Read-Along! Alice in Wonderland Chapter 1

Ages 6–9 · 10 minutes · English, Stories

Everything goes topsy-turvy when Alice hops into a rabbit hole!

In this read-along, a little girl named Alice hops into a rabbit hole and finds her world is turned upside down! Join the adventure and get some reading practice along the way. This lesson will adapt to readers of many levels, from those who can read short words to those who can read full sentences.

Part of

Read-Along Stories

Standards alignment

Common Core State Standards

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.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.
RL.1.1 — Ask and answer questions about key details in a text.

Alabama

ELA21.2.30 — Read and comprehend literary and informational texts.

Alaska

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.3.e — Decode two-syllable words following basic patterns by breaking the words into syllables.
RF.1.3.g — Recognize and read grade-appropriate irregularly spelled words.
RL.1.10 — With prompting and support, read prose and poetry from a variety of cultures of appropriate complexity for grade 1.
RL.1.7 — Use illustrations and details in a story read or read aloud to describe its characters, events, setting, or problem-solution.

Arizona

1.RF.3.b — Decode regularly spelled one-syllable words.
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.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.

Arkansas

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.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.

California

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.3.e — Decode two-syllable words following basic patterns by breaking the words into syllables.
RF.1.3.g — Recognize and read grade-appropriate irregularly spelled words.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Colorado

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.d.ii — Read grade-level text orally with accuracy, appropriate rate, and expression.
RWC20-GR.1-S.2-GLE.3-EO.c.ii — Decode regularly spelled one-syllable words.
RWC20-GR.1-S.2-GLE.3-EO.c.v — Decode two-syllable words following basic patterns by breaking the words into syllables.
RWC20-GR.1-S.2-GLE.3-EO.c.vii — Read grade-appropriate irregularly spelled words.

Connecticut

RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.3.e — Decode two-syllable words following basic patterns by breaking the words into syllables.
RF.1.3.g — Recognize and read grade-appropriate irregularly spelled words.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Delaware

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.3.g — Recognize and read grade-appropriate irregularly spelled words.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Florida

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.2.F.1.3 — Use knowledge of grade-appropriate phonics and word-analysis skills to decode words. • Decode words with variable vowel teams (e.g., oo, ea, ou) and vowel diphthongs (e.g., oi, oy, ow). • Decode regularly spelled two-syllable words with long and short vowels. • Decode words with open (e.g., hi, baby, moment) and closed (e.g., bag, sunshine, chop) syllables and consonant -le (e.g., purple, circle, stumble). • Decode words with common prefixes and suffixes. • Decode words with silent letter combinations (e.g., knight, comb, island, ghost).
ELA.2.F.1.4 — Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.

Georgia

ELAGSE2RF4 — Read with sufficient accuracy and fluency to support comprehension.
ELAGSE1RL10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
ELAGSE2RF4.a — Read on-level text with purpose and understanding.
ELAGSE2RF4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
ELAGSE2RF3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Hawaii

1.RF.3b — Decode regularly spelled one-syllable words.
1.RF.4a — Read on-level text with purpose and understanding.
1.RL.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
1.RF.3e — Decode two-syllable words following basic patterns by breaking the words into syllables.
1.RF.3g — Recognize and read grade-appropriate irregularly spelled words.

Idaho

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).
1.RC.TE.3 — Ask and answer questions about key details in texts heard or read.

Illinois

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.3.g — Recognize and read grade-appropriate irregularly spelled words.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Indiana

1.RF.8 — Orally read decodable texts with appropriate fluency (rate, accuracy, and prosody) while reading.
K.RF.9 — Orally read decodable texts with appropriate accuracy and automaticity.
2.RF.4 — Orally read decodable/grade-level appropriate or higher texts with fluency (rate, accuracy, and prosody) while reading.

Iowa

RF.1.3.g — Read grade-appropriate high frequency words with accuracy and automaticity.
RF.1.4.a — Read grade-level text with purpose and understanding.
RL.1.10 — With prompting and support, read stories and poetry of appropriate complexity for grade 1.
RF.1.3.b — Decode and encode regularly spelled one-syllable words with closed syllables and consonant blends.
RF.1.4.c — Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Kansas

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.1.7 — Use illustrations and details in a story to describe its characters, setting, or events.
RL.1.1 — Ask and answer questions about key details in a text.

Kentucky

RL.1.7 — Use a story’s illustrations and details to describe its characters, setting and events.

Louisiana

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.3.e — Decode two-syllable words following basic patterns by breaking the words into syllables.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RF.1.3.g — Recognize and read grade-appropriate irregularly spelled words.

Maine

R.12.1.a — Read various on-level text with purpose and understanding.
R.3.1.b — Decode regularly spelled one-syllable words.
R.12.1.b — Read various on-level text with accuracy, appropriate rate, and expression on successive readings.
R.3.K.c — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Maryland

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.3.e — Decode two-syllable words following basic patterns by breaking the words into syllables.
RF.1.3.g — Recognize and read grade-appropriate irregularly spelled words.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RL.1.1 — Ask and answer questions about key details in a text.

Massachusetts

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.4.a — Read grade-level text with purpose and understanding.
RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3.g — Recognize and read grade-appropriate irregularly spelled words.
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.
RF.1.3.e — Decode two-syllable words following basic patterns by breaking the words into syllables.

Michigan

RF.1.3.b — Decode regularly spelled one-syllable words.
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).
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RF.2.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

Minnesota

0.1.1.3 — Read decodable texts accurately, with guidance and support. (Decodable texts are those that include words taught in phonics lesson.)
0.1.2.1 — With guidance and support, read and monitor understanding of grade-level text, self-correcting as needed, using strategies including, but not limited to, decoding, asking questions and making connections.
1.1.1.3 — Read decodable texts accurately and with automaticity.

Mississippi

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.4.a — Read grade-level text with purpose and understanding.
RF.1.3.e — Decode two-syllable words following basic patterns by breaking the words into syllables.
RF.1.3.g — Recognize and read grade-appropriate irregularly spelled words.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Missouri

1.R.1.D.a — engaging with and reading text that is developmentally appropriate
1.R.1.A — Develop and demonstrate reading skills in response to reading text and read-alouds by:
K.R.1.A.b — asking and responding to questions about texts read aloud

Montana

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.3.g — Recognize and read grade-appropriate irregularly spelled words.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Nebraska

LA.1.F.3.c — Decode and encode regularly spelled one-syllable words.
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.
LA.1.RP.6 — Ask and answer questions about key details in a literary text.
LA.1.SL.1 — Participate with peers and adults in structured discussions and routines about 1st grade topics and texts.

Nevada

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.3.g — Recognize and read grade-appropriate irregularly spelled words.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.

New Hampshire

RF.1.3.b — Decode regularly spelled one-syllable words.
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).
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RL.1.1 — Ask and answer questions about key details in a text.

New Jersey

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.4.b — Read grade-level text orally with accuracy, appropriate rate, and expression.
RL.1.10 — With prompting and support, read and comprehend stories and poetry at grade level text complexity or above.
RF.1.4.a — Read grade-level text with purpose and understanding.
RL.1.7 — Use illustrations and details in a story to describe its characters, setting, or events.

New Mexico

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.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.
RF.K.4 — Read emergent-reader texts with purpose and understanding.

New York

1RF3c — Decode regularly spelled one-syllable words.
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.
1RF3 — Know and apply phonics and word analysis skills in decoding words.
1RF4a — Read beginning reader texts, appropriate to individual student ability, orally with accuracy, appropriate rate, and expression on successive readings.

North Carolina

RL.1.10 — With prompting and support, read and understand literature of appropriate complexity for grade 1 for sustained periods of time.
RF.1.5.a — Read on-level text with purpose and understanding.
RL.1.7 — Use illustrations and details in a story to describe its characters, setting, or events.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.

North Dakota

1.F.12c — Accurately and automatically read a variety of first-grade texts with expression, phrasing, purpose, and understanding.
1.R.1 — Listening comprehension standard is met in 1.R.2-1.R.5.

Ohio

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

Oklahoma

1.2.F.1 — Students will expand their sight word vocabulary by reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity.
1.2.PWS.1 — Students will decode one-syllable phonetically-regular words by using their knowledge of the following phonics skills: a. single consonants (e.g., b = /b/, f = /f/, t = /t/) b. short vowel sounds (i.e., ă, ĕ, ĭ, ŏ, ŭ) c. consonant blends (e.g., bl, br, cr) d. consonant digraphs and trigraphs (e.g., sh, tch) e. vowel-consonant-silent e (e.g., lake) f. r-controlled vowels (i.e., ar, er, ir, or, ur) g. vowel digraphs (e.g., ea, oa, ee)
1.2.F.2 — Students will orally and accurately read grade-level text at a smooth rate with expression that connotes comprehension.
1.3.R.5 — Students will begin to use details from a text to draw conclusions and make predictions.
K.8.R — Students will listen and respond to read-alouds, participate in shared reading, and interact independently with texts.

Oregon

1.RF.4a — Read on-level text with purpose and understanding.
1.RL.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
1.RL.7 — Use illustrations and details in a story to describe its characters, setting, or events.
K.RL.10 — Actively engage in group reading activities with purpose and understanding.

Pennsylvania

CC.1.1.K.E — Read emergent-reader text with purpose and understanding.
CC.1.3.K.K — Actively engage in group reading activities with purpose and understanding.
CC.1.3.1.K — Read and comprehend literature on grade level, reading independently and proficiently.
CC.1.3.K.G — Make connections between the illustrations and the text in a story (read or read aloud).

Rhode Island

RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.4.a — Read grade-level text with purpose and understanding.
RF.1.3.g — Recognize and read grade-appropriate irregularly spelled words.
RL.1.1 — Ask and answer questions about key details in a text.
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.

South Carolina

ELA.1.F.3.4.INIS — Indicator Insight: *with prompting and support.
ELA.1.F.3.8.INIS — Indicator Insight: *with prompting and support.

South Dakota

1.RF.3.b — Decode regularly spelled one-syllable words.
1.RF.4.a — Read grade-level text with purpose and understanding.
1.RF.3.e — Decode two-syllable words following basic patterns by breaking the words into syllables.
1.RF.3.g — Recognize and read grade-appropriate high frequency words.
1.RL.1 — Ask and answer questions about key details in a text.

Tennessee

1.RL.RRTC.10 — With prompting and support, read stories and poems of appropriate complexity for grade 1.
1.RL.IKI.7 — Either orally or in writing when appropriate, use illustrations and words in a text to describe its characters, setting, or events.

Texas

1.2B.i — decoding words in isolation and in context by applying common letter sound correspondences;
1.2B.vi — identifying and reading at least 100 high-frequency words from a research-based list;
1.2B.iii — decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables;
1.7A — describe personal connections to a variety of sources;
1.2B — demonstrate and apply phonetic knowledge by:

Utah

1.R.4 — Read grade-level text* with accuracy and fluency to support comprehension. (RL & RI)
1.R.3 — Demonstrate mastery of age-appropriate phonics skills.
1.R.3.i — Read and spell common irregular words.
1.R.5 — Ask and answer questions about key details in a text. (RL & RI)
2.R.4 — Read grade-level text* with accuracy and fluency to support comprehension. (RL & RI)

Vermont

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.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.
RL.1.1 — Ask and answer questions about key details in a text.

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.RV.1.H — Increase and develop breadth of vocabulary knowledge by listening to high quality, complex text.

Washington

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.3.g — Recognize and read grade-appropriate irregularly spelled words.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RF.1.3.e — Decode two-syllable words following basic patterns by breaking the words into syllables.

Washington, D.C.

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3.e — Decode two-syllable words following basic patterns by breaking the words into syllables.
RF.1.3.g — Recognize and read grade-appropriate irregularly spelled words.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.

West Virginia

ELA.1.18 — With prompting and support, read prose and poetry of appropriate complexity for grade 1 in literary texts.
ELA.1.1 — Ask and answer questions about key details in a literary text.
ELA.K.18 — Actively engage in group reading activities of literary texts with purpose and understanding.

Wisconsin

ELA.1.RF.3.b — Decode and encode regularly spelled one-syllable words (e.g., cat, fox, bet, cup, fit, etc.).
ELA.1.RF.3.g — Recognize and read grade-appropriate irregularly spelled words.
ELA.1.SL.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
ELA.2.RF.3.c — Decode and encode regularly spelled one, two, and some three syllable CVC pattern words (e.g., 1 syllable: mat, 2 syllable: picnic, 3 syllable: fantastic, etc.).
ELA.2.RF.4.b — Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Wyoming

RF.1.3.b — Decode regularly spelled one-syllable words.
RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.3.g — Recognize and read grade-appropriate irregularly spelled words.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RF.1.3.e — Decode two-syllable words following basic patterns by breaking the words into syllables.