Funny Bone Readers: Developing Character Content Unit Report · Funny Bone Readers: Developing...

Funny Bone Readers: Developing CharacterContent Unit Report

Grades: K, 1, 2, 3States: Common Core State Standards K-12

Fun in the MudSummary: Standards Correlation to FUN IN THE MUD It's another beautiful day on the farm and Pig wants toplay in the mud. But when his friends decide to join him, Pig isn't ready to share the fun. 16pp RCP-151(978-1-936163-02-1)

Common Core State Standards K-12

Language Arts

Grade: K - Adopted 2010

STRAND / DOMAIN CC.K.RL. Reading Standards for Literature

CATEGORY / CLUSTER Key Ideas and Details

STANDARD K.RL.1. With prompting and support, ask and answerquestions about key details in a text.

STANDARD K.RL.3. With prompting and support, identify characters,settings, and major events in a story.


CATEGORY / CLUSTER Integration of Knowledge and Ideas

STANDARD K.RL.9.With prompting and support, compare and contrast theadventures and experiences of characters in familiarstories.

STRAND / DOMAIN CC.K.RI. Reading Standards for Informational Text


STANDARD K.RI.1. With prompting and support, ask and answerquestions about key details in a text.


CATEGORY / CLUSTER Craft and Structure

STANDARD K.RI.4. With prompting and support, ask and answerquestions about unknown words in a text.

STRAND / DOMAIN CC.K.RF. Reading Standards: Foundational Skills

CATEGORY / CLUSTER Phonics and Word Recognition

STANDARD K.RF.3. Know and apply grade-level phonics and wordanalysis skills in decoding words.

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


CATEGORY / CLUSTER Fluency

STANDARD K.RF.4. Read emergent-reader texts with purpose andunderstanding.

STRAND / DOMAIN CC.CCRA-R. College and Career Readiness Anchor Standards forReading


STANDARD CCRA-R.2.Determine central ideas or themes of a text andanalyze their development; summarize the keysupporting details and ideas.

STANDARD CCRA-R.3. Analyze how and why individuals, events, and ideasdevelop and interact over the course of a text.


CATEGORY / CLUSTER Range of Reading and Level of Text Complexity

STANDARD CCRA-R.10. Read and comprehend complex literary andinformational texts independently and proficiently.

STRAND / DOMAIN CC.CCRA-W. College and Career Readiness Anchor Standards forWriting

CATEGORY / CLUSTER Research to Build and Present Knowledge

STANDARD CCRA-W.9. Draw evidence from literary or informational texts tosupport analysis, reflection, and research.

STRAND / DOMAIN CC.K.L. Language Standards

CATEGORY / CLUSTER Vocabulary Acquisition and Use

STANDARD K.L.4.Determine or clarify the meaning of unknown andmultiple-meaning words and phrases based onkindergarten reading and content.

EXPECTATION K.L.4.a.Identify new meanings for familiar words and applythem accurately (e.g., knowing duck is a bird andlearning the verb to duck).



STANDARD K.L.5. With guidance and support from adults, explore wordrelationships and nuances in word meanings.

EXPECTATION K.L.5.c. Identify real-life connections between words and theiruse (e.g., note places at school that are colorful).

STRAND / DOMAIN CC.CCRA-L. College and Career Readiness Anchor Standards forLanguage


STANDARD CCRA-L.4.

Determine or clarify the meaning of unknown andmultiple-meaning words and phrases by using contextclues, analyzing meaningful word parts, andconsulting general and specialized reference materials,as appropriate.

STANDARD CCRA-L.5. Demonstrate understanding of word relationships andnuances in word meanings.

Grade: 1 - Adopted 2010

STRAND / DOMAIN CC.1.RL. Reading Standards for Literature


STANDARD 1.RL.1. Ask and answer questions about key details in a text.

STANDARD 1.RL.2. Retell stories, including key details, and demonstrateunderstanding of their central message or lesson.

STANDARD 1.RL.3. Describe characters, settings, and major events in astory, using key details.

STRAND / DOMAIN CC.1.RI. Reading Standards for Informational Text


STANDARD 1.RI.1. Ask and answer questions about key details in a text.

STRAND / DOMAIN CC.1.RF. Reading Standards: Foundational Skills


STANDARD 1.RF.3. Know and apply grade-level phonics and wordanalysis skills in decoding words.

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

EXPECTATION 1.RF.3.g. Recognize and read grade-appropriate irregularlyspelled words.



STANDARD 1.RF.4. Read with sufficient accuracy and fluency to supportcomprehension.

EXPECTATION 1.RF.4.c. Use context to confirm or self-correct wordrecognition and understanding, rereading as necessary.











STRAND / DOMAIN CC.1.L. Language Standards


STANDARD 1.L.4. Determine or clarify the meaning of unknown andmultiple-meaning words and phrases based on grade 1reading and content, choosing flexibly from an array

of strategies.

EXPECTATION 1.L.4.a. Use sentence-level context as a clue to the meaning ofa word or phrase.



STANDARD 1.L.5.With guidance and support from adults, demonstrateunderstanding of word relationships and nuances inword meanings.

EXPECTATION 1.L.5.b.Define words by category and by one or more keyattributes (e.g., a duck is a bird that swims; a tiger is alarge cat with stripes).

EXPECTATION 1.L.5.c. Identify real-life connections between words and theiruse (e.g., note places at home that are cozy).



STANDARD CCRA-L.4.






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

STANDARD 2.RL.3. Describe how characters in a story respond to majorevents and challenges.



STANDARD 2.RL.6.Acknowledge differences in the points of view ofcharacters, including by speaking in a different voicefor each character when reading dialogue aloud.



STANDARD 2.RL.7.Use information gained from the illustrations andwords in a print or digital text to demonstrateunderstanding of its characters, setting, or plot.



STANDARD 2.RL.10. By the end of the year, read and comprehend

literature, including stories and poetry, in the grades2-3 text complexity band proficiently, withscaffolding as needed at the high end of the range.




EXPECTATION 2.RF.3.e. Identify words with inconsistent but commonspelling-sound correspondences.

EXPECTATION 2.RF.3.f. Recognize and read grade-appropriate irregularlyspelled words.

















STANDARD 2.L.4.

Determine or clarify the meaning of unknown andmultiple-meaning words and phrases based on grade 2reading and content, choosing flexibly from an arrayof strategies.




STANDARD 2.L.5. Demonstrate understanding of word relationships andnuances in word meanings.

EXPECTATION 2.L.5.a. Identify real-life connections between words and theiruse (e.g., describe foods that are spicy or juicy).



STANDARD CCRA-L.4.






STANDARD 3.RL.1.Ask and answer questions to demonstrateunderstanding of a text, referring explicitly to the textas the basis for the answers.

STANDARD 3.RL.2.

Recount stories, including fables, folktales, and mythsfrom diverse cultures; determine the central message,lesson, or moral and explain how it is conveyedthrough key details in the text.

STANDARD 3.RL.3.Describe characters in a story (e.g., their traits,motivations, or feelings) and explain how their actionscontribute to the sequence of events.



STANDARD 3.RL.5.

Refer to parts of stories, dramas, and poems whenwriting or speaking about a text, using terms such aschapter, scene, and stanza; describe how eachsuccessive part builds on earlier sections.



STANDARD 3.RL.10.

By the end of the year, read and comprehendliterature, including stories, dramas, and poetry, at thehigh end of the grades 2-3 text complexity bandindependently and proficiently.



STANDARD 3.RI.1.Ask and answer questions to demonstrateunderstanding of a text, referring explicitly to the textas the basis for the answers.




EXPECTATION 3.RF.3.c. Decode multisyllable words.

EXPECTATION 3.RF.3.d. Read grade-appropriate irregularly spelled words.

















STANDARD 3.L.4.

Determine or clarify the meaning of unknown andmultiple-meaning word and phrases based on grade 3reading and content, choosing flexibly from a range ofstrategies.





EXPECTATION 3.L.5.a. Distinguish the literal and nonliteral meanings of

words and phrases in context (e.g., take steps).

EXPECTATION 3.L.5.b. Identify real-life connections between words and theiruse (e.g., describe people who are friendly or helpful).



STANDARD CCRA-L.4.



Helping HandsSummary: Standards Correlation to HELPING HANDS Giving a helping hand to others comes easily to Ochothe Octopus. It should; he has eight hands to offer. Ocho learns that kindness gets returned by those he helps.16pp RCP-236 (978-1-936163-10-6)


Language Arts










































STANDARD CCRA-L.4.



























STANDARD CCRA-R.10. Read and comprehend complex literary and

informational texts independently and proficiently.






STANDARD 1.L.4.










STANDARD CCRA-L.4.
















STANDARD 2.RL.10.

By the end of the year, read and comprehendliterature, including stories and poetry, in the grades2-3 text complexity band proficiently, withscaffolding as needed at the high end of the range.






















STANDARD 2.L.4.









STANDARD CCRA-L.4.







STANDARD 3.RL.2.





STANDARD 3.RL.5.




STANDARD 3.RL.10.


























STANDARD 3.L.4.






EXPECTATION 3.L.5.a. Distinguish the literal and nonliteral meanings ofwords and phrases in context (e.g., take steps).




STANDARD CCRA-L.4.



Let's Bee FriendsSummary: Standards Correlation to LET'S BEE FRIENDS When Bear discovers a Bee on his back, he's not atall sure he wants to become Bee's friend. But Bear learns that being a good friend comes with sweet rewards.16pp RCP-182 (978-1-936163-05-2)


Language Arts
















STANDARD CCRA-L.4.

































STANDARD 1.L.4.










STANDARD CCRA-L.4.
















STANDARD 2.RL.10.























STANDARD 2.L.4.









STANDARD CCRA-L.4.







STANDARD 3.RL.2.


STANDARD 3.RL.3.

Describe characters in a story (e.g., their traits,motivations, or feelings) and explain how their actionscontribute to the sequence of events.



STANDARD 3.RL.5.




STANDARD 3.RL.10.




















STANDARD CCRA-R.10.

Read and comprehend complex literary andinformational texts independently and proficiently.






STANDARD 3.L.4.










STANDARD CCRA-L.4.



Lying AroundSummary: Standards Correlation to LYING AROUND When Leon the lion is asked about his friends missingitems, Leon decides not to tell the truth. Then something happens and Leon's lies are out in the open foreveryone to see. 16pp RCP-243 (978-1-936163-04-5)


Language Arts















STANDARD CCRA-L.4.
















EXPECTATION 1.RF.3.g. Recognize and read grade-appropriate irregularly

spelled words.

















STANDARD 1.L.4.








STRAND / DOMAIN CC.CCRA-L. College and Career Readiness Anchor Standards for

Language


STANDARD CCRA-L.4.
















STANDARD 2.RL.10.









STANDARD 2.RF.4.

Read with sufficient accuracy and fluency to supportcomprehension.














STANDARD 2.L.4.









STANDARD CCRA-L.4.


STANDARD CCRA-L.5.

Demonstrate understanding of word relationships andnuances in word meanings.





STANDARD 3.RL.2.





STANDARD 3.RL.5.




STANDARD 3.RL.10.


























STANDARD 3.L.4.










STANDARD CCRA-L.4.



Miss Moo Goes to the BeachSummary: Standards Correlation MISS MOO GOES TO THE BEACH A day at the beach with a friendsounds like a good idea. But when Miss Moo brings all the wrong things with her, the problems it createsbecome more than her friend can handle. 16pp RCP-229 (978-1-936163-09-0)


Language Arts










































STANDARD CCRA-L.4.

































STANDARD 1.L.4.










STANDARD CCRA-L.4.
















STANDARD 2.RL.10.























STANDARD 2.L.4.









STANDARD CCRA-L.4.







STANDARD 3.RL.2.





STANDARD 3.RL.5.




STANDARD 3.RL.10.


























STANDARD 3.L.4.










STANDARD CCRA-L.4.



Silly Tilly and the Royal RulesSummary: Standards Correlation to SILLY TILLY AND THE ROYAL RULES Princess Tilly thinks thecastle rules are silly. But when she breaks one, chaos breaks out. Tilly's wise brother, Prince Willy comes tothe rescue, and the princess learns why rules are important. 16pp RCP-250 (978-1-936163-12-0)


Language Arts










































STANDARD CCRA-L.4.




STANDARD 1.L.4.










STANDARD CCRA-L.4.
















STANDARD 2.RL.10.























STANDARD 2.L.4.


EXPECTATION 2.L.4.a. Use sentence-level context as a clue to the meaning of

a word or phrase.







STANDARD CCRA-L.4.







STANDARD 3.RL.2.





STANDARD 3.RL.5.




STANDARD 3.RL.10.




STANDARD 3.RI.1.

Ask and answer questions to demonstrateunderstanding of a text, referring explicitly to the textas the basis for the answers.






















STANDARD 3.L.4.










STANDARD CCRA-L.4.



Space CatSummary: Standards Correlation to SPACE CAT Cat has always wanted to go into space. Dog doesn't thinkCat can do it. But Cat keeps pursuing her dream and teaches Dog a lesson about perseverance. 16pp RCP-212(978-1-936163-08-3)


Language Arts
















STANDARD CCRA-L.4.

































STANDARD 1.L.4.










STANDARD CCRA-L.4.
















STANDARD 2.RL.10.























STANDARD 2.L.4.









STANDARD CCRA-L.4.







STANDARD 3.RL.2.





STANDARD 3.RL.5.




STANDARD 3.RL.10.


























STANDARD 3.L.4.










STANDARD CCRA-L.4.



Squid and PicklesSummary: Standards Correlation to SQUID AND PICKLES Roy uses bad manners with his friends Helen andEthan. So his friends team up to teach Roy a lesson. 16pp RCP-199 (978-1-936163-06-9)


Language Arts
















STANDARD CCRA-L.4.

































STANDARD 1.L.4.










STANDARD CCRA-L.4.
















STANDARD 2.RL.10.























STANDARD 2.L.4.









STANDARD CCRA-L.4.







STANDARD 3.RL.2.


STANDARD 3.RL.3.

Describe characters in a story (e.g., their traits,motivations, or feelings) and explain how their actionscontribute to the sequence of events.



STANDARD 3.RL.5.




STANDARD 3.RL.10.




















STANDARD CCRA-R.10.

Read and comprehend complex literary andinformational texts independently and proficiently.






STANDARD 3.L.4.










STANDARD CCRA-L.4.



The Best Birthday GiftSummary: Standards Correlation to THE BEST BIRTHDAY GIFT Nate wants to take his Nana a birthdaycake and bouquet. He picks flowers. His Mom helps him make a cake. But he doesn't listen and it all adds upto no gift for Nana. Then Nana helps Nate realize the best gift he can give someone is to truly listen. 16ppRCP-168 (978-1-936163-03-8)


Language Arts















STANDARD CCRA-L.4.
















EXPECTATION 1.RF.3.g. Recognize and read grade-appropriate irregularly

spelled words.

















STANDARD 1.L.4.








STRAND / DOMAIN CC.CCRA-L. College and Career Readiness Anchor Standards for

Language


STANDARD CCRA-L.4.
















STANDARD 2.RL.10.









STANDARD 2.RF.4.

Read with sufficient accuracy and fluency to supportcomprehension.














STANDARD 2.L.4.









STANDARD CCRA-L.4.


STANDARD CCRA-L.5.

Demonstrate understanding of word relationships andnuances in word meanings.





STANDARD 3.RL.2.





STANDARD 3.RL.5.




STANDARD 3.RL.10.


























STANDARD 3.L.4.










STANDARD CCRA-L.4.



The Clean TeamSummary: Standards Correlation to THE CLEAN TEAM Someone is leaving their trash all over town. NeatNick tries to keep up with the garbage-tossing trouble maker but it's dirty work. Sloppy Joe has to decide tojoin Nick on the Clean Team or continue his sloppy ways. 16pp RCP-267 (978-1-936163-13-7)


Language Arts










































STANDARD CCRA-L.4.

































STANDARD 1.L.4.










STANDARD CCRA-L.4.
















STANDARD 2.RL.10.























STANDARD 2.L.4.









STANDARD CCRA-L.4.







STANDARD 3.RL.2.





STANDARD 3.RL.5.




STANDARD 3.RL.10.


























STANDARD 3.L.4.










STANDARD CCRA-L.4.



The Magic WordsSummary: Standards Correlation to THE MAGIC WORDS When Scruff has had it with the fleas, he tries andtries to get them to leave. But two cats come along with the right words that get the fleas attention. 16ppRCP-205 (978-1-936163-07-6)


Language Arts










































STANDARD CCRA-L.4.




STANDARD 1.L.4.










STANDARD CCRA-L.4.
















STANDARD 2.RL.10.























STANDARD 2.L.4.


EXPECTATION 2.L.4.a. Use sentence-level context as a clue to the meaning of

a word or phrase.







STANDARD CCRA-L.4.







STANDARD 3.RL.2.





STANDARD 3.RL.5.




STANDARD 3.RL.10.




STANDARD 3.RI.1.

Ask and answer questions to demonstrateunderstanding of a text, referring explicitly to the textas the basis for the answers.






















STANDARD 3.L.4.










STANDARD CCRA-L.4.



Turbo Turtle to the RescueSummary: Standards Correlation to TURBO TURTLE TO THE RESCUE When the bunny troop is bullied byDuck Girl, the call goes out for help. It's Turbo Turtle to the rescue. 16pp RCP-243 (978-1-936163-11-3)


Language Arts
















STANDARD CCRA-L.4.



























STANDARD CCRA-R.10. Read and comprehend complex literary and

informational texts independently and proficiently.






STANDARD 1.L.4.










STANDARD CCRA-L.4.
















STANDARD 2.RL.10.























STANDARD 2.L.4.









STANDARD CCRA-L.4.







STANDARD 3.RL.2.





STANDARD 3.RL.5.




STANDARD 3.RL.10.


























STANDARD 3.L.4.










STANDARD CCRA-L.4.



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