Series

Storyline Online

102 episodes

Picture books read aloud by working actors, produced by the SAG-AFTRA Foundation, with each book's original illustrations animated behind the reading. Sean Astin takes A Bad Case of Stripes, Sarah Silverman a story told twice from opposite points of view, Al Gore reads William Steig's Brave Irene, and Bob Odenkirk voices a boy who says exactly what he thinks and learns what that costs. Most run seven to sixteen minutes. The range is what makes it useful in a classroom: point of view, honesty against kindness, school integration during the civil rights era, dyslexia, a starling who would rather read than fly.

what this series covers

What Storyline Online covers

102 episodes in the library, tagged for Pre-K–6th. Heaviest coverage: Reading & Writing (ELA), Social-Emotional Learning and Social Studies. Between them they line up with 62 distinct standards across 7 frameworks.

Episodes per grade

Pre-K: 59
K: 87
1st: 100
2nd: 101
3rd: 80
4th: 15
5th: 10
6th: 1

Episodes per subject

Reading & Writing (ELA): 102
Social-Emotional Learning: 66
Social Studies: 25
Science: 6
Health: 5
Music: 5
Art: 3
Technology: 1

NGSS (Science) 1

K-LS1-1Use observations to describe patterns of what plants and animals (including humans) need to survive.

Common Core — ELA 10

RL.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.3.7Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words of a story.
RL.1.7Use illustrations and details in a story to describe its characters, setting, or events.
RL.2.7Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
RL.K.7With prompting and support, describe the relationship between illustrations and the story in which they appear.
RL.4.7Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions.

+ 4 more

RL.5.7Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text.
RL.1.6Identify who is telling the story at various points in a text.
RL.1.4Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
RL.2.4Describe how words and phrases supply rhythm and meaning in a story, poem, or song.

Social Studies (C3 / NCSS) 8

D2.Civ.14.3-5Illustrate historical and contemporary means of changing society.
D2.His.4.3-5Explain why individuals and groups during the same historical period differed in their perspectives.
D2.Civ.2.K-2Explain how all people, not just official leaders, play important roles in a community.
D2.Civ.6.3-5Describe ways in which people benefit from and are challenged by working together, including through families, workplaces, voluntary organizations, and government.
D2.Geo.2.3-5Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.
D2.Geo.5.3-5Explain how the cultural and environmental characteristics of places change over time.

+ 2 more

D2.Geo.6.K-2Identify some cultural and environmental characteristics of specific places.
D2.His.2.3-5Compare life in specific historical time periods to life today.

National Core Arts 6

MU:Re7.2.3aDemonstrate and describe how a response to music can be informed by the structure, the use of the elements of music, and context.
MU:Cn10.0.5aDemonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
MU:Re8.1.4aDemonstrate and explain how the expressive qualities are used in performers' interpretations to reflect expressive intent.
VA:Cr1.1.3Elaborate on an imaginative idea.
VA:Re7.2.3Determine messages communicated by an image.
VA:Re9.1.5Recognize differences in criteria used to evaluate works of art depending on styles, genres, and media.

CASEL (Social-Emotional) 30

CASEL.SOA.2Demonstrate empathy and compassion for others.
CASEL.SA.3Recognize your own strengths, interests, and the assets you bring from your family and culture.
CASEL.RS.5Resist negative social pressure.
CASEL.SA.1Name your own feelings and notice how they change during the day.
CASEL.SA.6Hold a growth mindset: treat effort, practice, and mistakes as how ability grows.
CASEL.RDM.6Reflect on your role in the well-being of your family, classroom, and community.

+ 24 more

CASEL.RS.2Build and keep positive relationships and friendships.
CASEL.RDM.1Demonstrate curiosity and open-mindedness.
CASEL.RS.4Resolve conflicts constructively — talk it out, repair, compromise.
CASEL.SA.5Show self-confidence — believe you can do hard things and take on a challenge.
CASEL.SA.7Develop interests and a sense of purpose — identify what matters to you and why.
CASEL.SM.2Use calming and stress-management strategies (deep breaths, a break, asking for space).
CASEL.SM.3Show self-discipline and self-motivation — keep working when a task gets hard or boring.
CASEL.SM.6Show the courage to take initiative — start something, try, or speak up first.
CASEL.RS.7Seek help when you need it and offer help when someone else does.
CASEL.RS.9Show respect and cultural competency across differences in background, language, and ability.
CASEL.SA.4Show honesty and integrity, including admitting mistakes.
CASEL.SM.1Manage strong emotions and impulses instead of acting on them right away.
CASEL.SOA.5Understand and express gratitude.
CASEL.RDM.2Identify solutions to personal and social problems.
CASEL.RDM.3Make a reasoned judgment after looking at the information, facts, and evidence.
CASEL.RDM.4Anticipate and evaluate the consequences of your actions before you act.
CASEL.RS.1Communicate clearly and listen actively.
CASEL.RS.3Practice teamwork and solve problems collaboratively.
CASEL.SOA.3Show concern for other people's feelings and respond to them with care.
CASEL.SOA.6Identify the different rules and norms groups follow, including ones that are unfair.
CASEL.RS.8Stand up for the rights of others.
CASEL.SM.5Use planning and organizational skills to break a task into steps and manage time and materials.
CASEL.SOA.1Take another person's perspective — describe a situation as they would see it.
CASEL.SOA.4Recognize strengths in others and say what you appreciate about them.

National Health Education 5

NHES.1.2.6List ways to take part in healthy practices, such as brushing teeth daily.
NHES.1.2.1Recognize that health has several dimensions — physical, social, emotional, and intellectual.
NHES.1.2.2Identify benefits of practicing health-promoting behaviors.
NHES.3.2.5Discuss reasons for going to a health appointment (eye doctor, dentist, pediatrician).
NHES.4.2.6Communicate kindness, empathy, compassion, and care toward others.

ISTE (Technology) 2

ISTE.1.4.cPrototypes: build, test, and improve prototypes through cycles of revision.
ISTE.1.4.dOpen-ended problems: stick with problems that have no single right answer.

Every episode is vetted and tagged before it goes in. Pick your state in the filters above to see your own state’s codes alongside these.

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