An article and comprehension task celebrating women and Women's History Month.
In this article, students will read about various notable women in history. This is a great resource to use duringWomen’s History Month!
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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.
Read with sufficient accuracy and fluency to support comprehension.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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.
Read with sufficient accuracy and fluency to support comprehension.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate...
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...
Make inferences and use evidence to support understanding;
Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
写回答以证明对文本的理解，包括比较和对比各种来源的思想；
Use text evidence to support an appropriate response;
Explain the author's purpose and message within a text;
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate...
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...
Make inferences and use evidence to support understanding;
Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
写回答以证明对文本的理解，包括比较和对比各种来源的思想；
Use text evidence to support an appropriate response;
Explain the author's purpose and message within a text;
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...
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-leve...
Make inferences and use evidence to support understanding;
Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
Use text evidence to support an appropriate response;
Write responses that demonstrate understanding of texts, including comparing sources within and across genres;
Explain the author's purpose and message within a text;
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