Updated: 11 May 2023
A comprehension task to use when learning about Yuna Kim.
Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
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 grade-level text with purpose and understanding.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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.
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 grade-level text with purpose and understanding.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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.
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.
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.
Use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;
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...
Establish purpose for reading assigned and self-selected texts;
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.
Describe personal connections to a variety of sources, including self-selected texts;
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;
Discuss specific ideas in the text that are important to the meaning.
Features such as pronunciation guides and diagrams to support understanding; and
Use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;
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...
Establish purpose for reading assigned and self-selected texts;
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.
Describe personal connections to a variety of sources, including self-selected texts;
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;
Discuss specific ideas in the text that are important to the meaning.
Features such as insets, timelines, and sidebars to support understanding; and
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...
Use context such as definition, analogy, and examples to clarify the meaning of words;
Establish purpose for reading assigned and self-selected text;
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;
Features such as introduction, foreword, preface, references, or acknowledgements to gain background information;
A comprehension task to use when learning about Yuna Kim.
This teaching resource profiles Korean athlete Yuna Kim.
Yuna Kim is an Olympic gold medalist, a philanthropist, and UNICEF Goodwill Ambassador.
Use the drop-down menu to choose between the PDF or Google Slides version.
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 grade-level text with purpose and understanding.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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.
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 grade-level text with purpose and understanding.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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.
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.
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.
Use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;
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...
Establish purpose for reading assigned and self-selected texts;
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.
Describe personal connections to a variety of sources, including self-selected texts;
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;
Discuss specific ideas in the text that are important to the meaning.
Features such as pronunciation guides and diagrams to support understanding; and
Use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;
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...
Establish purpose for reading assigned and self-selected texts;
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.
Describe personal connections to a variety of sources, including self-selected texts;
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;
Discuss specific ideas in the text that are important to the meaning.
Features such as insets, timelines, and sidebars to support understanding; and
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...
Use context such as definition, analogy, and examples to clarify the meaning of words;
Establish purpose for reading assigned and self-selected text;
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;
Features such as introduction, foreword, preface, references, or acknowledgements to gain background information;
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