COMMON CORE CLASSROOM READY GUIDE

Eggs by Jerry Spinelli

978-0-316-16647-8

Every book can meet most if not all Common Core State Standards.
However, we have found that some books speak directly to a few Standards
with strength. These applications seek to make the connections between a
particular text and the Common Core Standards as written for fifth graders
leaning on this texts literary strengths.

5.RL.3
This standard asks students to compare and contrast two (or more) characters, settings, or
events in the story. This text has two main characters, each with a unique story of mothering,
specifically, and parenting, in general. Students may compare (and contrast) Primroses and
Davids stories; Davids mom has died recently as we enter the story and Primroses mom,
although alive, is not particularly present. The characters feelings regarding their situations are
evident in their actions and words, thus students can draw on details from the book (including
how the characters interact), as 5.RL.3 encourages. Refrigerator John and Davids grandmother
make intriguing characters to consider as well, as each attempts to support the younger
characters. Spinelli also provides well-described events in Eggs that could make fodder for this
comparative analysis.
5.RL.2
Death, friendship, loss, grieving, fear, and family are a few of the themes that are taken up in
this digestible text. Encourage students to determine a theme of the story; within this work,
students should consider details from the story and how characters respond to challenges.
Because Spinelli has created characters that are dealing with life challenges, students have
opportunities to see and document these themes with evidence from the text. Model one of the
thematic ideas (in support of a book group), as a means of introducing students to the work of
documenting how they came to their ideas.
5.RL.1
The first standard requires that students quote accurately from their texts: both explaining what
the text says explicitly as well as drawing inferences from the text. The preceding two standards
are supported by this work of referencing the text. Eggs although rich, is not too complex and
is an excellent text for starting to hold students more accountable for referencing details in the
book that support their thinking on comparative analyses as well as thematic considerations
(5.RL.3 and 5.RL.2).

COMMON CORE CLASSROOM READY GUIDE

5.RL.5
This text has a strong story mountain that follows the beginning, middle, and end of the story.
There are sections of chapters that build upon each other and come together to deliver an
overall structure of this book. This standard asks students to explain how chapters fit together
to create a storys structure. Students (perhaps in a book group) could study one section of
Eggs to discuss how Spinelli constructs his text, and then explore how those sections unite
to provide the storys overall structure. For example, in the first nine chapters of the book,
David attends the egg hunt and finds Primrose in the leaves. A reader could assert that these
chapters come together in one section to set up how the characters become connected.
Spinellis text supports this student work with six sections across the book, with the following
headings: Eggs, Waving Man, Nightcrawlers, Painted Windows, Who Cares, and Only
Children. Spinellis chapters in these sections are short, giving students an opportunity to
digest the big ideas within each chapter and then each section.
5.RL.10
By the end of a school year, students are expected to read and demonstrate comprehension
for a wide variety of book genres as well as levels of complexity in these various texts. Eggs is
a work of realistic fiction. It could also serve as a mentor text for writers who are attempting
realistic fiction, with the rich character development, through characters actions and dialogue.
5.W.1
This writing standard invites students to write an opinion piece of their own, while using
details from the text, supporting their point of view. Students should introduce their opinion,
stating it clearly. There are many actions by the characters that raise questions and thus
opinions. Students should support their opinions with facts and details from the story and
address them in a logic order. As writers, students should use linking words, phrases, and
clauses (such as consequently, specifically, in the end) to connect their opinion and their
reasons for it. In the end, students need a concluding statement that sums up their thinking
and pulls their opinion piece together.
5.RSF.4
This standard requires students to read with fluency to support their comprehension of the
story. Here are a few suggested passages that encourage readers to delve into the meaning of
the text through their consideration of fluency:

Page Number

Start

Purpose

14-15

Chapter beginning through

Mommy! Look!

Use of punctuation & characters approach

70-71

2nd paragraph through end of p. 71

Reading phrases, building meaning

85

Top of page

Building understanding of character; reading dialogue

114

First full line

Chunking phrases; inferring about Primroses father

203-204

Top of page

Pulling together ideas about characters form chunking

phrases and using punctuation.

This guide was prepared by Mollie Welsh Kruger, Ed.D., Bank Street College of Education.