A comprehension task to use when learning about Brooke Boney.
This teaching resource profiles Gamilaroi woman and Australian journalist Brooke Boney.
Use the drop-down menu to choose between the PDF or Google Slides version.
Free teaching resource
Inspirational Woman Profile: Brooke Boney – Comprehension Worksheet
Google Slide, PDF
| 3
pages
| Grades:
4 - 6
Curriculum
CCSS.ELA-LITERACY.RI.4.10
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-LITERACY.RF.4.4.A
Read grade-level text with purpose and understanding.
CCSS.ELA-LITERACY.RF.4.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CCSS.ELA-LITERACY.L.4.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.RI.5.10
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.RF.5.4.A
Read grade-level text with purpose and understanding.
CCSS.ELA-LITERACY.RF.5.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CCSS.ELA-LITERACY.L.5.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.L.6.4.A
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
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.
ELAR 3.5
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and rea...
ELAR 4.3(B)
Use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;
ELAR 4.5
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and rea...
ELAR 4.6(A)
Establish purpose for reading assigned and self-selected texts;
ELAR 4.6(F)
Make inferences and use evidence to support understanding;
ELAR 4.6(I)
Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
ELAR 4.7(A)
Describe personal connections to a variety of sources, including self-selected texts;
ELAR 4.7(B)
Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;
ELAR 4.7(C)
Use text evidence to support an appropriate response;
ELAR 4.7(E)
Interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
ELAR 4.7(G)
Discuss specific ideas in the text that are important to the meaning.
ELAR 5.3(B)
Use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;
ELAR 5.5
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and rea...
ELAR 5.6(A)
Establish purpose for reading assigned and self-selected texts;
ELAR 5.6(F)
Make inferences and use evidence to support understanding;
ELAR 5.6(I)
Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
ELAR 5.7(A)
Describe personal connections to a variety of sources, including self-selected texts;
ELAR 5.7(B)
Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;
ELAR 5.7(C)
Use text evidence to support an appropriate response;
ELAR 5.7(E)
Interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
ELAR 5.7(G)
Discuss specific ideas in the text that are important to the meaning.
ELAR 6.4
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read indepe...
ELAR 6.2(B)
Use context such as definition, analogy, and examples to clarify the meaning of words;
ELAR 6.5(A)
Establish purpose for reading assigned and self-selected text;
ELAR 6.5(I)
Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
ELAR 6.6(C)
Use text evidence to support an appropriate response;
ELAR 6.6(B)
Write responses that demonstrate understanding of texts, including comparing sources within and across genres;
Social Studies 3.11
Culture. The student understands the role of heroes in shaping the culture of communities, the state, and the nation. The student is expected to:
Author
Cassie (Teach Starter)
Designed by Boaz Paz
Teach Starter Publishing
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