Foundational Learning

for Accomplishing

 STEM and CORE Objectives


How does IBW-VTC prepare children for science, technology, engineering and math curriculums? Consider the words most often included in STEM standards:

OBSERVE               INVESTIGATE               DESCRIBE


The goal of STEM:



What broadens UNDERSTANDING? Questions.

UNDERSTANDING does not result from a SINGLE question

but with multiple questions posed sequentially,

formulated by analysis of previously acquired information.


When does formal education teach a child analytical and critical thinking skills? Grade 3.

When does IBW-VTC curriculum begin teaching these skills?  AGE 2.

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Young readers acquire the skills to meet STEM standards by reading IBW titles. IBW-VTC curriculum begins with children’s very first IBW story and continues in each subsequent title.

Having IBW-VTC titles read to them, preschoolers begin school not only with text literacy skills but also the readiness skills for STEM.

(Yes, STEM Readiness is a component of kindergarten curriculum.)

Reading IBW-VTC titles is similar to processing through a science experiment. In
K-grade 3 science experiments, outcomes are pre-determined. Meaning, the goal of the experiment is to teach the student process: observe, investigate, describe.

The process of drawing conclusions is based upon what is seen, analyzing in context, considering variables, and communicating with others what you conclude.  

The details OBSERVED during the experiment, might vary slightly from student-to-student in perception and analysis. However, at the end of the experiment, all students reach the same conclusion, based upon observable facts that portray the scientific narrative.

EXACTLY how the IBW-VTC reading process works.

While readers might note some variance in visual details, when the story is completed, ALL READERS  interpret the visual facts, reaching identical conclusions.

As in a science experiment, based on analysis of visual observation, visual text comprehension of reading IBW stories is pre-determined. Each reader interprets the visual facts in exactly the same way, drawing the same conclusion (visual text comprehension).

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IBW-VTC also teaches the skills necessary for meeting Common Core Standards.

For example, Core Kindergarten standards IBW-VTC curriculum supports:

CCSS.ELA-Literacy.RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).


CCSS.ELA-Literacy.RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.


CCSS.ELA-Literacy.W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).


CCSS.ELA-Literacy.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.


CCSS.ELA-Literacy.W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.


CCSS.ELA-Literacy.SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.


CCSS.ELA-Literacy.SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.


CCSS.ELA-Literacy.SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.


CCSS.ELA-Literacy.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.


CCSS.ELA-Literacy.L.K.1f Produce and expand complete sentences in shared language activities.


CCSS.ELA-Literacy.L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.


CCSS.ELA-Literacy.L.K.4a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).


CCSS.ELA-Literacy.L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings.


CCSS.ELA-Literacy.L.K.5d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.


CCSS.ELA-Literacy.L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.


(Yes, IBW-VTC supports grade levels in an equally thorough manner.)



IBW-VTC meets Core visual text requirements, using IBW storytelling in what we call nonfiction-fiction. In these series, facts are seamlessly woven throughout the worlds of fictional characters and conflicts.

In this manner, readers learn to discern fact from fiction by developing analytical and critical thinking skills, objectives of Core Curriculum’s informational text standards.

IBW’s nonfiction-fiction series help readers to evaluate fact and fiction, developing thinking skills for assessing the validity of informational text, while enjoying fictional storytelling text.


Please review our Spectrum of Series to see curriculum areas.


If you are interested in authoring IBW titles,

please consider applying for the IBW Boot Camp.


If you are an EDUCATOR and apply for IBW Boot Camp,

please tell us about your PreK-Grade 5 Experience.