William The Conqueror -Biography (William The Conqueror)

  • William The Conqueror -Biography (William The Conqueror)
  • Course: English
  • Grade: Year 6
  • Section: Reading Comprehension
  • Outcome: Conquests of History
  • Activity Type: Interactive Activity
  • Activity ID: 3173


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Australia – Australian Curriculum expand/collapse

  • Year 6
    • Language
      • Language for interaction

        • ACELA1517 – Understand the uses of objective and subjective language and bias

    • Literature
      • Responding to literature

        • ACELT1614 – Analyse and evaluate similarities and differences in texts on similar topics, themes or plots

    • Literacy
      • Texts in context

        • ACELY1708 – Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches

      • Interpreting, analysing, evaluating

        • ACELY1712 – Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings

        • ACELY1713 – Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts

New Zealand – National Standards expand/collapse

This activity is not included in New Zealand–National Standards

You can go to an overview of all the curricula here.

United Kingdom – National Curriculum expand/collapse

  • KS2 – Key Stage 2
    • KS2.En2 – Reading
      • Knowledge, skills and understanding

        • Language structure and variation

          • KS2.En2.6 – To read texts with greater accuracy and understanding, pupils should be taught to identify and comment on features of English at word, sentence and text level, using appropriate terminology [for example, how adjectives and adverbs contribute to overall effect, the use of varying sentence length and structure, connections between chapters or sections].

        • Understanding texts

          • KS2.En2.2 – Pupils should be taught to:

            • KS2.En2.2.a – Use inference and deduction

            • KS2.En2.2.b – Look for meaning beyond the literal

            • KS2.En2.2.c – Make connections between different parts of a text [for example, how stories begin and end, what has been included and omitted in information writing]

        • Reading for information

          • KS2.En2.3 – Pupils should be taught to:

            • KS2.En2.3.a – Scan texts to find information

            • KS2.En2.3.b – Skim for gist and overall impression

            • KS2.En2.3.c – Obtain specific information through detailed reading

            • KS2.En2.3.d – Draw on different features of texts, including print, sound and image, to obtain meaning

            • KS2.En2.3.f – Distinguish between fact and opinion [for example, by looking at the purpose of the text, the reliability of information]

        • Non-fiction and non-literary texts

          • KS2.En2.5 – To develop understanding and appreciation of non-fiction and non-literary texts, pupils should be taught to:

            • KS2.En2.5.a – Identify the use and effect of specialist vocabulary

            • KS2.En2.5.c – Recognise phrases and sentences that convey a formal, impersonal tone

            • KS2.En2.5.e – Understand the structural and organisational features of different types of text [for example, paragraphing, subheadings, links in hypertext]

            • KS2.En2.5.g – Engage with challenging and demanding subject matter.

    • KS2.En3 – Reading
      • Breadth of study

        • KS2.En3.9 – The range of purposes for writing should include:

          • KS2.En3.9.d – To review and comment on what has been read, seen or heard, focusing on both the topic and the writer's view of it.

United States – Common Core State Standards expand/collapse

  • 5 – Grade 5
    • RI.5 – Reading: Informational Text
      • Literacy

        • RI.5.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

        • RI.5.2 – Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

      • Literacy

        • RI.5.4 – Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

        • RI.5.6 – Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

      • 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.

    • RF.5 – Reading: Foundational Skills
      • Literacy

        • RF.5.4 – Read with sufficient accuracy and fluency to support comprehension.

          • RF.5.4.a – Read grade-level text with purpose and understanding.

    • L.5 – Language
      • 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.

          • L.5.4.a – Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.