一组理解卡，以帮助学生在阅读时做出预测。
能够做出预测是学生理解的重要理解策略。
这教学资源包括：
- five comprehension task cards; including a text to read and accompanying questions
- 一项丰富任务；学生利用自己的创造力制作与每个文本相关的产品
- 每个文本的问题工作表
- 老师的答案。
Popularcategories：
课程
ccss.ela-literacy.ri.1.4
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
ccss.ela-literacy.l.1.4。A
使用句子级上下文作为单词或短语含义的线索。
ccss.ela-literacy.rl.2.10
到今年年底，在2 - 3年级的文本复杂性乐队中，阅读和理解文献，包括故事和诗歌，并在范围的高端根据需要根据需要进行脚手架。
ccss.ela-literacy.rl.3.1
询问并回答问题以证明对文本的理解，并明确地将文本作为答案的基础。
ccss.ela-literacy.rl.3.10
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
ccss.ela-literacy.ri.3.1
询问并回答问题以证明对文本的理解，并明确地将文本作为答案的基础。
ccss.ela-literacy.rf.3.4.a
用目的和理解阅读成绩水平的文本。
ccss.ela-literacy.rl.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
ccss.ela-literacy.rl.4.10
到今年年底，在4 - 5年级的文本复杂性乐队中，阅读和理解文献，包括故事，戏剧和诗歌，并在范围的高端根据需要进行脚手架。
CCSS.ELA-LITERACY.RF.4.4.A
用目的和理解阅读成绩水平的文本。
ELAR 1.3(B)
Use illustrations and texts the student is able to read or hear to learn or clarify word meanings;
Elar 3.6（a）
建立读取分配和自我选择的文本的目的；
Elar 4.6（a）
建立读取分配和自我选择的文本的目的；
Elar 4.6(F)
提出推论并使用证据来支持理解；
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