Reading

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

			Interval Benchmark K-2 Uses the skills and strategies of a cueing system when reading grade appropriate text

			Grade 1

To understand this Interval Benchmark, a first grade student: • Uses self-monitoring and self-correcting strategies when reading familiar and unfamiliar material • Uses text clues (e.g., pictures, sentence structure, compound words, contractions) and contextual cues to check meaning • Uses prior knowledge or experience with the story or the topic to monitor meaning 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