Read-Along! Alice in Wonderland Chapter 2

Ages 6–9 · 9 minutes · English, Stories

A teeny-tiny Alice must figure out how to get big again or else!

A teeny-tiny Alice must figure out how to get big again or else she may never escape this wacky rabbit hole! Follow Alice's adventures 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.
RF.K.4 — Read emergent-reader texts with purpose and understanding.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.
RF.2.4.a — Read on-level text with purpose and understanding.

Alabama

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

Alaska

RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.2.4.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.

Arizona

1.RF.4.a — Read on-level text with purpose and understanding.
1.RF.4.b — Read on‐level text orally with accuracy, appropriate rate, and expression on successive readings.
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.
K.RL.10 — With prompting and support, actively engage in group reading activities with purpose and understanding.

Arkansas

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.5.RF — Use background knowledge and details, including illustrations, charts, and graphs, to make predictions and inferences about what happens in a text.

California

RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RL.1.10.b — Confirm predictions about what will happen next in a text.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.
RF.2.4.a — Read on-level text with purpose and understanding.

Colorado

RWC20-GR.2-S.2-GLE.3-EO.a — Know and apply grade-level phonics and word analysis skills in decoding words.
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.a.i — Distinguish long and short vowels when reading regularly spelled one- syllable words.
RWC20-GR.2-S.2-GLE.3-EO.b.i — Read grade-level text with purpose and understanding.
RWC20-GR.2-S.2-GLE.3-EO.b.ii — Read grade-level text orally with accuracy, appropriate rate, and expression.

Connecticut

RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.2.4.a — Read on-level text with purpose and understanding.
RF.2.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Delaware

RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.2.4.a — Read on-level text with purpose and understanding.
RF.2.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.2.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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

ELAGSE2RF3 — Know and apply grade-level phonics and word analysis skills in decoding words.
ELAGSE2RF4 — Read with sufficient accuracy and fluency to support comprehension.
ELAGSE2RF4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
ELAGSE2RL10 — By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
ELAGSE2RF3.a — Distinguish long and short vowels when reading regularly spelled one-syllable words.

Hawaii

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.RF.4a — Read on-level text with purpose and understanding.

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.V.2 — Regularly engage in reading and listening to a series of texts related to the topics and themes being studied to build knowledge and vocabulary.
2.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.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.2.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Indiana

1.RF.8 — Orally read decodable texts with appropriate fluency (rate, accuracy, and prosody) while reading.
2.RF.4 — Orally read decodable/grade-level appropriate or higher texts with fluency (rate, accuracy, and prosody) while reading.
2.RF.3 — Decode multisyllabic words composed of base, prefixes, and suffixes; read contractions, possessives (e.g., kitten’s, sisters’), and compound words. (E)

Iowa

RF.1.4.a — Read grade-level text with purpose and understanding.
RF.1.4.c — Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
RL.1.10 — With prompting and support, read stories and poetry of appropriate complexity for grade 1.
RF.2.4.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.2.13 — Read and comprehend high quality dramas, prose and poetry of appropriate quantitative and qualitative complexity for Grade 2.
RL.1.7 — Use illustrations and details in a story to describe its characters, setting, or events.

Kentucky

RF.2.4 — Read fluently (accuracy, speed and prosody) on grade-level to support comprehension.
RF.2.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3.a — Distinguish long and short vowels when reading regularly spelled one-syllable words.
RF.2.4.a — Read grade-level text with purpose and understanding.
RF.2.4.b — Orally read grade-level text fluently on successive readings.

Louisiana

RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.

Maine

R.12.1.b — Read various on-level text with accuracy, appropriate rate, and expression on successive readings.
R.3.1.b — Decode regularly spelled one-syllable words.
R.12.1.a — Read various on-level text with purpose and understanding.
R.3.1.c — Know final -e and common vowel team conventions for representing long vowel sounds.

Maryland

RF.1.4.a — Read on-level text with purpose and understanding.
RF.2.4.a — Read on-level text with purpose and understanding.
RL.K.10 — Actively engage in group reading activities 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.

Massachusetts

RF.1.4.a — Read grade-level text with purpose and understanding.
RF.1.4.b — Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.2.4.b — Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Michigan

RF.1.4.a — Read on-level text with purpose and understanding.
RF.2.4.a — Read on-level text with purpose and understanding.
RL.K.10 — Actively engage in group reading activities 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.

Minnesota

1.1.1.3 — Read decodable texts accurately and with automaticity.
0.1.1.3 — Read decodable texts accurately, with guidance and support. (Decodable texts are those that include words taught in phonics lesson.)
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.
1.1.2.2 — At grade 1 text complexity, select and proficiently read and comprehend texts that address academic tasks.

Mississippi

RF.1.4.a — Read grade-level text with purpose and understanding.
RF.1.4.b — Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
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.

Missouri

1.R.1.D.a — engaging with and reading text that is developmentally appropriate
2.R.1.D.a — reading text that is developmentally appropriate

Montana

RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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.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.2.F.4 — Develop accuracy, phrasing, and expression/prosody while reading a variety of grade-level texts to support comprehension.
LA.2.RP.8 — With scaffolding as needed, read and comprehend a wide range of literary texts of appropriate complexity for Grade 2.
LA.K.F.4.b — Read decodable consonant-vowel-consonant (CVC) words with automaticity and accuracy.

Nevada

RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.

New Hampshire

RF.1.4.a — Read on-level text with purpose and understanding.
RF.2.4.a — Read on-level text with purpose and understanding.
RL.2.10 — By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2—3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

New Jersey

RF.1.4.a — Read grade-level text with purpose and understanding.
RF.2.4.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.
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.
RF.2.4.a — Read on-level text with purpose and understanding.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.

New York

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.
1RF3g — Read most common high-frequency words by sight
2RF4a — Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

North Carolina

RF.1.5.a — Read on-level text with purpose and understanding.
RL.1.10 — With prompting and support, read and understand literature of appropriate complexity for grade 1 for sustained periods of time.
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.12b — Read accurately and automatically at the sentence level
1.F.12c — Accurately and automatically read a variety of first-grade texts with expression, phrasing, purpose, and understanding.
2.F.12 — Read accurately and automatically a variety of second-grade texts with expression, phrasing, purpose, and understanding.

Ohio

RF.1.4.a — Read grade-level text with purpose and understanding.
RF.1.4.b — Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
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.
RF.2.4.b — Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Oklahoma

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
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.
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.
2.RF.4a — Read on-level text with purpose and understanding.
1.RL.7 — Use illustrations and details in a story to describe its characters, setting, or events.

Pennsylvania

CC.1.1.1.E — Read with accuracy and fluency to support comprehension. • Read on-level text with purpose and understanding. • Read on-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.
CC.1.1.K.E — Read emergent-reader text with purpose and understanding.
CC.1.3.1.K — Read and comprehend literature on grade level, reading independently and proficiently.
CC.1.3.K.K — Actively engage in group reading activities with purpose and understanding.
CC.1.3.K.G — Make connections between the illustrations and the text in a story (read or read aloud).

Rhode Island

RF.1.4.a — Read grade-level text with purpose and understanding.
RF.1.4.b — Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.2.4.b — Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
RL.1.1 — Ask and answer questions about key details in a text.

South Carolina

ELA.1.F.3.7 — Read a two-syllable word by breaking the word into syllables.

South Dakota

1.RF.4.a — Read grade-level text with purpose and understanding.
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.RF.4.a — Read grade-level text with purpose and understanding.
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.
K.RL.RRTC.10 — With prompting and support, read stories and poems of appropriate complexity for Kindergarten.

Texas

2.2B.i — decoding words with short, long, or variant vowels, trigraphs, and blends;
2.2B.iii — decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
2.2B.iv — decoding compound words, contractions, and common abbreviations;
2.2B.vii — identifying and reading high-frequency words from a research-based list;

Utah

1.R.4 — Read grade-level text* with accuracy and fluency to support comprehension. (RL & RI)
2.R.4 — Read grade-level text* with accuracy and fluency to support comprehension. (RL & RI)
1.R.3.i — Read and spell common irregular words.
2.R.12 — Demonstrate understanding of story elements and/or topics by applying information gained from illustrations or text features. (RL & RI)

Vermont

RF.1.4.a — Read on-level text with purpose and understanding.
RF.2.4.a — Read on-level text with purpose and understanding.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.

Virginia

2.RV.1.G — Develop breadth of vocabulary knowledge by listening to and reading high quality, complex text.

Washington

RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.2.4.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.

Washington, D.C.

RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RL.1.10 — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RF.2.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

West Virginia

ELA.1.18 — With prompting and support, read prose and poetry of appropriate complexity for grade 1 in literary texts.
ELA.1.13 — Use illustrations and details in a story to describe its characters, setting, or events in literary texts.
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.2.RF.4.b — Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
ELA.2.RF.4.a — Read grade-level text with purpose and understanding.
ELA.1.R.7 — Use illustrations and details in literary and informational texts to discuss story elements and/or topics. (RI&RL)

Wyoming

RF.1.4.a — Read on-level text with purpose and understanding.
RF.1.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RL.K.10 — Actively engage in group reading activities with purpose and understanding.
RF.2.4.b — Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.