My Fruit Salad -Activity 3 (My Activity Sheet 3)

  • My Fruit Salad -Activity 3 (My Activity Sheet 3)
  • Course: English
  • Grade: Year 1
  • Section: Reading Comprehension
  • Outcome: My Fruit Salad (narrative)
  • Activity Type: Printable
  • Activity ID: 3061

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United Kingdom – National Curriculum expand/collapse

  • KS1.Y1 – KS1 Year 1
    • Year 1 programme of study
      • KS1.Y1.R.C – Reading - comprehension

        • Pupils should be taught to:

          • KS1.Y1.R.C.1 – Develop pleasure in reading, motivation to read, vocabulary and understanding by:

            • KS1.Y1.R.C.1.a: listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently

            • KS1.Y1.R.C.1.b: being encouraged to link what they read or hear to their own experiences

            • KS1.Y1.R.C.1.d: recognising and joining in with predictable phrases

            • KS1.Y1.R.C.1.f: discussing word meanings, linking new meanings to those already known

Australia – Australian Curriculum expand/collapse

  • Year 1
    • Literature
      • Responding to literature

        • ACELT1582 – Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences

    • Literacy
      • Interpreting, analysing, evaluating

        • ACELY1659 – Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading

New Zealand – National Standards expand/collapse

  • Y2 – Year 2
    • Y2.R – Reading
      • They draw on knowledge and skills that include:

        • Y2.R.4 – Understanding the meaning of punctuation features such as parentheses and of print features such as bold print and italics.

        • Y2.R.2 – Decoding unfamiliar words by:

          • Y2.R.2.a – Using their knowledge of grapheme-phoneme relationships to identify both consonant sounds (for example, s, t, p, sh, th, ch, ng) and vowel sounds (for example, e, a, o, ai, ow, igh, ou, ee)

        • Y2.R.3 – Finding the meanings of unknown words by using strategies such as:

          • Y2.R.3.a – Rereading text to gather more information

          • Y2.R.3.b – Looking for definitions in the text

          • Y2.R.3.c – Using prior and subsequent information in the sentences

          • Y2.R.3.d – Inferring from the illustrations

United States – Common Core State Standards expand/collapse

  • 1 – Grade 1
    • RL.1 – Reading: Literature
      • Literacy

        • RL.1.1 – Ask and answer questions about key details in a text.

      • Literacy

        • RL.1.5 – Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

      • Literacy

        • RL.1.10 – With prompting and support, read prose and poetry of appropriate complexity for grade 1.

    • RI.1 – Reading: Informational Text
      • Literacy

        • RI.1.6 – Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

    • RF.1 – Reading: Foundational Skills
      • Literacy

        • RF.1.4 – Read with sufficient accuracy and fluency to support comprehension.

          • RF.1.4.a – Read grade-level text with purpose and understanding.

          • RF.1.4.b – Read grade-level text orally with accuracy, appropriate rate, and expression.