Updated: 05 Oct 2023
A comprehension task paired with a text about Inauguration Day.
Editable: Google Slides
Non-Editable: PDF
Pages: 3 Pages
Grades: 4 - 6
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.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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.
Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
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.
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...
Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;
Use text evidence to support an appropriate response;
Interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
Respond using newly acquired vocabulary as appropriate; and
Explain the author's purpose and message within a text;
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student...
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...
Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;
Use text evidence to support an appropriate response;
Interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
Explain the author's purpose and message within a text;
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student...
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...
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;
Interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
Explain the author's purpose and message within a text;
A comprehension task paired with a text about Inauguration Day.
In this text, students will learn about Inauguration Day and some of its history.
This resource includes:
Use the drop-down menu to choose between the PDF or Google Slide versions.
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.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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.
Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
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.
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...
Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;
Use text evidence to support an appropriate response;
Interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
Respond using newly acquired vocabulary as appropriate; and
Explain the author's purpose and message within a text;
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student...
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...
Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources;
Use text evidence to support an appropriate response;
Interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
Explain the author's purpose and message within a text;
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student...
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...
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;
Interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
Explain the author's purpose and message within a text;
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