and offline as downloads. Previous research on CommonLit’s educational programs have found exciting results that consistently demonstrate reading growth in CommonLit classrooms.

References

Bloom, H. S., Hill, C. J., Black, A. R., & Lipsey, M. W. (2008). Performance trajectories and performance gaps as achievement effect-size benchmarks for educational interventions. Journal of Research on Educational Effectiveness, 1(4), 289-328.

Hill, C. J., Bloom, H. S., Black, A. R., & Lipsey, M. W. (2008). Empirical benchmarks for interpreting effect sizes in research. Child Development Perspectives, 2(3), 172-177.

Kraft, M. A. (2020). Interpreting effect sizes of education interventions. Educational Researcher, 49(4), 241-253.

1 The effect sizes and months of learning shown in this graph represent weighted averages based on the number of students within each grade and group. 

2 For readers interested in how we translated effect sizes into months of learning: Within each grade level, we compared the reading growth of each level of usage (1-5, 6-10, 11-15, or 16+ lessons) to the reading growth of the “no usage” group. The difference in reading growth between these groups was compared to the expected annual reading gains based on benchmarks from seven nationally normed reading tests (Bloom et al., 2008; Hill et al., 2008). From there, a weighted average for months of learning was calculated for each group based on the number of students within each grade level. For more information on this method of translating effect sizes into meaningful units, see Kraft (2020). 

3  For more information about how the performance categories were determined, see this support article. 

The Science of Reading is a body of research incorporating psychology, cognitive science, and neuroscience to explain how students learn to read.

The Simple View of Reading presents the idea that reading comprehension is the product of just two things: language comprehension and word recognition (Gough & Turner, 1986). 

Additionally, the Simple View of Reading can be understood through the lens of Scarborough’s Reading Rope, an infographic showing the variety of strands woven into skilled reading. The top strands are linked to Language Comprehension, and the bottom strands are connected to Word Recognition. As stated in the Simple View of Reading, skilled or proficient reading is a product of these two strands (Scarborough, 2001).

Graphic modeled after the illustration from the Handbook of Early Literacy Research, by Susan B. Neuman and David K. Dickinson (2001) who re-envisioned researcher and author Hollis Scarborough’s visual metaphor of the Reading Rope. Ⓒ 2020 Brainspring Publications.

CommonLit’s lesson library supports elementary teachers as they focus on the Language Comprehension strands of Scarborough’s Reading Rope. These strands include background knowledge, vocabulary, language structure, verbal reasoning, and literacy knowledge.

Read on to see how selections from CommonLit’s lesson library align with the Language Comprehension strands of Scarborough’s Reading Rope associated with the Science of Reading.

Knowledge Building is Key

As teachers seek to incorporate Science of Reading best practices in their classes, CommonLit provides a wide selection of non-fiction text options to assist in knowledge building and acquiring background knowledge. Many of these lesson options are compiled in Text Sets, carefully curated lesson selections that align to a particular topic. These are a great vehicle for knowledge building as they allow for a deep dive into a given topic, and some particularly beneficial Text Sets for elementary students include Westward Expansion, Science of the Body, and The American Revolution. In addition, CommonLit has Supplementary Units like Protecting Animals and Cultures Around the World that offer teachers complete lesson plans for brief instructional units of 2-3 weeks in duration.

If teachers are looking to build their own text set on a bespoke topic, CommonLit has plenty of choices in an easily searchable database of lessons. Teachers can search the library on any number of topics, standards, or by particular skill. CommonLit’s large library of informational text options will help teachers address the background knowledge strand of the Reading Rope. 

In addition, all lessons include Related Media Exploration opportunities which are multimedia lessons designed to bolster student understanding of these unit-specific topics. For example, in the 4th grade article entitled “Why Do We Sleep?” there are two supplemental videos that explore the topic in greater depth and build students’ reservoir of knowledge in a multimodal way.

Vocabulary Instruction Options

Within each CommonLit lesson, students are provided with beneficial footnotes and spotlighted vocabulary words that will broaden their word knowledge and build their library of known words. These are spotlighted vocabulary words that teachers can include in their instruction. In addition, the vast library of  Target Lessons that CommonLit offers includes strategies for determining the meaning of unknown words as well as reinforcing key skills such as identifying main ideas and author’s point of view.

Implementing Verbal Reasoning into Lessons

Verbal reasoning is the ability to comprehend concepts expressed through language, use logic to solve problems, and to think constructively. Readers should be able to think about a text and infer meaning from what is both implicitly and explicitly written. To build verbal reasoning skills, students must engage in metacognitive practices, like inferencing, engaging in cross-textual analysis, and interpreting abstract language.

Within the CommonLit library lessons, teachers can utilize assessment and discussion questions to build students’ ability to think constructively, infer and analyze text. Another beneficial tool to assist students with this knowledge acquisition is Guided Reading Mode which often requires students to infer correctly prior to advancing in the text.

In addition, each lesson has accompanying Paired Texts that provide additional opportunities to engage in cross-textual reading.  The Paired Text features gives teachers multiple text ideas to extend students’ learning into a particular topic. Going back to the earlier text example of “Why Do We Sleep,” there are multiple additional articles that are aligned in topic to this one that serve to broaden students’ knowledge base. 

In order to effectively encourage students to develop verbal reasoning skills, the CommonLit library of lessons provides rich and complex texts that are engaging for students. This increased engagement level is part of what sets CommonLit apart. Each lesson has both discussion and assessment questions to help gauge students’ comprehension and provide for lively conversations revolving around each text. 

Additionally, CommonLit Assessment Questions are standards-aligned and help students practice inferencing skills. Students are often asked to back up claims with evidence, and the literary questions ask students to interpret figurative language like metaphors, similes, and more.

The inherent collaboration that exists throughout CommonLit lessons also allows students to build on one another’s ideas and deepen their understanding of complex texts through class discussions. This challenges them to continue improving their verbal reasoning skills, a key element of Scarborough's Reading Rope.

Building on Literacy Knowledge

The final Language Comprehension strand on Scarborough’s Reading Rope is building on literacy knowledge. Students need to understand the purpose, features, and conventions of texts across genres from poetry to non-fiction in order to bolster reading skills.

Again, the CommonLit Text Sets are instrumental in helping teachers find lessons that can effectively build this strand. The CommonLit Supplemental Units are also geared towards providing students with various genres of writing that are focused on one topic. This explicit instruction regarding text structure can also be supported with Target Lessons.

The offerings in the CommonLit library expose students to a variety of genres, from short stories to informational texts to poetry and more. It’s this selection  of  horizontally and vertically aligned texts that are instrumental in assisting students in becoming more fluent and proficient readers by exposing them to multiple Language Comprehension strands of Scarborough’s Reading Rope.

To find out more about how CommonLit can support your school in building more proficient readers, reach out to our team. 

Two recent studies discovered meaningful and positive correlations between how students performed on CommonLit's Assessment Series benchmark exams and their state assessment. 

CommonLit’s Assessment Series is a standards-aligned exam for grades 3-12 that features both literary and non-fiction reading passages along with 25+ multiple choice questions. The Assessment Series includes 3 benchmark assessments - a pre-assessment, mid-year assessment, and post-assessment that have been evaluated based on the usage of over one million students throughout the past two years. 

CommonLit Assessments Predict State End-of-Year Test Scores in New York

The first study was conducted by LearnPlatform by Instructure, an independent evaluation group for edtech products. Using student data from the spring of 2022, they looked at test results on CommonLit Assessments and the NYC State Assessment from two middle schools in New York City. Both schools receive Title I funding from the federal government to support their student populations who live in poverty, and their demographic makeup is racially diverse with over 50% of students reporting as either Black or Latino. In reviewing students’ scores, LearnPlatform found a positive correlation between both the beginning-of-year (r = 0.60) and end-of-year (r = 0.56) CommonLit assessments and the New York State end-of-year tests. These promising findings are extremely positive and show the effectiveness of CommonLit’s Assessment Series in gauging how students may perform on critical end-of-year tests. 

Table 1. Correlations between CommonLit Assessment Tests and NY State End-Of-Year Tests (N = 188)

Strong Findings in Florida

The second study was done in Alachua County, Florida, in the spring of 2023 and was conducted by researchers at CommonLit. The team looked into students’ performance on the Florida Assessment of Student Thinking (FAST) ELA test in connection with their CommonLit Assessment Series test. The researchers focused on students enrolled in grades 6 through 8 who were taught by 17 different teachers. Demographically, the sample was racially diverse and 40% of students were classified as low-income.

This research shows an even higher correlation overall (r = .71) between students’ scores on the Assessment Series and the FAST end-of-year exam. A correlation of  .71 overall correlation is considered substantial and indicates that there was high similarity in how students scored on the two tests. For example, students who scored high on the Assessment Series test also scored high on the FAST end-of-year exam, and vice versa. The findings suggest that CommonLit’s Assessment Series benchmark exams can give educators beneficial insights into students’ skills as they prepare for high stakes end-of-year tests.

CommonLit’s Assessment Series Provides Educational Insights Ahead of End-Of-Year State Tests

The data from these two school districts supports the use of CommonLit’s Assessment Series to help educators see which students may need more interventions throughout the school year. It also points to the effectiveness of the Assessment Series in determining students’ potential performances on their end-of-year tests and how best to provide support ahead of time.

For more information on how to partner with CommonLit and access the Assessment Series, click on the button below. 

La ciencia es un conjunto de conocimientos que permite comprender el mundo que nos rodea. Muchas veces, nos ofrece respuestas a problemas que nos afectan como sociedad y propuestas para desarrollar proyectos comunes.

Durante los primeros días de noviembre se celebra la “Semana Internacional de la Ciencia y la Paz”. En un momento de grandes discordias como el que vivimos, vale la pena repensar los vínculos entre el progreso científico y el mantenimiento de la paz y la seguridad.

Desde CommonLit les proponemos una serie de textos para compartir en su salón de clases. Esta lista de informes, breves biografías y poemas pone el énfasis sobre la ciencia como una forma de promover los derechos humanos y la protección del medio ambiente.

A través de estos textos los estudiantes podrán explorar la forma en la que el progreso científico contribuye de manera fundamental a promover la paz en diferentes ámbitos: desde la salud pública a la seguridad alimentaria, pasando por la preparación para casos de desastre o formas de enfrentar el cambio climático

Pero, ¿cómo podemos incorporar temas tan importantes como estos al salón de clase? Un método ideal para involucrar a sus estudiantes es la herramienta “Discusión”, disponible en todos los textos de nuestra biblioteca.

Veamos cómo funciona. Tomemos como ejemplo “Maanasa Mendu: una joven inventora”, de Natalia Silvia Prado. Se trata de un informe sobre una joven científica que descubrió una manera de generar energía sustentable para contribuir al cuidado del medioambiente.

A la derecha de su pantalla usted encontrará la pestaña “Discusión”. Después de leer el texto, puede expandir el diálogo con sus estudiantes a través de las preguntas que allí aparecen. En este caso:

1. En tu opinión, ¿cómo puede ayudar a mejorar el mundo el invento de Maanasa? ¿Cuál es la importancia de la investigación científica?
2. ¿Qué tipo de invento te gustaría hacer? ¿Por qué? ¿A quién ayudaría?
3. ¿Por qué es importante que las niñas y niños puedan hacer ciencia? ¿Qué se necesita para que las personas puedan dedicarse a la ciencia desde jóvenes?

Este es solo uno de los textos que usted puede usar en el aula. Pero la lista sigue. Por eso, les proponemos explorar nuestra biblioteca para profundizar en los vínculos entre el progreso científico y tecnológico, y el mantenimiento de la paz y la seguridad. 

Aquí les dejamos una lista con algunos ejemplos:

Katalin Karikó, la bioquímica que entendió cómo utilizar el ARN mensajero para curarnos e inmunizarnos (12°)

En 2020, la humanidad se enfrentó a una crisis de salud debido a un nuevo virus, el COVID19. Ante este desafío, las investigaciones de Katalin Karikó se han convertido en una luz de esperanza.

Conoce a Syud Momtaz Ahmed ¡científico en 3M e intérprete de tabla! (10°)

¿Qué puedes hacer con tus conocimientos de química? ¡Muchas cosas! En esta breve entrevista, Syud Momtaz Ahmed nos comparte cómo nació su interés por esta rama de la ciencia y qué puede hacer con su conocimiento.

Alfred Nobel (9°)

¿Sabes quién es la persona que está detrás del Premio Nobel? Esta breve biografía describe algunos hechos fundamentales de la vida de Alfred Nobel, creador de la dinamita y militante por la paz.

El Sol como batería (8°)

La luz solar es una fuente de calor y, gracias a los avances científicos y tecnológicos, hoy es posible transformarla en energía, generando beneficios para la humanidad.

Discurso de Malala Yousafzai en la recepción del Premio Nobel de la Paz (8°)

Este discurso fue pronunciado por Malala Yousafzai, la ganadora más joven del Premio Nobel de la Paz.

Un gran científico: Arquímedes de Siracusa (7°)

En la historia de la humanidad, la ciencia ha sido utilizada con diversos fines. Arquímedes fue un científico muy reconocido porque sus inventos fueron usados para resolver distintos problemas.

Identificar los errores estimula el aprendizaje (6°)

Aunque cometer un error puede parecer una experiencia negativa, identificar los errores podría ser la clave para aprender.

El método científico (6°)

¿Alguna vez te has preguntado por qué suceden las cosas? Durante muchos años, los científicos han encontrado respuestas a esta y otras preguntas gracias a un método que todos podemos utilizar.

Una lectura más real (4°)

Todos aprendemos de maneras diferentes y a veces necesitamos herramientas especiales. Este texto describe las herramientas que ayudan a los niños ciegos a leer.

Voy a ser Químico: Mario José Molina (4°)

Este poema autorreferencial describe el interés que Mario Molina, Premio Nobel de Química en 1995, tuvo por la ciencia desde que era un niño.

¡Descubra más textos sobre la ciencia y la paz en nuestra biblioteca!

Imagine this…it’s springtime, and your school is in full-on test prep mode. Teachers have spent massive amounts of time and energy making sure students are well-equipped to perform at their highest levels. Students are feeling prepared and ready to conquer their state’s end-of-year assessments. When testing season’s over, your staff feels like it went well and another school year is in the books.

Fast forward to results time. You take a deep breath and open the email from the state or district with your school’s scores. Your jaw drops when you see the test didn’t actually “go well” at all. Your school scores are not where you expected them to be, and it’s an unpleasant shock not just for you but for your entire school community.

Does this scenario sound familiar? If so, your school can avoid this spring time testing surprise with CommonLit’s Assessment Series benchmark exams.

CommonLit’s Assessment Series is a standards-aligned benchmark exam set for grades 3-12 that features both literary and non-fiction reading passages along with 25+ multiple choice questions. The Assessment Series includes 3 benchmark assessments for year-round data collection, and results on the exams are available immediately after students take the test.

Preview Potential Student Performance Levels

In two exciting new studies out of New York and Florida, researchers found a strong and positive correlation between students’ performance on the CommonLit Assessment Series benchmarks and their ultimate end-of-year state scores. 

In the New York study, LearnPlatform by Instructure, an independent evaluation group for edtech products evaluated student data from the spring of 2022. They looked at test results from two middle schools in New York City that both receive Title I funding and feature a demographically diverse student body. In reviewing students’ scores, LearnPlatform found a positive correlation between both the beginning-of-year (r = 0.60) and end-of-year (r = 0.56) CommonLit assessments and the New York State end-of-year tests. These promising findings are extremely positive and show the effectiveness of CommonLit’s Assessment Series in gauging how students may perform on critical end-of-year-tests. 

The second study was done in Alachua County, Florida, in the spring of 2023 and was conducted by researchers at CommonLit. The team looked into students’ performance on the Florida Assessment of Student Thinking (FAST) ELA test in connection with their CommonLit Assessment Series test.  

These researchers studied a group of 6-8th graders who were racially diverse and had a 40% level of low-income students. The results in Florida show an even higher correlation overall (r = .71) between students’ scores on the Assessment Series and the FAST end-of-year exam. A correlation of .71 overall correlation is considered substantial and indicates that there was high similarity in how students scored on the two tests. The findings suggest that CommonLit’s Assessment Series benchmark exams can give educators beneficial insights into students’ skills as they prepare for high stakes end-of-year tests.

Know Where You Stand with CommonLit’s Assessment Series

Thinking back to the initial “getting your test scores” scenario, wouldn’t it be better to know where your students stand before the test and use CommonLit’s effective literacy tools to help increase their proficiency levels throughout the year? It’s possible with CommonLit.

Reach out today to learn more about partnering with CommonLit to bring the Assessment Series and our effective CommonLit 360 curriculum to your school.