Tommy and Tina Ride the Train!

Ages 6–8 · 9 minutes · English

All aboard! Tommy and Tina get to ride the train on a special adventure.

Students review number sight words (up to ten) and practice recalling key details. 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

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.
CCRA.R.10 — Read and comprehend complex literary and informational texts independently and proficiently.
CCRA.R.4 — Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
D2.Geo.7.K-2 — Individually and with others, students… Explain why and how people, goods, and ideas move from place to place.

Alabama

ELA21.2.30 — Read and comprehend literary and informational texts.
ELA21.2.20 — Use grade-level academic and domain-specific vocabulary to gain meaning from text.
ELA21.2.30a — State and confirm predictions about a text.
ELA21.2.30b — Use background knowledge to make connections to new text.
ELA21.2.30c — Draw conclusions based on the text.

Alaska

RF.K.3.c — Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).

Arizona

1.RF.4.a — Read on-level text with purpose and understanding.
1.RL.2 — Retell stories, including key details, and demonstrate understanding of their main idea, central message, or lesson.
1.RF.3 — Know and apply phonics and word analysis skills in decoding one-syllable or two-syllable words.
1.RF.3.f — Recognize and read grade‐appropriate irregularly spelled words.
1.L.5.c — Identify real‐life connections between words and their use (e.g., note places at home that are cozy).

Arkansas

1.FR.10.PD — Read high-frequency words.
1.RC.2.RF — Answer questions about key details in a text.
1.RC.6.RF — Demonstrate comprehension of age and grade-appropriate texts by speaking or writing.
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.5.RF — Use background knowledge and details, including illustrations, charts, and graphs, to make predictions and inferences about what happens in a text.

California

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.1-S.2-GLE.2-EO.a.ii — Identify the main topic and retell key details of a text.
RWC20-GR.1-S.2-GLE.3-EO.d.i — Read grade-level text with purpose and understanding.
RWC20-GR.1-S.2-GLE.3-EO.c.vii — Read grade-appropriate irregularly spelled words.
RWC20-GR.2-S.2-GLE.2-EO.b.i — Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

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.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Delaware

RF.1.4.a — Read on-level text with purpose and understanding.
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.
L.1.6 — Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Florida

ELA.1.R.1.1 — Identify and describe the main story elements in a story.
ELA.1.R.2.2 — Identify the topic of and relevant details in a text.

Hawaii

1.RF.4a — Read on-level text with purpose and understanding.
K-12.R.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.
K-12.R.R.4 — Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
K.RF.3c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
SS.K.3.15.4 — Describe how and why people move from place to place

Idaho

K.FR.PH.3c — Read common high-frequency words with automaticity by sight (e.g., the, of, to, you, she, my, is, are, do, does).

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.
SS.K.G.2 — With guidance and support, explain how people and goods move from place to place.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Indiana

1.RC.1 — Ask and answer questions about the main idea and key details to clarify and confirm understanding of a text. (E)
2.RF.4 — Orally read decodable/grade-level appropriate or higher texts with fluency (rate, accuracy, and prosody) while reading.
K.NS.2 — Write whole numbers from 0 to 20 and identify number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). (E)
1.RC.4 — Make and confirm predictions about what will happen next in a story.

Iowa

RF.1.3.g — Read grade-appropriate high frequency words with accuracy and automaticity.
RL.1.10 — With prompting and support, read stories and poetry of appropriate complexity for grade 1.
RL.1.3 — Describe characters, settings, and major events in a story, using key details.
RF.1.4.c — Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
L.1.5.c — Identify real-life connections between words and their use (e.g., note places at home that are cozy).

Kansas

RF.1.3.g — Recognize and read grade-appropriate words.
RF.1.4.a — Read on-level text with purpose and understanding.
RL.1.13 — With prompting and support, read and comprehend high quality dramas, prose and poetry of appropriate quantitative and qualitative complexity for Grade 1.
RL.1.3 — Describe characters, settings, and major events in a story, using key details.

Louisiana

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.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
L.1.6 — Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Maine

R.12.1.a — Read various on-level text with purpose and understanding.
R.3.1.g — Recognize and read grade- appropriate irregularly spelled words.
R.5.1.a — Retell texts, including details about who, what, when, where, and how; demonstrate an understanding of the theme.
R.7.1.b — Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
R.12.1.b — Read various on-level text with accuracy, appropriate rate, and expression on successive readings.

Maryland

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.
explaining how transportation is used to move people from place to place.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Massachusetts

RI.1.2 — Identify the main topic and retell key details of a text.
CCR.R.1 — Read closely to determine what a text states explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from a text.
L.1.2.g — Write numerals up to 120 (see grade 1 mathematics standards for Numbers and Operations in Base Ten); understand that numbers are also written as words; write words for numbers from one to ten.
RI.2.4 — Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Michigan

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.
CCRA.R.10 — Read and comprehend complex literary and informational texts independently and proficiently.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
CCRA.R.4 — Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Minnesota

1.1.1.2.c — Know and apply grade-level phonics and word analysis skills in decoding words: read high-frequency words, in and out of context, demonstrating both accuracy and automaticity.
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.
1.1.1.3 — Read decodable texts accurately and with automaticity.
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.

Mississippi

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 grade-level text with purpose and understanding.
CCRA.R.4 — Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
L.1.5.c — Identify real-life connections between words and their use (e.g., note places at home that are cozy).

Missouri

1.R.1.D.a — engaging with and reading text that is developmentally appropriate
1.R.3.C.a — ask and answer questions to clarify meaning
2.R.1.D.a — reading text that is developmentally appropriate

Montana

RF.1.4.a — Read on-level text with purpose and understanding.
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.1.3.g — Recognize and read grade-appropriate irregularly spelled words.
RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Nebraska

LA.1.F.4.b — Read grade level high-frequency words with automaticity and accuracy (e.g., Fry or Dolch words or those included in instructional materials).
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.1.RP.2 — Identify the main character(s), setting, and important events, drawing on key details in a literary text.

Nevada

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.
L.1.6 — Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

New Hampshire

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.
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

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.
RF.1.4.a — Read grade-level text with purpose and understanding.
6.1.2.Geo.GI.1 — Explain why and how people, goods, and ideas move from place to place.
RF.K.3.c — Read high-frequency and sight words with automaticity.
NJSLSA.R.4 — Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

New Mexico

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.
CCRA.R.10 — Read and comprehend complex literary and informational texts independently and proficiently.
CCRA.R.4 — Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

New York

1RF3g — Read most common high-frequency words by sight
1RF4 — Read beginning reader texts, appropriate to individual student ability, with sufficient accuracy and fluency to support comprehension.
1RF4a — Read beginning reader texts, appropriate to individual student ability, orally with accuracy, appropriate rate, and expression on successive readings.

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.
RF.1.4 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.5.a — Read on-level text with purpose and understanding.
RF.K.4.c — Read common high-frequency words by sight.
L.1.6 — Use words and phrases learned through conversations, reading, and being read to, including common conjunctions.

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.F.12 — Read accurately and automatically a variety of second-grade texts with expression, phrasing, purpose, and understanding.
2.R.5 — Determine the meaning of unknown words and phrases through a variety of text experiences.
2.F.8j — irregularly spelled high-frequency words

Ohio

RF.1.4.a — Read grade-level text with purpose and understanding.
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.
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.1.3.g — Recognize and read grade-appropriate irregularly spelled words.

Oklahoma

2.2.F.1 — Students will expand their sight word vocabulary by reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity.
2.2.F.2 — Students will orally and accurately read grade-level text at a smooth rate with expression that connotes comprehension.
2.3.R.5 — Students will use details from the literary or informational text to draw conclusions and make predictions.
2.4.R.5 — Students will acquire new grade-level vocabulary, relate new words to prior knowledge, and apply vocabulary in new situations.

Oregon

1.RF.4a — Read on-level text with purpose and understanding.
1.RF.3c — Know final -e and common vowel team conventions for representing long vowel sounds.
1.RF.3g — Recognize and read grade-appropriate irregularly spelled words.
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.
1.RI.2 — Identify the main topic and retell key details of a text.

Pennsylvania

CC.1.1.1.D — Know and apply grade-level phonics and word analysis skills in decoding words. • Identify common consonant diagraphs, final-e, and common vowel teams. • Decode one- and two-syllable words with common patterns. • Read grade-level words with inflectional endings. • Read grade- appropriate irregularly spelled words.
CC.1.3.1.J — Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal connections and relationships between the words and phrases.
CC.2.1.K.A.1 — Know number names and write and recite the count sequence.

Rhode Island

RF.1.4.a — Read grade-level text with purpose and understanding.
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.
L.1.6 — Use words and phrases acquired through conversations, activities in the grade 1 curriculum, reading and being read to, and responding to texts, including using frequently occurring conjunctions (e.g., because) to signal simple relationships. (See grade 1 Reading Literature standard 4 and Reading Informational Text standard 4 on applying knowledge of vocabulary to reading; see grade 1 Writing standard 5 and Speaking and Listening standard 4 on strengthening writing and presentations by applying knowledge of vocabulary.).
L.1.2.g — Write numerals up to 120 (see grade 1 mathematics standards for Numbers and Operations in Base 10); understand that numbers are also written as words; write words for numbers from one to ten.

South Carolina

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.F.4.1 — Read high-frequency words commonly found in grade-appropriate text with accuracy and automaticity.
1.NSBT.1d — Extend the number sequence to read and write in word form numbers zero through nineteen, and multiples of ten through ninety.
ELA.K.R.1.1 — Ask and answer questions (who, what, when, where, why, and how) about print and non-print sources to obtain and refine knowledge.

South Dakota

1.RF.3.g — Recognize and read grade-appropriate high frequency words.
1.RF.4.a — Read grade-level text with purpose and understanding.
1.RL.3 — Describe characters, settings, and major events in a story, using key details.
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.2 — Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Tennessee

1.FL.PWR.3.h — Read grade-level decodable text with purpose and understanding.
K.FL.PWR.3.c — Read common high-frequency words by sight.
1.RI.CS.4 — Determine the meaning of words and phrases in a text relevant to a grade 1 topic or subject area.
1.RI.KID.2 — Identify the main topic and retell key details of a text.

Texas

1.2B.vi — identifying and reading at least 100 high-frequency words from a research-based list;
1.2B.i — decoding words in isolation and in context by applying common letter sound correspondences;
1.2B.ii — decoding words with initial and final consonant blends, digraphs, and trigraphs;
1.3B — use illustrations and texts the student is able to read or hear to learn or clarify word meanings;
2.8B — identify the importance of weather and seasonal information to make choices in clothing, activities, and transportation; and

Vermont

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.
CCRA.R.10 — Read and comprehend complex literary and informational texts independently and proficiently.
CCRA.R.4 — Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
D2.Geo.7.K-2 — Individually and with others, students… Explain why and how people, goods, and ideas move from place to place.

Virginia

1.FFR.3.E — Read grade-level high-frequency words, including decodable and irregular words with automaticity and accuracy.
1.RV.1.A — Discuss meanings of words in context from a variety of texts.
1.RV.1.I — Use newly learned words and phrases in discussions and speaking activities.

Washington

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.
L.1.5.c — Identify real-life connections between words and their use (e.g., note places at home that are cozy).
RF.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
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.

Washington, D.C.

RF.1.4.a — Read on-level text with purpose and understanding.
RL.1.2 — Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3 — Describe characters, settings, and major events in a story, using key details.
L.1.5.c — Identify real-life connections between words and their use (e.g., note places at home that are cozy).

West Virginia

ELA.1.1 — Ask and answer questions about key details in a literary text.
ELA.1.18 — With prompting and support, read prose and poetry of appropriate complexity for grade 1 in literary texts.
ELA.1.3 — Describe characters, settings, and major events in a story, using key details in literary texts.

Wisconsin

ELA.1.R.2 — Identify a main topic or central idea in a text with guidance and support; retell important details. (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.R.3 — Describe characters, settings, and important events in a story or pieces of information in a text. (RI&RL)
ELA.1.RF.3.g — Recognize and read grade-appropriate irregularly spelled words.
SS.Geog3.b.2 — Compare and contrast the different modes of transportation and communication used by families in work and daily lives.

Wyoming

RF.1.4.a — Read on-level text with purpose and understanding.
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.K.3.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
L.1.5.c — Identify real-life connections between words and their use (e.g., note places at home that are cozy).