How Does A Bicycle Work? - Explanation (How Does A Bicycle Work?)

  • How Does A Bicycle Work? - Explanation (How Does A Bicycle Work?)
  • Course: English
  • Grade: Grade 3
  • Section: Reading Comprehension
  • Outcome: How Does A Bicycle Work?
  • Activity Type: Interactive Activity
  • Activity ID: 3109


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United States – Common Core State Standards expand/collapse

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

        • RI.3.1 – Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

      • Literacy

        • RI.3.4 – Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

    • L.3 – Language
      • Literacy

        • L.3.4 – Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

          • L.3.4.a – Use sentence-level context as a clue to the meaning of a word or phrase.

  • 4 – Grade 4
    • RI.4 – Reading: Informational Text
      • Literacy

        • RI.4.4 – Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Australia – Australian Curriculum expand/collapse

  • Year 3
    • Literacy
      • Interpreting, analysing, evaluating

        • 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

New Zealand – National Standards expand/collapse

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

        • 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.b – Using reference sources (e.g., dictionaries and thesauruses) to find the meanings of new words

          • 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)

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.b – Identify words associated with reason, persuasion, argument, explanation, instruction and description

            • 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.