Reading

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

			Interval Benchmark K-2 Understands the main idea and relevant facts in informational texts

			Grade 1

To understand this Interval Benchmark, a first grade student: • Visualizes the topic of the text • Makes predictions and/or draws conclusions based on picture clues, text information, and prior knowledge and experience about the topic or concept • Compares and/or contrasts books about the same topic or concept • Recalls information from the text • Answers literal questions about independently read text • Summarizes and/or paraphrases main ideas from informational text • Uses new vocabulary learned from text in oral discussions and/or written responses about the topic or concept 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