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 2

			Instructional Resources Supporting Knowledge | Instructional Strategies

To understand this Interval Benchmark, a second grade student: Knows by sight a minimum of 200 high-frequency words The following elements should go into a lesson plan: VOCABULARY to use - sight words - instantly - frequent - automatic INFORMATION to understand - Knows there are some words that have to be recognized instantly - Knows some words do not sound the way the look and must be learned by sight SKILLS to practice  (ITBS/ITED alignment indicated) - Reads instantly many four- and five-letter words To understand this Interval Benchmark, a second grade student: Reads independently by the end of second grade (at a minimum) unfamiliar Level L books -- with 90% or better accuracy of word recognition (self-correction allowed) The following elements should go into a lesson plan: VOCABULARY to use - preview INFORMATION to understand - Knows previewing a book can help with word recognition - Knows some stories have a pattern - Understands reading aloud should sound like normal SKILLS to practice  (ITBS/ITED alignment indicated) - Reads words in sequence - Gets most of the words correct - Recognizes the story pattern To understand this Interval Benchmark, a second grade student: Reads aloud independently by the end of second grade (at a minimum) unfamiliar Level L books (they have previewed themselves, using intonation, pauses, and emphasis that signal the structure of the sentence and the meaning of the text) The following elements should go into a lesson plan: VOCABULARY to use - rereads - expression - meaning - retells - gist INFORMATION to understand - Understands the print on the page controls what is said - Understands reading with expression makes the text more interesting - Knows telling about what is read shows understanding - Understands reading aloud should sound like normal speech SKILLS to practice  (ITBS/ITED alignment indicated) - Reads independently a wide variety of print materials (e.g., trade books, magazines, newspapers, etc.) with fluency and expression - Recreates the words of the text with fluent intonation and phrasing - Retells the gist of the print material read To understand this Interval Benchmark, a second grade student: Uses the cues of punctuation (including commas, periods, question marks, and quotations marks) as a guide in getting meaning and in fluently reading aloud The following elements should go into a lesson plan: VOCABULARY to use - punctuation - comma - period - question mark - quotation marks - fluency - expression INFORMATION to understand - Knows punctuation are signals that guide readers - Knows each punctuation mark has its own definition and use - Knows punctuation marks help readers take meaning from text SKILLS to practice  (ITBS/ITED alignment indicated) - Uses punctuation in text to guide rhythm of speech when reading aloud - States what the punctuation mark is and what it stands for - Uses punctuation marks to enhance text meaning

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