The Mysterious Case of the Missing Cake!

Ages 5–8 · 19 minutes · English, Stories

Batter up! Shirley's working one sweet mystery, and it's no cakewalk!

Batter up! Shirley's working one sweet mystery, and it's no cakewalk! Someone stole Veruca Pepper's birthday cake — a tragedy so great, even the cake was in tiers! Put on your chef's hat, because Sherlock Shirley kneads your help!

Part of

Standards alignment

Common Core State Standards

Asking questions, making observations, and gathering information are helpful in thinking about problems.
Ask and/or identify questions that can be answered by an investigation.
D3.4.3-5 — Individually and with others, students… Use evidence to develop claims in response to compelling questions.

Alabama

ELA21.2.30c — Draw conclusions based on the text.
ELA21.2.30 — Read and comprehend literary and informational texts.
ELA21.2.30a — State and confirm predictions about a text.
ELA21.2.30b — Use background knowledge to make connections to new text.

Alaska

SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Distinguish between explanations that account for all gathered evidence and those that do not.
RL.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of a literary text using key details 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).

Arizona

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.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2.SP4.2 — Select which reasons might be more likely than others to explain an event or development.
Identify the evidence that supports particular points in an explanation.

Arkansas

2.RC.2.RF — Answer questions about key details in a text.
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.
2.RC.10.RL — Explain how specific visual images contribute to and clarify story elements (setting, characters, and events).
2.RC.6.RF — Demonstrate reading comprehension of age and grade-appropriate texts by speaking or writing.
2.RC.8.RL — Identify the main story elements (characters, settings, events, problem, and solution) in a text.

California

SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Distinguish between explanations that account for all gathered evidence and those that do not.
RL.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.1.10.b — Confirm predictions about what will happen next in a text.

Colorado

RWC20-GR.1-S.2-GLE.1-EO.a.iv — Make predictions about what will happen in the text and explain whether they were confirmed or not and why, providing evidence from the text.
RWC20-GR.2-S.2-GLE.1-EO.a.ii — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RWC20-GR.2-S.4-GLE.1-EO.c — Identify a specific question and gather information for purposeful investigation and inquiry.

Connecticut

Distinguish between explanations that account for all gathered evidence and those that do not.
Asking questions, making observations, and gathering information are helpful in thinking about problems.
RL.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of 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.

Delaware

SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Distinguish between explanations that account for all gathered evidence and those that do not.
RL.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Florida

SC.2.N.1.3 — Ask "how do you know?" in appropriate situations and attempt reasonable answers when asked the same question by others.
SC.K2.CS-CS.2.2 (Discontinued after 2024-2025) — Solve age-appropriate problems (e.g., puzzles and logical thinking programs) with or without technology (i.e., computational thinking).
SC.K2.CS-CP.1.3 (Discontinued after 2024-2025) — Propose a solution to a problem or question based on an analysis of the data and critical thinking, individually and collaboratively.

Hawaii

Asking questions, making observations, and gathering information are helpful in thinking about problems.
SS.3-5.3.1 — Develop claims in response to compelling questions
SS.3-5.3.2 — Identify specific evidence that supports the claims
SS.3-5.2.3 — Gather relevant information from multiple sources that would be helpful in addressing compelling and supporting questions

Idaho

1.RC.TE.3 — Ask and answer questions about key details in texts heard or read.
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.
Asking questions, making observations, and gathering information are helpful in thinking about problems. (K-ESS-2.2)
1.ODC.OC.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
3.RC.TE.3 — Ask and answer questions to demonstrate understanding of grade-level texts, referring explicitly to textual evidence as the basis for the answers.

Illinois

RL.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
ARG-P2 — Distinguish between explanations that account for all gathered evidence and those that do not.
RL.1.1 — Ask and answer questions about key details in a text.
AQDP-P2 — Ask and/or identify questions that can be answered by an investigation.

Indiana

1.RC.4 — Make and confirm predictions about what will happen next in a story.
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)
SEPS.7 — Engaging in argument from evidence

Iowa

RL.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details using evidence from the text.
Distinguish between explanations that account for all gathered evidence and those that do not.
Asking questions, making observations, and gathering information are helpful in thinking about problems.
RL.2.7 — Use information gained from the illustrations and words in a story to demonstrate understanding of its characters, setting, or plot.

Kansas

SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Distinguish between explanations that account for all gathered evidence and those that do not.
RL.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Asking questions, making observations, and gathering information are helpful in thinking about problems.

Kentucky

Distinguish between explanations that account for all gathered evidence and those that do not.
Asking questions, making observations, and gathering information are helpful in thinking about problems.
Simple tests can be designed to gather evidence to support or refute student ideas about causes.

Louisiana

SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Distinguish between explanations that account for all gathered evidence and those that do not.
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.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Maine

Ask and/or identify questions that can be answered by an investigation.
Distinguish between explanations that account for all gathered evidence and those that do not.
R.4.2.a — Ask and answer questions about who, what, when, where, how and why.

Maryland

RL.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.1.1 — Ask and answer questions about key details in a text.
SEP.7.K-2.2 — Distinguish between explanations that account for all gathered evidence and those that do not.

Massachusetts

RL.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in 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.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
CCR.R.7 — Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Michigan

Individually and collaboratively, students construct an argument with reasons.
Individually and collaboratively, students construct compelling questions and determine the kinds of sources that will be helpful in answering compelling and supporting questions.
Individually and collaboratively, students gather relevant information from one or two sources while using the origin and structure to guide their selection.
Individually and collaboratively, students ask and answer questions about explanations.

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.
2.1.4.1 — Ask and answer questions including who, what, where, when, why and how to demonstrate understanding of key details in a text; recount the
0.1.4.1 — Ask and answer questions about key details in a text, with prompting and support.

Mississippi

RL.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of 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.
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.1.1 — Ask and answer questions about key details in a text.

Missouri

3.R.1.A.b — drawing conclusions and support with textual evidence
Asking questions, making observations, and gathering information are helpful in thinking about problems.
Distinguish between explanations that account for all gathered evidence and those that do not.
2.R.2.A.a — describe the setting, problems, solutions, sequence of events (plot), and big idea or moral lesson

Montana

RL.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of 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.
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.

Nebraska

LA.1.RP.6 — Ask and answer questions about key details in a literary text.
Asking questions, making observations, and gathering information are helpful in thinking about problems.
Distinguish between explanations that account for all gathered evidence and those that do not.
LA.1.SL.1.a — Ask pertinent questions to acquire or confirm information.

Nevada

SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
RL.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Distinguish between explanations that account for all gathered evidence and those that do not.

New Hampshire

SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Asking questions, making observations, and gathering information are helpful in thinking about problems.
Distinguish between explanations that account for all gathered evidence and those that do not.
RL.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

New Jersey

SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Distinguish between explanations that account for all gathered evidence and those that do not.
Asking questions, making observations, and gathering information are helpful in thinking about problems.
RL.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

New Mexico

Ask and/or identify questions that can be answered by an investigation.
Asking questions, making observations, and gathering information are helpful in thinking about problems.

New York

Asking questions, making observations, and gathering information are helpful in thinking about problems.
Distinguish between explanations that account for all gathered evidence and those that do not.
Ask and/or identify questions that can be answered by an investigation.
Simple tests can be designed to gather evidence to support or refute student ideas about causes.

North Carolina

RL.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of 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.1.1 — 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.

North Dakota

4.R.1 — Comprehend information during and after listening to a grade-level text.
4.R.2 — Make inferences while reading a variety of genres, literary, and informational texts; providing text evidence.
4.C.6 — Engage in a range of discussions by using active listening skills, posing and responding to specific questions.

Ohio

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.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCRA.R.7 — Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
RL.1.1 — Ask and answer questions about key details in a text.

Oklahoma

Ask and/or identify questions that can be answered by an investigation.
Asking questions, making observations, and gathering information are helpful in thinking about problems.

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.1 — Ask and answer questions about key details in a text.
2.RL.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Pennsylvania

CC.1.3.2.B — Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Distinguish between explanations that account for all gathered evidence and those that do not.
Asking questions, making observations, and gathering information are helpful in thinking about problems.
Ask and/or identify questions that can be answered by an investigation.

Rhode Island

SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Distinguish between explanations that account for all gathered evidence and those that do not.
Asking questions, making observations, and gathering information are helpful in thinking about problems.
RL.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

South Carolina

ELA.1.OE.5 — Cite evidence to explain and justify reasoning.
ELA.2.OE.5 — Cite evidence to explain and justify reasoning.
ELA.K.OE.5 — Cite evidence to explain and justify reasoning.

South Dakota

1.SL.2 — Ask and answer questions about key details in a text read aloud, information presented orally, or through other media.
Distinguish between explanations that account for all gathered evidence and those that do not.
2.RL.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Tennessee

2.RL.KID.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
R.KID.1 — Read closely to determine what a 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.
2.RL.IKI.7 — Use information gained from illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
2.SL.CC.3 — Ask and answer questions about what a speaker says in order to gather information or clarify something that is not understood.
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

2.6F — make inferences and use evidence to support understanding;
2.3C — listen actively to others' explanations to identify important evidence and engage respectfully in scientific discussion.
2.3B — make predictions based on observable patterns; and

Utah

1.2.1.g — Predict possible consequences for a variety of actions.
2.SL.2 — Speak clearly and audibly while asking and answering questions about a topic and key details.

Vermont

Asking questions, making observations, and gathering information are helpful in thinking about problems.
Ask and/or identify questions that can be answered by an investigation.
D4.5.K-2 — Individually and with others, students… Ask and answer questions about explanations.
D4.4.K-2 — Individually and with others, students… Ask and answer questions about arguments.

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.
2.RL.1.D — Generate predictions about story characters and events using the text.
K.RL.1.D — With prompting and support, generate predictions about story characters and events using the text.

Washington

SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Distinguish between explanations that account for all gathered evidence and those that do not.
RL.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
SSS2.1.1 — Explain how questions are used to find out information.

Washington, D.C.

SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Distinguish between explanations that account for all gathered evidence and those that do not.
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.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

West Virginia

Asking questions and defining problems
Engaging in argument from evidence
Develop questions through investigations.

Wisconsin

SS.Inq3.a.e — With prompting and support, state a claim to answer a question that the class is considering.
SS.Inq3.c.e — Explain how evidence supports a claim for a class inquiry.
ELA.1.SL.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SS.Inq1.b.e — When provided with a question, determine what other questions are needed to support the research (i.e., “What more do we need to know?”).
SS.Inq2.b.e — Review and ask questions about books, photos, artifacts, websites, and other sources that will give insight into the inquiry.

Wyoming

Distinguish between explanations that account for all gathered evidence and those that do not.
Asking questions, making observations, and gathering information are helpful in thinking about problems
RL.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Simple tests can be designed to gather evidence to support or refute student ideas about causes.