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Kindergarten Grade 1 Grade 2

Pirate Island.

Name: Pirate Island.
Brand: The Fidget Games
SKU: TFG-PIRATE-V1
Price: 34.99 CAD
Availability: InStock

$34.99

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What's Inside The Box

Kindergarten 18 Clue Cards

1st Grade 18 Clue Cards

2nd Grade 18 Clue Cards

12 Detail Cards

64 Pirate's Secret Cards

Pirate's Secret Envelope

Game Board

Instructions

4 Player Pawns

1 Die

1 Pirate Pawn

18 Tokens

Skills Covered After 30 Days

Identify and describe story characters, settings, and major events
Develop the ability to sequence and retell events from a story
Strengthen comprehension skills through questioning and discussion
Practice making inferences using text clues and background knowledge
Build critical thinking by connecting details to story's meaning

Key Features

2 to 4 players
Ages 5 to 8 (Kindergarten - Grade 2)
Quick and Easy Play (20 min)

Educational Standards

BEST

ELA.K.R.1.1 Describe the main character(s), setting, and important events in a story.
ELA.1.R.1.1 Identify and describe the main story elements in a story.
ELA.2.R.1.1 Identify plot structure and describe main story elements in a literary text.
ELA.K12.EE.3.1 Make inferences to support comprehension.

Common Core

CCSS.ELA-LITERACY.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details.
CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RL.2.3 Describe how characters in a story respond to major events and challenges.
CCSS.ELA-LITERACY.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.

TEKS

K.7B: Identify and describe the main character(s). K.7D: Describe the setting. K.7C: Describe the elements of plot development, including the main events, the problem, and the resolution for texts read aloud with adult assistance.
1.8B: Describe the main character(s) and the reason(s) for their actions. 1.8C: Describe plot elements, including the main events, the problem, and the resolution, for texts read aloud and independently. 1.8D: Describe the setting.
2.6F: Make inferences and use evidence to support understanding. 2.8B: Describe the main character's (characters') internal and external traits. 2.8C: Describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently.

Ontario

Grade 3-C1.1 read and comprehend various texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge
Grade 3- C1.3 identify some text patterns, such as order of importance and cause and effect, and text features, such as headings and an index, associated with various text forms, and explain how they help readers, listeners, and viewers understand the meaning
Grade 3- C2.6 identify the main idea in a simple text, and relate important details in sequence
Grade 3- C3.2 make inferences using stated and implied information and ideas to understand texts
Grade 4- C1.1 read and comprehend various texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge
Grade 4- C2.6 summarize the main idea of a text and the supporting details in sequence, and draw a simple conclusion
Grade 4- C3.2 make local and global inferences, using explicit and implicit evidence, to extend their understanding of various texts
Grade 5- C1.1 read and comprehend various texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge
Grade 5- C2.6 summarize the main idea of a text and the supporting details in sequence, and draw a well-supported conclusion
Grade 5- C3.2 make local and global inferences, using explicit and implicit evidence, to extend their understanding of various texts

Grade 3- Explain the role that story plays in personal, family, and community identity
Grade 3- Recognize the structure and elements of story
Grade 3- Story/text: elements of story
Grade 3- Strategies and processes: reading strategies
Grade 4- Use a variety of comprehension strategies before, during, and after reading, listening, or viewing to deepen understanding of text
Grade 4- Story/text: literary elements
Grade 4- Strategies and processes: reading strategies
Grade 5- Use a variety of comprehension strategies before, during, and after reading, listening, or viewing to guide inquiry and deepen understanding of text
Grade 5- Strategies and processes: reading strategies

Alberta

Grade 3- Students analyze text and make connections to personal experiences to support meaning.
Grade 4- Students investigate strategies and connections that support text comprehension.
Grade 5- Students analyze information, contexts, and perspectives using a variety of comprehension strategies.

Manitoba

Grade 3- Select from and use a variety of strategies.
Grade 3- Be aware of and articulate the ways that one engages with text.
Grade 4- Select from and use a variety of strategies.
Grade 4- Be aware of and articulate the ways that one engages with text.
Grade 5- Select from and use a variety of strategies.
Grade 5- Be aware of and articulate the ways that one engages with text.

New Brunswick

Grade 3- Construct meaning from printed text when reading independently.
Grade 4- Construct meaning from printed text when reading independently.
Grade 5- Construct meaning from printed text when reading independently.

Newfoundland & Labrador

Grade 3- GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts. 18.0 use strategies to make sense of texts
Grade 4- GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts. 4.4 use strategies to make sense of texts
Grade 5- GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts. 4.6 use a variety of comprehension strategies

Nova Scotia

Grade 3- Learners will demonstrate a variety of ways to comprehend and select from a range of culturally diverse texts.
Grade 4- SCO 4.2 -read widely and experience a variety of children’s literature with an emphasis in genre and authors
Grade 5- SCO 4.2 -read widely and experience a variety of children’s literature with an emphasis in genre and authors

Prince Edward Island

Grade 3- Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.
Grade 4- Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.
Grade 5- Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.

Saskatchewan

Grade 3- CR3.4 Read fluently and demonstrate comprehension of grade-appropriate fiction, script, poetry, and non-fiction from various cultures (including First Nations and Métis) and countries (including Canada) and explain reactions and connections to texts read.
Grade 4- CR4.4 Read for various purposes and demonstrate comprehension of grade-appropriate fiction (including stories and novels), scripts, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures including First Nations and Métis and countries (including Canada).
Grade 5- CR5.4 Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction, script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures including First Nations, Métis, and Inuit and countries (including Canada).

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