I can support my thinking by using evidence from the text.Ĩ. I can identify the author’s purpose of A Bad Case of Stripes. I can support my thinking by using evidence from the text.ħ. I can identify the point of view of A Bad Case of Stripes. I can use the text to support my thinking.Ħ. I can use clues about the character’s actions, words, and feelings to make an inference. I can infer specific character traits about Camilla Cream. I can identify the character traits of Camilla Cream.ĥ.

Or, I can identify how Camilla’s actions contributed to the sequence of events.Ĥ. I can describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. I can explain how the main character grows and changes from the beginning to the end of the story.ģ. I can identify the main character in the story. I can identify a cause and effect relationship with Camilla Cream in the story A Bad Case of Stripes.Ģ. The following learning targets are included in this unit:ġ. The common core correlation is explicitly stated in this resource, suitable for grades 2-4. (You can also use this resource to support a basal program, guided reading lessons, or a read aloud.) All 13 lessons include colorful posters to display as anchor charts, as well as student reproducibles that accompany every lesson. There are 13 different ELA scripted lessons to guide your reading workshop instruction. A Bad Case of Stripes, by David Shannon, a book companion.

The bad case of stripes