Reading

			Standard 2. Demonstrates competence in the general skills and strategies for comprehending a variety of literary texts

			Interval Benchmark 3-5 Uses a variety of reading strategies to determine meaning in a literary passage or text

			Grade 4

To understand this Interval Benchmark, a fourth grade student: • Responds to literature using oral, written, visual, and kinesthetic means • Interprets information that has been paraphrased or reworded   ITBS * • Determines word meaning using context of passage   ITBS *   Asterisks indicate how often the benchmark appears on the identified assessment: *(1-2 questions) **(3-5 questions) or *** (more than 5 questions).   Instructional Resources   Supporting Knowledge Vocabulary, Information, Skills   Instructional Strategies Best Practices, Strategies, Discovery General Resources   Curriculum Planning Create Grade 4 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