Reading Benchmarks: Informational 1st Grade (A Polar Bear Grows Up and A Kangaroo Grows Up)
18.104.22.168 Ask and answer questions about key details in a text.
22.214.171.124 Identify the main topic and retell key details of a text.
126.96.36.199 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
188.8.131.52 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
184.108.40.206 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text efficiently.
220.127.116.11 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
18.104.22.168 Use the illustration and details in a text to describe its key ideas.
22.214.171.124 Identify the reasons an author gives to support points in a text.
126.96.36.199 Compare and contrast the adventures and experiences of characters in stories.
188.8.131.52 With prompting and support, read informational texts appropriately complex for grade 1, as well as select texts for personal enjoyment, interest, and academic tasks.
Guidelines for Interim Assessment:
Interim literacy assessment is given during the assessment window.
The assessment may be administered over a period of two days, with one passage given per day.
The assessment may be administered whole group, small group, or one-to-one depending on student needs.
Before you begin assessment, let students know the following:
1. “You (student) will read the passage OR I (teacher) will read the passage”
2. “Then you will answer questions about the passage”
Students independently read the passage twice OR follow along as teacher reads the passage twice. Then, the questions/answer choices are read twice.
o OPTIONAL: Passages and questions can be reread multiple times if needed.
Students circle the correct answers and write and draw their constructed responses.
Encourage students to look at the pictures and the text to answer the questions.
Make certain all students have circled/responded to the question before going on to the next assessment item.
Students that are unable to write sentences are encouraged to write the best that they can, and/or label their drawings. They may have someone script for them (do not prompt answers).