It's Not Just a Good Time:
How Author Study Supports Existing Curriculum

 

Common Core Standards Alignment

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TEKS (Texas Essential Knowledge and Skills ) Alignment

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Common Core State Standards (CCSS)

Author Study directly supports several key CCSS areas, particularly in literacy for diverse disciplines: 

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Reading Literature & Informational Text (RL/RI):

• Key Ideas and Details: Students learn to ask questions about character, plot, and theme.

• Craft and Structure (Anchor 4-6): Students analyze how authors use word choice, structure, and point of view to influence a reader.

• Integration of Knowledge and Ideas (Anchor 7-9): Students connect the author’s presentation with the text, analyzing how the author’s life or research (e.g., in biographies or historical fiction) informs the story.

 

Writing (W):

• Text Types and Purposes (W.1-3): Authors often discuss narrative, informational, or opinion writing, inspiring students to write their own stories.

• Production and Distribution of Writing (W.4-6): Authors teach about the revision process, editing, and using feedback.

• Research to Build and Present Knowledge (W.7-9): Authors often share how they conducted research, modeling how to use, evaluate, and synthesize sources.

 

Speaking and Listening (SL):

• Comprehension and Collaboration (SL.1-3): Students participate in Q&A sessions, listen to presentations, and engage in collaborative discussions.

• Presentation of Knowledge and Ideas (SL.4-6): Students often present their own work or engage in reader's theater based on the author's books.

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Language (L):

• Vocabulary Acquisition and Use (L.4-6): Authors discuss word choice, figurative language, and the impact of language on the audience. 

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Key Pedagogical Connections

• Real-World Application: Authors show how skills like editing, research, and revision are used in professional careers, mapping to the CCSS emphasis on career readiness.

• Diverse Perspectives: Authors often share personal stories, promoting empathy and cultural awareness, which aligns with standards regarding diverse cultures and contexts.

• Engagement for Reluctant Readers: The interaction helps students see reading and writing in a new light, fostering a love of literature.

 

Information Compiled for One Word at a Time by:

Jacqueline Liesch, MLIS, Ed.D.
Media and Technology Integration Specialist
Meadowview Elementary

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Texas Essential Knowledge and Skills (TEKS)

 

Program Description
One Word at a Time’s Author Study, an interactive virtual author-visit series hosted by Kwame Alexander and featuring other notable authors, is a scheduled 45-minute livestream including a book talk or read-aloud, an author conversation, a writing-craft lesson, and a live Q&A. There are four livestream sessions scheduled across the school year, in October, December, February, and April, all featuring different guest authors. Registered classrooms also receive available lesson plans, student handouts, and session recordings. 

Author Study supplies the author experience and accompanying resources; educators determine whether and how those resources are incorporated into local curriculum and instruction.
 

Potential Student Learning Objectives
When educators elect to provide related classroom instruction, students may have opportunities to comprehend and discuss increasingly complex texts; support interpretations with evidence; analyze genre, structure, language, voice, and literary devices; apply mentor-text techniques in their own writing; and publish or present an original product. These are suggested instructional objectives, not guaranteed program outcomes. Educators select the objectives, instruction, assignments, and criteria used with its students.

Recommended Grade-Band Applications
Educators can implement the following recommended instructional, assessment, and accessibility practices. The activities and evidence described below are examples for consideration and are not included in Author Study services. Although Author Study is designed for students in grade 4–8, we have included applications for grades 9–12 here as well. Author Study’s content is appropriate for all of these students; the featured authors have published works for children in middle grades (MG) and high school (YA). 

Elementary, Grades 4–5 — Story, Poetry, and Reading Identity
Educators may read or preview the featured book, activate background knowledge and vocabulary, help students notice the author’s ideas and craft during the session, and revisit key passages afterward. Optional responses may include discussion, an illustrated poem, a book talk, or a digital response. Possible evidence includes a text-supported response, an explanation of an author’s choice, or an original poem or narrative. Representative Grade 5 TEKS: §110.7(b)(6)–(8), (10)–(13).

Middle School, Grades 6–8 — Voice, Genre, and Belonging 
Educators may assign the featured text or excerpts, support annotation and student-generated author questions, and facilitate analysis of structure, voice, figurative language, theme, and perspective. Optional products may include a verse narrative, podcast, or book trailer. Possible evidence includes an evidence-based interpretation, craft analysis, or revised written or multimodal composition. Representative Grade 8 TEKS: §110.24(b)(5)–(7) and (9)–(12).

High School, Grades 9–12 — Craft, Culture, and Social Impact
Educators may provide study of the featured text, context, genre, audience, rhetoric, and cultural setting and may connect the author event to additional literary or informational sources. Optional products may include an essay, spoken-word piece, documentary short, or digital analysis. Possible evidence includes source synthesis, rhetorical or craft analysis, and a polished written or multimodal product. Representative English I TEKS: §110.36(b)(5)–(11); English II–IV use parallel strands in §§110.37–110.39.

 

Notes: 
References use representative standards from current 19 TAC Chapter 110. District staff determine the exact student expectations applicable to each participating grade, selected text, and local scope and sequence.

District and campus staff are solely responsible for text selection and procurement; before, during, and after lesson design; instructional modeling; resource adaptation; classroom facilitation and supervision; student assignments; student-work review; and instructional next steps. Professional learning, coaching, curriculum design, customized materials, or implementation support are not included.

Author Study does not collect student data or guarantee particular engagement, academic, or social-emotional outcomes.

District and campus staff identify and provide required accommodations, modifications, assistive technology, accessible texts, language supports, alternate response options, and other services required by student plans or applicable law. Author Study will communicate the formats and accessibility features available through its platform and provided resources but does not replace the District’s accessibility obligations.
 

 

One Word at a Time’s Author Study, Grades 4–12
Developed by Julia Torres, Nationally Recognized Librarian/Educator/Author
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