A set of 7 posters profiling inspirational women from around the world.
This teaching resource contains posters that profile seven inspirational women from around the world. Display these posters in the classroom year-round, or use them during Women’s History Month in March.
Profiles include:
See more ways to mark the month: Women’s History Month Activities for Kids to Bring Her Story to Life
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.
Read grade-level text with purpose and understanding.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Read grade-level text with purpose and understanding.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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 4-5 text complexity band independently and proficiently.
Read grade-level text with purpose and understanding.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and rea...
Establish purpose for reading assigned and self-selected texts;
Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
Describe personal connections to a variety of sources, including self-selected texts;
Interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
Discuss specific ideas in the text that are important to the meaning.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and rea...
Establish purpose for reading assigned and self-selected texts;
Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
Describe personal connections to a variety of sources, including self-selected texts;
Interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
Discuss specific ideas in the text that are important to the meaning.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and rea...
Establish purpose for reading assigned and self-selected texts;
Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
Describe personal connections to a variety of sources, including self-selected texts;
Interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
Discuss specific ideas in the text that are important to the meaning.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read indepe...
Establish purpose for reading assigned and self-selected text;
Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
Culture. The student understands the role of heroes in shaping the culture of communities, the state, and the nation. The student is expected to:
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