Reading

			Standard 3. Demonstrates competence in the general skills and strategies for comprehending a variety of informational texts

			Interval Benchmark K-2 Uses reading strategies to understand a variety of informational texts

			Grade 1

			Instructional Resources Supporting Knowledge | Instructional Strategies

To understand this Interval Benchmark, a first grade student: Responds to text using oral, written, visual, and/or kinesthetic means The following elements should go into a lesson plan: VOCABULARY to use - understand - discuss - inform - learn - information - topics - connections INFORMATION to understand - Knows books provide information SKILLS to practice  (ITBS/ITED alignment indicated) - Chooses to read informational text during free time - Asks for informational text to be read aloud - Talks about informational text with a partner - Writes or draws to express understanding of text - Identifies favorite informational books and topics - Responds to questions about informational text - Relates new information that has been learned about a topic - Makes connections to informational text using prior knowledge and personal experience To understand this Interval Benchmark, a first grade student: Monitors whether the text is making sense when listening to text read aloud The following elements should go into a lesson plan: VOCABULARY to use - checking - sense - understanding INFORMATION to understand - Knows a text is providing new information - Knows to ask questions to clarify meaning and/or new information SKILLS to practice  (ITBS/ITED alignment indicated) - Asks questions about the text - Makes statements about the text that reflect understanding - Answers questions about the text To understand this Interval Benchmark, a first grade student: Monitors whether the text is making sense when reading independently The following elements should go into a lesson plan: VOCABULARY to use - sense - checking - main idea - paragraph - sentence INFORMATION to understand - Understands information is organized around a main idea - Understands a paragraph often begins with a sentence that states the main idea - Knows a main idea is the most important idea in a paragraph or set of paragraphs SKILLS to practice  (ITBS/ITED alignment indicated) - Questions the text while reading - Uses rereading strategies - Locates the main idea of a paragraph - Mentally states the main idea - Uses background knowledge and experience to understand new information

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