Kate Sheppard Reading Comprehension Passages and Questions

Description  Improve reading comprehension in your classroom with our differentiated Kate Sheppard Reading Comprehension Passages and Questions. Learn about Kate Sheppard, the prominent woman who features on the New Zealand $10 banknote! This pack includes a non-fiction passage, differentiated at two levels, with six pages of engaging text-dependent questions and higher-order thinking tasks. These activities are great for your guided reading program, or as homework tasks. Celebrate 125 years since women won the right to vote in NZ! (September 19, 1893).   You can get this unit as part of our New Zealand Heroes discounted bundle here.   In this Kate Sheppard Reading Comprehension pack you will receive:   1. One text – with an extended and scaffold version: Kate Sheppard 2. SIX corresponding NO PREP Higher Order Thinking Activities based on Blooms Taxonomy and aligned with the NZ Curriculum Remember Understand Apply Analyse Evaluate Create Reading Comprehension Strategies included: Find Facts and Details Make Inferences Ask Questions Vocabulary Sequence Summarise Synthesise 3. Graphic Organiser and Activity Example Information Web 4. Teacher Answer Key for applicable questions   5. Two ‘Tips For Use’ pages with ways to use this resource in your classroom.   6. Close Reading bookmarks in colour and black and white.   This resource features British English spelling e.g. colour, analyse What this resource is all about:   The purpose of this resource is to provide ready-to-go texts and engaging higher-order thinking questions.   This resource is jam-packed with exciting, thought-provoking activities to grab your students’ attention AND hold it. The activities begin at the lower levels of Blooms Taxonomy (Remember, Understand, Apply) and move through to the higher levels (Analyse, Evaluate, Create).   Aotearoa New Zealand Histories Curriculum Links:  Tino rangatiratanga me te kāwanatanga | Government and organisation Year 5-6: Governments have selectively supported or excluded people through processes associated with voting rights, access to education, health, and welfare provision, reflecting prevailing public attitudes of the time. Often equitable treatment has been sought by people, including Māori, Chinese, women, children, and disabled people. How, over time, have various New Zealand governments restricted voting rights? How have people advocated for their rights? How did the Government respond to the hardships of the Great Depression?