Alexander Graham Bell -Biography (Alexander Graham Bell)

  • Grade: Grade 3
    Activity type: Interactive Activity
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Alexander Graham Bell -Biography (Alexander Graham Bell)

Grade 3
Reading Comprehension
Alexander Graham Bell- The inventor of the telephone (biography)
Activity Type
Interactive Activity
Activity ID


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  • 2 – Grade 2
    • RL.2 – Reading: Literature
      • Literacy

        • RL.2.1 – Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

    • RI.2 – Reading: Informational Text
      • Literacy

        • RI.2.1 – Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

        • RI.2.2 – Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

        • RI.2.3 – Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

      • Literacy

        • RI.2.4 – Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

        • RI.2.5 – Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

        • RI.2.6 – Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

      • Literacy

        • RI.2.7 – Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

        • RI.2.8 – Describe how reasons support specific points the author makes in a text.

        • RI.2.9 – Compare and contrast the most important points presented by two texts on the same topic.

      • Literacy

        • RI.2.10 – By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

    • W.2 – Writing
      • Literacy

        • W.2.8 – Recall information from experiences or gather information from provided sources to answer a question.

    • SL.2 – Speaking & Listening
      • Literacy

        • SL.2.2 – Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

        • SL.2.3 – Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

        • SL.2.1 – Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

          • SL.2.1.a – Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

          • SL.2.1.b – Build on others’ talk in conversations by linking their comments to the remarks of others.

          • SL.2.1.c – Ask for clarification and further explanation as needed about the topics and texts under discussion.

    • RF.2 – Reading: Foundational Skills
      • Literacy

        • RF.2.3 – Know and apply grade-level phonics and word analysis skills in decoding words.

          • RF.2.3.a – Distinguish long and short vowels when reading regularly spelled one-syllable words.

          • RF.2.3.b – Know spelling-sound correspondences for additional common vowel teams.

          • RF.2.3.c – Decode regularly spelled two-syllable words with long vowels.

          • RF.2.3.d – Decode words with common prefixes and suffixes.

          • RF.2.3.e – Identify words with inconsistent but common spelling-sound correspondences.

          • RF.2.3.f – Recognize and read grade-appropriate irregularly spelled words.

      • Literacy

        • RF.2.4 – Read with sufficient accuracy and fluency to support comprehension.

          • RF.2.4.a – Read grade-level text with purpose and understanding.

          • RF.2.4.b – Read grade-level text orally with accuracy, appropriate rate, and expression.

          • RF.2.4.c – Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

    • L.2 – Language
      • Literacy

        • L.2.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.

          • L.2.3.a – Compare formal and informal uses of English.

      • Literacy

        • L.2.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

          • L.2.4.a – Use sentence-level context as a clue to the meaning of a word or phrase.

          • L.2.4.c – Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

        • L.2.5 – Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

          • L.2.5.a – Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

  • 3 – Grade 3
    • RI.3 – Reading: Informational Text
      • Literacy

        • RI.3.10 – 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 2–3 text complexity band independently and proficiently.

    • RF.3 – Reading: Foundational Skills
      • Literacy

        • RF.3.3 – Know and apply grade-level phonics and word analysis skills in decoding words.

          • RF.3.3.a – Identify and know the meaning of the most common prefixes and derivational suffixes.

  • Year 3
    • Language
      • Language for interaction

        • ACELA1476 – Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations

      • Text structure and organisation

        • ACELA1478 – Understand how different types of texts vary in use of language choices, depending on their function and purpose, for example tense, mood, and types of sentences

        • ACELA1479 – Understand that paragraphs are a key organisational feature of written texts

        • ACELA1480 – Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters

        • ACELA1790 – Identify the features of online texts that enhance navigation

      • Expressing and developing ideas

        • ACELA1481 – Understand that a clause is a unit of meaning usually containing a subject and a verb and that these need to be in agreement

        • ACELA1483 – Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments

        • ACELA1486 – Recognise high frequency sight words

    • Literacy
      • Interacting with others

        • ACELY1676 – Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations

        • ACELY1792 – Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume

      • Interpreting, analysing, evaluating

        • ACELY1678 – Identify the audience and purpose of imaginative, informative and persuasive texts

        • ACELY1679 – Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting

        • ACELY1680 – Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

  • Year 4
    • Language
      • Expressing and developing ideas

        • ACELA1494 – Investigate how quoted (direct) and reported (indirect) speech work in different types of text

  • Y3 – Year 3
    • Y3.R – Reading
      • They draw on knowledge and skills that include:

        • Y3.R.1 – Automatically reading all high-frequency words

        • Y3.R.2 – Articulating and using a variety of decoding strategies appropriately when they encounter unfamiliar words (e.g., by recognising syllables within words or by applying their knowledge of regular and irregular spelling patterns)

        • Y3.R.5 – Applying their knowledge of word families, collocations, and sentence or phrase structures to find the meanings of unknown words

        • Y3.R.6 – Looking for information in visual language features (such as text boxes in non-fiction texts)

        • Y3.R.7 – Understanding the purpose of basic punctuation.

  • Y4 – Year 4
    • Y4.R – Reading
      • They draw on knowledge and skills that include:

        • Y4.R.1 – Automatically reading all high-frequency words

        • Y4.R.2 – Automatically selecting an appropriate decoding strategy when they encounter unknown words

        • Y4.R.4 – Working out the meanings of unfamiliar phrases and expressions (e.g., figures of speech) by drawing on their oral language and the context

        • Y4.R.5 – Recognising the features and purposes of some common text types and using this knowledge to navigate and understand texts

        • Y4.R.6 – Using visual language features to support their understanding of the ideas and information in the text.

        • Y4.R.3 – Working out the meanings of new words, using strategies such as:

          • Y4.R.3.a – Applying knowledge of the meanings of most common prefixes (e.g., over-, mis-, sub-, pre-, inter-, semi-, mid-) and most common suffixes (e.g., -ist, -ity, -ty, -ion, -able/-ible, -ness, -ment)

          • Y4.R.3.c – Inferring word meanings from known roots and affixes (e.g., by using the known meaning of tele- and -port to infer the meaning of teleport)

  • 3 – Year 3
    • 3.RS – The reading standard
      • Key characteristics of texts at gold level

        • 3.RS.1 – Texts at Gold level have been designed with characteristics that include:

          • 3.RS.1.a – Some unfamiliar contexts and settings

          • 3.RS.1.b – Shifts in time and/or place

          • 3.RS.1.d – A mix of explicit and implicit content within text and illustrations that requires students to make connections between ideas in the text and their prior knowledge in order to make simple inferences

          • 3.RS.1.f – Some unfamiliar words and phrases, the meaning of which is supported by the context or illustrations, including descriptive vocabulary, subject-specific vocabulary, and commonly used words that have multiple meanings

          • 3.RS.1.g – Visual language features such as subheadings, text boxes, footnotes, glossaries, indexes, and diagrams and maps that are clearly explained and linked to the body text

          • 3.RS.1.h – Ideas and information organised in paragraphs

          • 3.RS.1.i – A variety of sentence structures, including complex sentences

  • 4 – Year 4
    • 4.RS – The reading standard
      • Key characteristics of texts that students read at this level

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

          • 4.RS.1.a – Some abstract ideas that are clearly supported by concrete examples in the text or easily linked to the students’ prior knowledge

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

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