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

  • Grade: Grade 3
  • Activity type: Interactive Activity
  • Fullscreen
  • 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? (explanation)
  • 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

This activity is not included in United Kingdom–National Curriculum

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