William The Conqueror -Biography (William The Conqueror)

  • Grade: Year 6
    Activity type: Interactive Activity
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William The Conqueror -Biography (William The Conqueror)

Course
English
Grade
Year 6
Section
Reading Comprehension
Outcome
Conquests of History (biography)
Activity Type
Interactive Activity
Activity ID
3173

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  • 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

  • Y5&6 – Year 5 and 6
    • Y5&6.R – Reading
      • They draw on knowledge and skills that include:

        • Y5&6.R.1 – Decoding texts fluently and accurately, using a range of reliable strategies

        • Y5&6.R.2 – Finding and learning the meanings of unknown vocabulary by using strategies such as applying their knowledge of how words work or seeking explanations in the text or in illustrations

        • Y5&6.R.4 – Recognising basic grammatical constructions and understanding how these affect meaning

        • Y5&6.R.5 – Identifying the specific language features and structures of many common continuous and non-continuous text types (including mixed text types)

  • 6 – Year 6
    • 6.RS – The reading standard
      • Key characteristics of texts that students read at this level

        • 6.RS.1 – The texts that students use to meet the reading demands of the curriculum at this level will often include:

          • 6.RS.1.a – Abstract ideas, in greater numbers than in texts at earlier levels, accompanied by concrete examples in the text that help support the students’ understanding

          • 6.RS.1.b – Some ideas and information that are conveyed indirectly and require students to infer by drawing on several related pieces of information in the text

          • 6.RS.1.c – Some information that is irrelevant to the identified purpose for reading (that is, some competing information), which students need to identify and reject as they integrate pieces of information in order to answer questions

          • 6.RS.1.e – Sentences that vary in length and in structure (for example, sentences that begin in different ways and different kinds of complex sentences with a number of subordinate clauses)

          • 6.RS.1.f – A significant amount of vocabulary that is unfamiliar to the students (including academic and content-specific words and phrases), which is generally explained in the text by words or illustrations

          • 6.RS.1.h – Illustrations, photographs, text boxes, diagrams, maps, charts, and graphs that clarify or extend the text and may require some interpretation.

This activity is not included in United Kingdom – National Curriculum.

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

  • 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.

        • RI.5.3 – Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in 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.5.7 – Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

        • RI.5.8 – Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

        • RI.5.9 – Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

      • 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.

    • SL.5 – Speaking & Listening
      • Literacy

        • SL.5.2 – Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

        • SL.5.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

          • SL.5.1.a – Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

          • SL.5.1.b – Follow agreed-upon rules for discussions and carry out assigned roles.

          • SL.5.1.c – Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

          • SL.5.1.d – Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

      • Literacy

        • SL.5.6 – Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

    • L.5 – Language
      • Literacy

        • L.5.6 – Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

        • 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.

      • Literacy

        • L.5.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

          • L.5.2.e – Spell grade-appropriate words correctly, consulting references as needed.

      • Literacy

        • L.5.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.

          • L.5.3.a – Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

    • RF.5 – Reading: Foundational Skills
      • Literacy

        • RF.5.3 – Know and apply grade-level phonics and word analysis skills in decoding words.

          • RF.5.3.a – Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

      • 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.

          • RF.5.4.b – Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

          • RF.5.4.c – Use context to confirm or self-correct word recognition and understanding, rereading as necessary.