Tommy Goes to Camp

Ages 6–8 · 9 minutes · English

Tommy goes to camp and learns about making new friends!

Students practice making inferences while learning about making new friends. Students read short passages to develop reading comprehension skills.

Prior knowledge required: ability to read sentences

Part of

Reading Comprehension 1

Standards alignment

Alabama

ELA21.1.23a — Describe the characters and settings, using illustrations and textual evidence from a story.
ELA21.1.27 — Make predictions using information found within a literary text.
ELA21.2.30 — Read and comprehend literary and informational texts.
ELA21.2.30b — Use background knowledge to make connections to new text.

Alaska

RF.1.4.a — Read on-level text with purpose and understanding.
RL.1.7 — Use illustrations and details in a story read or read aloud to describe its characters, events, setting, or problem-solution.
R.KI.1 — Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the 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 (e.g., problem-solution; chronology).
RL.1.9 — With prompting and support, compare and contrast the adventures and experiences of characters in stories.

Arizona

CCRA.R.1 — Read carefully to determine what the text says explicitly and to make logical inferences from it.
1.SL.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
1.SL.1 — Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
K.RL.7 — With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

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.10.RL — Explain how visual images support a text by clarifying story elements (settings, characters, and events).
1.RC.4.RF — Build general and academic vocabulary and background knowledge of age and grade-appropriate topics through discussion, reading, and writing.
2.RC.5.RF — Use background knowledge and details, including illustrations, charts, and graphs, to make predictions and inferences about what happens in a text.

California

RL.1.3 — Describe characters, settings, and major events in a story, using key details.
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.
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.
CCRA.R.1 — Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

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.1-S.2-GLE.1-EO.c.ii — Compare and contrast the adventures and experiences of characters in stories.

Connecticut

RF.1.4.a — Read on-level text with purpose and understanding.
RL.1.3 — Describe characters, settings, and major events in a story, using key details.
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.
CCRA.R.1 — Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Delaware

CCRA.R.1 — Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the 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.
RF.1.4.a — Read on-level text with purpose and understanding.
RL.1.3 — Describe characters, settings, and major events in a story, using key details.
RL.1.2 — Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Florida

ELA.K12.EE.3.1 — Make inferences to support comprehension.
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.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.K.R.1.1 — Describe the main character(s), setting, and important events in a story.
ELA.K.R.3.3 — Compare and contrast characters’ experiences in stories.

Idaho

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.
2.RC.L.5b — Describe how characters in stories heard or read respond to major events and challenges.
2.RC.TE.3 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in grade-level texts heard or read.

Illinois

RF.1.4.a — Read on-level text with purpose and understanding.
RL.1.3 — Describe characters, settings, and major events in a story, using key details.
CCRA.R.1 — Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the 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.1.1 — Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups

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.7 — Know and use various text features (e.g., table of contents, glossary, illustrations) to locate and describe key facts or information in a text.

Iowa

RL.1.3 — Describe characters, settings, and major events in a story, using key details.
RL.2.7 — Use information gained from the illustrations and words in a story to demonstrate understanding of its characters, setting, or plot.
RF.1.4.a — Read grade-level text with purpose and understanding.
RL.1.9 — Compare and contrast the adventures and experiences of characters in stories.

Kansas

RL.1.3 — Describe characters, settings, and major events in a story, using key details.
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.
RF.1.3.g — Recognize and read grade-appropriate words.
RF.1.4.a — Read on-level text with purpose and understanding.

Kentucky

RL.K.1 — With prompting and support, ask and answer explicit questions about key ideas and details, and make logical inferences to construct meaning from the text.
RL.K.10 — With prompting and support, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of grade-level appropriate, complex literary texts.
RL.K.7 — With prompting and support, describe the relationship between illustrations and the story in which they appear.

Louisiana

RL.1.3 — Describe characters, settings, and major events in a story, using key details.
RF.1.4.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.
CCRA.R.1 — Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Maine

R.11.1.a — Use illustrations and words in a text to describe its characters, setting, or events.
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.

Maryland

RF.1.4.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.
RL.1.9 — Compare and contrast the adventures and experiences of characters in stories.

Minnesota

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.
0.1.4.1 — Ask and answer questions about key details in a text, with prompting and support.
0.1.5.3 — Recognize the connection between illustrations and text.

Mississippi

SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
K.CR.1.2 — Identify examples of similarities and differences.
SL.1.1 — Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
K.CR.1.3 — Explain the importance of both similarities and differences to individuals, families, and communities.

Missouri

1.R.1.D.a — engaging with and reading text that is developmentally appropriate
1.R.2.A — Read, infer, analyze, and draw conclusions to:
2.R.2.A — Read, infer, analyze, and draw conclusions to:
1.RF.3.A.k — demonstrating decoding skills when reading

Montana

SL.1.1 — Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
RL.1.9 — Compare and contrast the adventures and experiences of characters in stories, including American Indian stories.
RL.K.7 — With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

Nebraska

LA.2.RP.6 — Ask and answer literal (e.g., recall/details) and simple inferential (e.g., why or how) questions about key details in a literary text.
LA.1.RP.6 — Ask and answer questions about key details in a literary text.
LA.1.RP.8 — With prompting and support, read and comprehend a wide range of literary texts of appropriate complexity for Grade 1.
LA.2.RP.2 — Describe characters and how they interact with one another.
LA.1.RP.2 — Identify the main character(s), setting, and important events, drawing on key details in a literary text.

Nevada

RL.1.3 — Describe characters, settings, and major events in a story, using key details.
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.
CCRA.R.1 — Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RF.1.4.a — Read on-level text with purpose and understanding.
SS.1.10 — Share stories that illustrate honesty, courage, friendship, respect, and responsibility; have students explain how the stories show these qualities.

New Hampshire

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.
RF.1.4.a — Read on-level text with purpose and understanding.
RL.1.9 — Compare and contrast the adventures and experiences of characters in stories.

New Jersey

NJSLSA.R.1 — Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the 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.
RF.1.4.a — Read grade-level text with purpose and understanding.
RL.2.10 — Read and comprehend literature, including stories and poetry, at grade level text complexity or above with scaffolding as needed.

New Mexico

RL.1.NM.1 — Identify the main topic, retell key details of a text, and make predictions;
RL.2.NM.1 — Identify the main topic, retell key details of a text, and make predictions;
2.27 — Describe ways we are similar and different from people who share identities and people who do not.

New York

1R3 — Describe characters, settings, and major events in a story, or pieces of information in a text. (RI&RL)
Standard 1 — Read closely to determine what the text says explicitly/implicitly and make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
1RF4 — Read beginning reader texts, appropriate to individual student ability, with sufficient accuracy and fluency to support comprehension.
2R7 — Demonstrate understanding of story elements and/or topics by applying information gained from illustrations or text features. (RI&RL)

North Carolina

CCR Anchor Standard RL.1 — Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCR Anchor Standard RL.7 — Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
RL.K.7 — With prompting and support, describe how the words and illustrations work together to tell a story.
CCR Anchor Standard RL.10 — Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text.

North Dakota

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.R.8a — Describe characters' feelings or traits during or after listening to a story.
2.F.12 — Read accurately and automatically a variety of second-grade texts with expression, phrasing, purpose, and understanding.
2.R.1 — Comprehend information during and after listening to a grade-level text.
2.F.11 — Use new academic, content-specific, grade-level vocabulary, connecting previously learned words and relating new words to background knowledge.

Ohio

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).
RL.K.7 — With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

Oklahoma

1.3.R.5 — Students will begin to use details from a text to draw conclusions and make predictions.
3.3.R.5 — Students will answer inferential questions, using a text to support answers.
3.2.PWS.3 — Students will use decoding skills and semantics in context when reading new words in a text, including multisyllabic words.

Oregon

1.SL.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
1.RL.9 — Compare and contrast the adventures and experiences of characters in stories.
1.SL.1 — Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups

Pennsylvania

CC.1.2.1.B — Ask and answer questions about key details in a text.
CC.1.2.1.G — Use the illustrations and details in a text to describe its key ideas.
CC.1.2.1.C — Describe the connection between two individuals, events, ideas, or pieces of information in a text.
CC.1.2.2.B — Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Rhode Island

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.
RF.1.4.a — Read grade-level text with purpose and understanding.
RL.1.2 — Retell stories, including key details, and demonstrate understanding of their central message or lesson.

South Carolina

ELA.1.OE.3 — Make inferences to support comprehension.
ELA.2.OE.3 — Make inferences to support comprehension.

South Dakota

1.RF.4.a — Read grade-level text with purpose and understanding.
R.CCRA.1 — Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
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).
2.RL.7 — Use illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Tennessee

1.FL.PWR.3.h — Read grade-level decodable text with purpose and understanding.
1.RL.IKI.9 — Compare and contrast the adventures and experiences of characters in stories including written details and illustrations when developmentally appropriate.
1.SL.CC.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Texas

1.6F — make inferences and use evidence to support understanding with adult assistance;
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;
2.6F — make inferences and use evidence to support understanding;

Utah

1.2.1.a — Describe behaviors that contribute to cooperation within groups at school and in a neighborhood.

Virginia

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.RL.3.A — Set a purpose for reading by providing a guiding question, activating prior (experience) and background (content) knowledge.
1.RL.3.B — Make connections between characters, settings, and major events in stories heard, using key details.

Washington

RL.1.3 — Describe characters, settings, and major events in a story, using key details.
CCRA.R.1 — Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RF.1.4.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.

Washington, D.C.

CCRA.R.1 — Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
RL.1.3 — Describe characters, settings, and major events in a story, using key details.
RF.1.4.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.

Wisconsin

ELA.2.R.1 — Develop and answer questions to demonstrate an understanding of key ideas and details in a text. (RI&RL)
ELA.2.R.7 — Demonstrate understanding of story elements and/or topics by applying information gained from illustrations or text features. (RI&RL)
ELA.1.R.1 — Develop and answer questions about key ideas and details in a text. (RI&RL)
ELA.2.RF.4.a — Read grade-level text with purpose and understanding.
R1 — Read closely to determine what the text says explicitly or implicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Wyoming

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.
RF.2.4.a — Read on-level text with purpose and understanding.