Reading

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

			Interval Benchmark 3-5 Uses critical thinking skills to derive meaning from informational text

			Grade 3

To understand this Interval Benchmark, a third grade student: • Summarizes or paraphrases information in text • Makes inferences based on implicit and explicit text information • Makes an interpretation by translating stated information into another context   ITBS ** • Draws conclusions based on stated and implied text information   ITBS * • Identifies main ideas or topics of paragraphs or passages   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 3 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

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