Birthday Surprise!

Ages 6–8 · 9 minutes · English

Put on your party hat! It's time to help Tina plan a birthday surprise while developing reading comprehension skills.

Put on your party hat and blow up the balloons! Students practice sequencing and making predictions while helping Tina plan a birthday surprise for her mom. Students read short passages to develop reading comprehension skills.

Prior knowledge required: ability to read sentences

Part of

Reading Comprehension 1

Standards alignment

Common Core State Standards

RF.1.4.a — Read on-level text with purpose and understanding.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RL.2.7 — Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Alabama

ELA21.1.27 — Make predictions using information found within a literary text.
ELA21.2.23 — Identify the main story elements in a literary text.
ELA21.2.30a — State and confirm predictions about a text.
ELA21.2.30 — Read and comprehend literary and informational texts.
ELA21.2.35 — Demonstrate listening skills and build background knowledge by asking and answering questions about texts read aloud.

Alaska

RF.1.4.a — Read on-level text with purpose and understanding.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
RL.2.7 — Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot (e.g., problem-solution; chronology).
RL.K.3 — With prompting and support, identify characters, settings, major events, and problem-solution in a story, song, or poem.

Arizona

1.RF.4.a — Read on-level text with purpose and understanding.
1.RL.10 — With prompting and support, read stories, drama, and poetry of appropriate complexity for grade 1.
1.SL.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
1.L.4 — With guidance and support from adults, determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
K.RL.3 — With prompting and support, identify characters, settings, and major events in a story.

Arkansas

1.RC.2.RF — Answer questions about key details in a text.
1.RC.5.RF — Use background knowledge and details, including illustrations, charts, and graphs, to make predictions and inferences about what happens in a text.
1.RC.8.RL — Describe the settings (when and where) and events in a text.
1.RC.4.RF — Build general and academic vocabulary and background knowledge of age and grade-appropriate topics through discussion, reading, and writing.
1.RC.6.RF — Demonstrate comprehension of age and grade-appropriate texts by speaking or writing.

California

RF.1.4.a — Read on-level text with purpose and understanding.
RL.1.10.b — Confirm predictions about what will happen next in a text.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RL.1.10.a — Activate prior knowledge related to the information and events in a text.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Colorado

RWC20-GR.2-S.2-GLE.1-EO.a.i — Demonstrate use of self-monitoring comprehension strategies: rereading, checking context clues, predicting, questioning, clarifying, activating schema/background knowledge to construct meaning and draw inferences.
RWC20-GR.2-S.2-GLE.1-EO.c.i — Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
RWC20-GR.2-S.2-GLE.3-EO.b — Read with sufficient accuracy and fluency to support comprehension.
RWC20-GR.2-S.2-GLE.3-EO.b.i — Read grade-level text with purpose and understanding.
RWC20-GR.2-S.2-GLE.2-EO.b.iv — Read text to perform a specific task such as follow a recipe or play a game.

Connecticut

RF.1.4.a — Read on-level text with purpose and understanding.
RL.1.1 — Ask and answer questions about key details in a text.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Delaware

RF.1.4.a — Read on-level text with purpose and understanding.
RL.1.1 — Ask and answer questions about key details in a text.
RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.

Florida

ELA.1.F.1.4 — Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression. • Recognize and read with automaticity the grade-level sight words.
ELA.1.R.1.1 — Identify and describe the main story elements in a story.
ELA.1.F.1.3 — Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately. • Decode words using knowledge of spelling-sound correspondences for common consonant digraphs, trigraphs, and blends. • Decode simple words with r-controlled vowels. • Decode and encode regularly spelled one-syllable words. • Decode words with inflectional endings. • Decode two-syllable words with regular patterns by breaking the words into syllables. • Decode words that use final –e and vowel teams to make long-vowel sound.
ELA.K12.EE.3.1 — Make inferences to support comprehension.
ELA.1.R.3.2 — Retell a text in oral or written form to enhance comprehension. • Use main story elements at the beginning, middle, and end for a literary text. • Use topic and important details for an informational text.

Georgia

ELAGSE1RF4.a — Read on-level text with purpose and understanding.

Hawaii

1.RF.4a — Read on-level text with purpose and understanding.
1.RL.1 — Ask and answer questions about key details in a text.
1.SL.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
K.RL.3 — With prompting and support, identify characters, settings, and major events in a story.
1.RL.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Idaho

1.RC.L.5b — Describe the connection between characters, settings, and major events in stories heard, using key details.
1.RC.TE.3 — Ask and answer questions about key details in texts heard or read.
1.RC.L.5 — Use evidence from literature to demonstrate understanding of grade-level texts.
1.RC.RF.4 — Read grade-level text with accuracy, appropriate rate, and expression to support comprehension in successive readings (see the 2017 Hasbrouck and Tindal norms listed in the Resource Reference).

Illinois

RF.1.4.a — Read on-level text with purpose and understanding.
RL.1.1 — Ask and answer questions about key details in a text.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Indiana

1.RC.1 — Ask and answer questions about the main idea and key details to clarify and confirm understanding of a text. (E)
1.RC.3 — Using key details, identify and describe the elements of plot, character, and setting. (E)
1.RC.4 — Make and confirm predictions about what will happen next in a story.
1.RC.8 — Identify how a nonfiction text can be structured to indicate order (e.g., sequential) or to explain a simple cause and effect relationship. (E)
1.RF.8 — Orally read decodable texts with appropriate fluency (rate, accuracy, and prosody) while reading.

Iowa

RF.1.4.a — Read grade-level text with purpose and understanding.
RL.1.3 — Describe characters, settings, and major events in a story, using key details.
RL.1.10 — With prompting and support, read stories and poetry of appropriate complexity for grade 1.
SL.1.2 — Ask and answer questions about the main topic and key details in a text read aloud or information presented orally or through other media.
RF.1.4.c — Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Kansas

RL.1.1 — Ask and answer questions about key details in a text.
RL.1.3 — Describe characters, settings, and major events in a story, using key details.
RF.1.3.g — Recognize and read grade-appropriate words.
RF.1.4.a — Read on-level text with purpose and understanding.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Kentucky

RL.2.1 — Ask and answer such questions as who, what, where, when, why and how, and make and support logical inferences to construct meaning from the text.
RF.2.4.a — Read grade-level text with purpose and understanding.
RL.2.10 — By the end of the year, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to read, comprehend and analyze grade-level appropriate, complex literary texts independently and proficiently.
RL.2.7 — Use a story’s illustrations and words in print/non-print texts to demonstrate understanding of characters, setting and plot.
RF.2.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Louisiana

RF.1.4.a — Read on-level text with purpose and understanding.
RL.1.1 — Ask and answer questions about key details in a text.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.

Maine

R.12.1.a — Read various on-level text with purpose and understanding.
R.6.1.a — Describe characters, settings, and major events in a story, including details about who, what, when, where, and how.
SL.2.1.a — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
R.12.1.b — Read various on-level text with accuracy, appropriate rate, and expression on successive readings.

Maryland

RF.1.4.a — Read on-level text with purpose and understanding.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RL.2.7 — Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Massachusetts

RF.1.4.a — Read grade-level text with purpose and understanding.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Michigan

RF.1.4.a — Read on-level text with purpose and understanding.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
RF.2.4.a — Read on-level text with purpose and understanding.
RL.2.7 — Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
SL.2.2 — Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Minnesota

1.1.4.1 — Ask and answer questions including who, what and where to demonstrate understanding of key details in a text; retell key details.
1.1.2.1 — Read independently and monitor understanding of grade-level text; self-correct as needed using strategies including, but not limited to, decoding, looking at context and making connections.
2.1.1.2.b — Know and apply grade-level phonics and word analysis skills in decoding words: decode multi-syllabic words that include prefixes,suffixes and vowel digraphs.
2.1.4.3 — Identify characters, setting, conflict, resolution and events in literary text.
2.1.4.4 — Describe the connection between a series of events, concepts or steps in a procedure in informational text. *

Mississippi

RF.1.4.a — Read grade-level text with purpose and understanding.
RL.1.1 — Ask and answer questions about key details in a text.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Missouri

1.R.1.A.a — predicting what will happen next using prior knowledge
1.R.1.A.d — retelling main ideas in sequence including key details
1.R.1.A.b — asking and responding to relevant questions
1.R.1.A.c — seeking clarification and locating facts and details about stories and other texts
1.RF.3.A.k — demonstrating decoding skills when reading

Montana

RL.1.1 — Ask and answer questions about key details in a text.
RL.1.3 — Describe characters, settings, and major events in a story, using key details.
RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RF.1.4.a — Read on-level text with purpose and understanding.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Nebraska

LA.1.RP.2 — Identify the main character(s), setting, and important events, drawing on key details in a literary text.
LA.1.RP.6 — Ask and answer questions about key details in a literary text.
LA.1.F.4 — Develop accuracy, phrasing, and expression/prosody while reading a variety of grade-level texts to support comprehension.
LA.1.RP.8 — With prompting and support, read and comprehend a wide range of literary texts of appropriate complexity for Grade 1.

Nevada

RF.1.4.a — Read on-level text with purpose and understanding.
RL.1.1 — Ask and answer questions about key details in a text.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

New Hampshire

RF.1.4.a — Read on-level text with purpose and understanding.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RL.2.7 — Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

New Jersey

RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RF.1.4.a — Read grade-level text with purpose and understanding.
RL.1.10 — With prompting and support, read and comprehend stories and poetry at grade level text complexity or above.
RF.1.4.b — Read grade-level text orally with accuracy, appropriate rate, and expression.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

New Mexico

RF.1.4.a — Read on-level text with purpose and understanding.
RL.1.NM.1 — Identify the main topic, retell key details of a text, and make predictions;
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
RL.2.7 — Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

New York

1R1 — Develop and answer questions about key ideas and details in a text. (RI&RL)
1R3 — Describe characters, settings, and major events in a story, or pieces of information in a text. (RI&RL)
1RF4 — Read beginning reader texts, appropriate to individual student ability, with sufficient accuracy and fluency to support comprehension.
1SL2 — Develop and answer questions about key details in diverse texts and formats.

North Carolina

RF.1.5.a — Read on-level text with purpose and understanding.
RF.1.5 — Read with sufficient accuracy and fluency to support comprehension.
RL.2.7 — Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

North Dakota

1.R.2 — Ask and answer questions about a variety of texts, genres, photographs, or illustrations before, during, and after shared reading or other text-listening experiences to compare, contrast, predict, or infer.
1.F.12c — Accurately and automatically read a variety of first-grade texts with expression, phrasing, purpose, and understanding.
2.R.2 — Ask and answer questions about key details before, during, and after reading a variety of literary and informational texts to compare, contrast, predict or infer.
2.F.11 — Use new academic, content-specific, grade-level vocabulary, connecting previously learned words and relating new words to background knowledge.

Ohio

RF.1.4.a — Read grade-level text with purpose and understanding.
RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented in various media and other formats (e.g., orally).

Oklahoma

2.3.R.3 — Students will find examples of literary elements: • setting (i.e., time and place) • plot (i.e., beginning, middle, end) • characters and their traits
2.3.R.5 — Students will use details from the literary or informational text to draw conclusions and make predictions.
1.2.R.3 — Students will sequence the plot (i.e., beginning, middle, and end) of a story.
2.2.F.2 — Students will orally and accurately read grade-level text at a smooth rate with expression that connotes comprehension.
2.2.PWS.1 — Students will decode one- and two-syllable words by using their knowledge of the following phonics skills: a. single consonants, including those with two different sounds (e.g., soft and hard c [cent, cat] and g [gem, goat]) b. consonant blends (e.g., bl, br, cr, spr, spl) c. consonant digraphs and trigraphs (e.g., sh, tch) d. vowel-consonant-silent e (e.g., lake) e. r-controlled vowels (i.e., ar, er, ir or, ur) f. vowel digraphs (e.g., ea, oa, ee) g. vowel diphthongs (i.e., vowel combinations having two vowel sounds [e.g., oi as in boil, oy as in boy]) h. schwa (e.g., banana) i. silent letter combinations (knew, could, ghost) *sequential skills

Oregon

1.RF.4a — Read on-level text with purpose and understanding.
1.SL.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
2.RL.7 — Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
2.RI.3 — Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Pennsylvania

CC.1.2.1.B — Ask and answer questions about key details in a text.
CC.1.2.1.K — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content.
CC.1.2.2.C — Describe the connection between a series of events, concepts, or steps in a procedure within a text.

Rhode Island

RF.1.4.a — Read grade-level text with purpose and understanding.
RL.1.10 — With prompting and support, read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for at least grade 1.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

South Carolina

ELA.2.AOR.1.1 — Describe the main story elements and sequence the important events.
ELA.1.F.4 — Read and reread grade-appropriate texts with accuracy and expression at an appropriate rate to support comprehension. (FK -1.3-2.18 LF BR-430)
ELA.1.OE.3 — Make inferences to support comprehension.
ELA.2.OE.3 — Make inferences to support comprehension.
ELA.2.F.4.3 — Read texts by: a. using letter-sound knowledge to segment and blend sounds together; b. decoding the words by analogy; c. recognizing chunks; d. generalizing phonic skills to unknown words; and e. using context and visuals from the text to support monitoring and self-correcting.

South Dakota

1.RF.4.a — Read grade-level text with purpose and understanding.
1.SL.2 — Ask and answer questions about key details in a text read aloud, information presented orally, or through other media.
1.RF.4 — Read with sufficient accuracy and fluency to support comprehension.
1.RL.10.a — Read and comprehend proficiently at grade level with increasing challenge in text difficulty and complexity (e.g., layout, text structure, language/literacy features, and knowledge demands).

Tennessee

1.FL.F.5.a — Read grade-level text with purpose and understanding.
1.RL.RRTC.10 — With prompting and support, read stories and poems of appropriate complexity for grade 1.
1.SL.CC.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
1.FL.PWR.3.h — Read grade-level decodable text with purpose and understanding.

Texas

1.6C — make and correct or confirm predictions using text features, characteristics of genre, and structures with adult assistance;
1.6E — make connections to personal experiences, ideas in other texts, and society with adult assistance;
1.6F — make inferences and use evidence to support understanding with adult assistance;
1.6I — monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
1.8C — describe plot elements, including the main events, the problem, and the resolution, for texts read aloud and independently; and

Utah

1.R.7 — Describe characters, settings, and important events in a story (RL) or pieces of information in a text. (RI)
2.R.5 — Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (RL & RI)
1.R.4 — Read grade-level text* with accuracy and fluency to support comprehension. (RL & RI)
2.R.9.a — Use sentence-level context as a clue to the meaning of a word.
2.R.7 — Describe how characters respond to major events and challenges. (RL). Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (RI)

Vermont

RF.1.4.a — Read on-level text with purpose and understanding.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.

Virginia

1.RL.1.B — Identify the elements of a familiar story, including the characters, setting, and important events (e.g., conflict and resolution).
1.RL.1.C — Ask and answer literal (who, what, when, where) or inferential (how, why) questions about what is read.
1.RL.1.D — Generate predictions about story characters and events using the text.
1.RV.1.A — Discuss meanings of words in context from a variety of texts.
2.RL.1.D — Generate predictions about story characters and events using the text.

Washington, D.C.

RF.1.4.a — Read on-level text with purpose and understanding.
RL.1.1 — Ask and answer questions about key details in a text.
RL.2.7 — Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

West Virginia

ELA.2.1 — Ask and answer key ideas such questions as who, what, where, when, why, and how to demonstrate understanding of key details in literary text
ELA.1.18 — With prompting and support, read prose and poetry of appropriate complexity for grade 1 in literary texts.
ELA.1.I.a — Read on-level text with purpose and understanding.
ELA.2.13 — Use information gained from the illustrations and words in a print or digital literary text to demonstrate understanding of its characters, setting, or plot.

Wisconsin

ELA.1.R.1 — Develop and answer questions about key ideas and details in a text. (RI&RL)
ELA.1.R.3 — Describe characters, settings, and important events in a story or pieces of information in a text. (RI&RL)
ELA.1.RF.4 — Read emergent-reader texts with purpose, understanding, and sufficient accuracy and fluency to support comprehension. • Read grade-level text with purpose and understanding. • Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
ELA.1.SL.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Wyoming

RF.1.4.a — Read on-level text with purpose and understanding.
RL.1.1 — Ask and answer questions about key details in a text.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.