Read-Along! Alice in Wonderland Chapter 4

Read-Along! Alice in Wonderland Chapter 4

Ages 6–9 · 10 minutes · English, Stories

Crumpets, cakes and chaos! Join Alice for a spot of tea and lots of reading!

Crumpets, cakes and chaos await Alice at the Mad Hatter's tea party. Take a seat and read along in Chapter Four of Alice in Wonderland. This lesson adapts to readers of many levels, from those who can read smaller words to those who can read full sentences.

Part of

Standards alignment

Common Core State Standards

  • RF.1.4.a — Read on-level text 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.
  • ELA21.2.30b — Use background knowledge to make connections to new text.
  • ELA21.4.7 — Read words with irregular and regular spelling patterns accurately and automatically.

Alaska

  • RF.1.4.a — Read on-level text with purpose and understanding.
  • RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
  • RF.2.4.a — Read on-level text with purpose and understanding.
  • RF.2.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Arizona

  • 1.RF.4.a — Read on-level text with purpose and understanding.
  • 1.WF.3.d.1 — Irregular words (e.g., said, what, are, they, was).
  • 1.RL.10 — With prompting and support, read stories, drama, and poetry of appropriate complexity for grade 1.

Arkansas

  • 2.RC.4.RF — Build general and academic vocabulary and background knowledge of age and grade-appropriate topics through discussion, reading, and writing.

California

  • RF.1.4.a — Read on-level text with purpose and understanding.
  • RL.K.10 — Actively engage in group reading activities with purpose and understanding.
  • RL.1.10.b — Confirm predictions about what will happen next in a text.

Colorado

  • RWC20-GR.1-S.2-GLE.3-EO.c.vii — Read grade-appropriate irregularly spelled words.
  • 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.1-EO.d.i — With prompting and support, read prose and poetry of appropriate complexity for grade 1.
  • RWC20-GR.1-S.2-GLE.3-EO.d.iii — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Connecticut

  • RF.1.4.a — Read on-level text with purpose and understanding.
  • RF.2.4.a — Read on-level text with purpose and understanding.
  • RF.2.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Delaware

  • RF.1.4.a — Read on-level text with purpose and understanding.
  • RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
  • RF.2.4.a — Read on-level text with purpose and understanding.

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.1.4 — Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.

Georgia

  • ELAGSE4RF4 — Read with sufficient accuracy and fluency to support comprehension.
  • ELAGSE4RF4.b — Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
  • ELAGSE4RF4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Hawaii

  • 1.RF.4a — Read on-level text with purpose and understanding.
  • 1.RF.4c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
  • 2.RF.4a — Read on-level text with purpose and understanding.
  • K.RL.10 — Actively engage in group reading activities 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.

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

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.

Louisiana

  • RF.1.4.a — Read on-level text with purpose and understanding.
  • RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
  • RF.2.4.a — Read on-level text with purpose and understanding.
  • RF.2.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Maine

  • R.12.1.a — Read various on-level text with purpose and understanding.
  • R.12.1.b — Read various on-level text with accuracy, appropriate rate, and expression on successive readings.
  • R.12.1.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
  • R.3.2.f — Recognize and read grade-appropriate irregularly spelled words.

Maryland

  • 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.

Massachusetts

  • 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.K.10 — Actively engage in group reading activities with purpose and understanding.

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.

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.
  • 0.1.1.2 — Know and apply grade-level phonics and word analysis skills in decoding words:

Mississippi

  • RF.1.4.a — Read grade-level text with purpose and understanding.
  • RF.2.4.a — Read grade-level text with purpose and understanding.
  • RF.3.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
  • RF.3.3.d — Read grade-appropriate irregularly spelled words.

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.2.4.a — Read on-level text with purpose and understanding.
  • RL.K.10 — Actively engage in group reading activities with purpose and understanding.
  • RF.3.3.d — Read grade-appropriate irregularly spelled words.

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.K.F.4.c — Read grade level high-frequency words with automaticity and accuracy (e.g. Fry or Dolch words or those included in instructional materials).
  • LA.2.F.4 — Develop accuracy, phrasing, and expression/prosody while reading a variety of grade-level texts to support comprehension.

Nevada

  • RF.1.4.a — Read on-level text with purpose and understanding.
  • RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
  • RF.2.4.a — Read on-level text with purpose and understanding.

New Hampshire

  • RF.1.4.a — Read on-level text with purpose and understanding.
  • RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
  • RF.2.4.a — Read on-level text with purpose and understanding.
  • RF.3.3.d — Read grade-appropriate irregularly spelled words.

New Jersey

  • RF.1.4.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.
  • RF.2.4.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

  • 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

  • 1RF3g — Read most common high-frequency words by sight
  • 1RF4a — Read beginning reader texts, appropriate to individual student ability, orally with accuracy, appropriate rate, and expression on successive readings.
  • 2RF3e — Read all common high-frequency worlds by sight.
  • 1RF4b — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

North Carolina

  • RF.1.5.a — Read on-level text with purpose and understanding.
  • RF.2.5.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.

North Dakota

  • 2.R.8a — Describe characters' feelings or traits during or after listening to a story.

Ohio

  • RF.1.4.a — Read grade-level text with purpose and understanding.
  • RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
  • RF.2.4.a — Read grade-level text with purpose and understanding.
  • RF.2.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Oklahoma

  • K.8.R — Students will listen and respond to read-alouds, participate in shared reading, and interact independently with texts.
  • 4.2.F.1 — Students will expand their sight word vocabulary by reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity.

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.
  • K.RL.10 — Actively engage in group reading activities with purpose and understanding.

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.1.1.2.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.K.K — Actively engage in group reading activities with purpose and understanding.

Rhode Island

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

South Carolina

  • ELA.1.F.3.8 — Decode and encode words using: a. onset/rime; b. consonant blends (i.e., initial and final); c. consonant digraphs (i.e., ch, sh, th, wh, ph, ck); d. trigraphs (e.g., -tch, -dge)*; e. combination (i.e., qu); f. VCe; g. vowel r (e.g., ar, er, ir, or, ur); h. common inflectional endings that do not change the base word (e.g., -s, -ed); i. contractions with am, is, has, and not; j. hard and soft sounds of c and g (c=/k/ before a, o, u, or any consonant and c= /s/ before i, e, or y; g=/g/ before a, o, u, or any consonant and g=/j/ before i, e, or y) *; k. vowel y in the final position of one- and two-syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound (e.g., fly-my; baby-happy, myth-gym) *; l. words that follow the -ild, -ost, -old, -olt, and -ind patterns (e.g., mild, host, fold, jolt, kind); m. silent letter combinations (e.g., kn, wr, mb, gh, gn) *; n. words with final /f/, /l/, and /s/ sounds in one-syllable base words by doubling the final consonant when it follows a short vowel sound (e.g., cliff, hill, pass); and o. words with final /v/ sound, using knowledge that no English word ends with a v. (e.g. have, give, save).
  • 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.2.F.4 — Read and reread grade-appropriate texts with accuracy and expression at an appropriate rate to support comprehension. (FK 1.98-5.34 LF 420-820)

South Dakota

  • 1.RF.4.a — Read grade-level text with purpose and understanding.
  • 2.RF.4.a — Read grade-level text with purpose and understanding.
  • R.CCRA.10 — Read and comprehend complex literary and informational texts independently and proficiently.

Tennessee

  • 1.RL.RRTC.10 — With prompting and support, read stories and poems of appropriate complexity for grade 1.
  • 2.RL.RRTC.10 — Read and comprehend stories and poems throughout the grades 2-3 text complexity band proficiently, with scaffolding at the high end as needed.

Texas

  • 4.2A.vi — identifying and reading high-frequency words from a research-based list;

Utah

  • 1.R.3.i — Read and spell common irregular words.
  • 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.d — Blend words with 4-5 phonemes when reading.

Vermont

  • RF.1.4.a — Read on-level text with purpose and understanding.
  • RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
  • RF.2.4.a — Read on-level text with purpose and understanding.

Virginia

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

Washington

  • RF.1.4.a — Read on-level text with purpose and understanding.
  • 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.

Washington, D.C.

  • RF.1.4.a — Read on-level text with purpose and understanding.
  • RF.2.4.a — Read on-level text with purpose and understanding.
  • RF.2.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

West Virginia

  • ELA.1.18 — With prompting and support, read prose and poetry of appropriate complexity for grade 1 in literary texts.

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.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.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Wyoming

  • RF.1.4.a — Read on-level text with purpose and understanding.
  • RF.1.4.c — Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
  • RF.2.4.a — Read on-level text with purpose and understanding.