Reading

			Standard 1. Demonstrates competence in the general skills and strategies of the reading process

			Interval Benchmark K-2 Demonstrates accuracy and fluency when reading grade appropriate text

			Grade 1

To understand this Interval Benchmark, a first grade student: • Knows by sight a minimum of 100 high-frequency words • Reads grade appropriate books--at a minimum, Level I (books they have not seen before, but have been previewed for them, with 90% or better accuracy of word recognition--self-correction allowed) • Reads aloud independently at a minimum Level I by the end of first grade (books previewed for them, using intonation, pauses and emphasis that signal the structure of the sentence and the meaning of the text) • Uses the cues of punctuation (including commas, periods, question marks, and quotation marks) to guide them in getting meaning and in fluently reading aloud Instructional Resources   Supporting Knowledge Vocabulary, Information, Skills   Instructional Strategies Best Practices, Strategies, Discovery General Resources   Curriculum Planning Create Grade 1 planning worksheets Select supporting knowledge to: Examine key vocabulary, terms, and phrases unique to the content area that students should know Determine what information student should understand (Declarative Knowledge) Determine what skills student are able to do (Procedural Knowledge)   Learning requires students to know declarative knowledge (vocabulary and information). Using or applying information (declarative knowledge) results in procedural knowledge, referred to as skills.   Select instructional strategies to: Examine research-based best practices or links to other web-sites and resources Identify appropriate strategies matched to student needs Discover ongoing compilation of teacher-developed strategies

Developed by 22 eastern Iowa school districts Funded by Goals 2000 Facilitated by Mississippi Bend Area Education Agency Chief Admin., Glenn Pelecky - Dir. of Research and Development, Jan Yoder Website by UAQA