• Identifying multisyllabic words by using knowledge of

sounds, syllables, and derivational roots (Greek, Latin,

Anglo-Saxon)

EXAMPLES of roots: "symphony," "inscription"

• Demonstrating the use of syntax/language structure (e.g.,

passive voice, pronoun referents), semantics/meaning,

or other context cues to predict, adjust/self-correct as

necessary, and confirm what is being read

• Using strategies to unlock meaning (e.g., knowledge of

word structure, including prefixes/suffixes, base words,

common roots, or word origins; context clues; other

resources, such as dictionaries, glossaries, thesauruses; or

prior knowledge)

• Identifying synonyms, antonyms, homonyms/homophones,

shades of meaning, analogies, or word origins, including

EXAMPLE (of word origin from other language): "déjà vu"

• Selecting appropriate words or explaining the use of words

in context, including content-specific vocabulary, words with

multiple meanings, or precise vocabulary

EXAMPLES of reading-comprehension strategies might include:

using prior knowledge; summarizing; predicting and making

text-based inferences; determining importance; generating

literal, clarifying, inferential, analysis, synthesis, and evaluative

questions; constructing sensory images (e.g., making

pictures in one’s mind); making connections (text to self, text

to text, and text to world); taking notes; locating, using, and

analyzing text features (e.g., transition words, subheadings,

bold/italicized print, parts of the book); or using text structure

clues (e.g., chronological, cause/effect, compare/contrast,

proposition and support)

• Using a range of self-monitoring and self-correction

approaches (e.g., rereading, adjusting rate, subvocalizing,

consulting resources, questioning, flexible note taking/

mapping systems, skimming, scanning, etc.)

least 90–94% accuracy (See Appendix for sample titles.)

fluency rates as determined by text demands, and purpose

for reading (See Appendix for suggested rates.)

attention to text features such as punctuation, italics, and

dialogue

All students need ongoing opportunities to apply and practice reading strategies with many different types of LITERARY texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the Vermont GLEs. See Appendix for a list of suggested literary texts for instructional and assessment purposes.

• Identifying, describing, or making logical predictions about

character, setting, problem/solution, or plots/subplots, as

appropriate to text; identifying any significant changes in

character or setting over time; identifying rising action,

climax, or falling action

• Paraphrasing or summarizing, with major events

sequenced, as appropriate to text

• Identifying the characteristics of a variety of types of text

fables, realistic fiction, folktales, historical fiction, mysteries,

science fiction, legends, myths, short stories, epics

• Identifying literary devices as appropriate to genre: rhyme

schemes, alliteration, simile, dialogue, imagery, metaphors,

flashback, repetition, personification, or hyperbole

All students need ongoing opportunities to apply and practice reading strategies with many different types of INFORMATIONAL texts (expository and practical texts). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the Vermont GLEs. See Appendix for a list of suggested informational texts for instructional and assessment purposes.

• Obtaining information from text features (e.g., transitional

devices, table of contents, glossary, index, bold or italicized

text, headings, graphic organizers, charts and graphs,

illustrations, or subheadings)

• Using information from the text to answer questions or to

state the central idea or provide supporting details

• Organizing information to show understanding or

relationships among facts, ideas, and events (e.g.,

representing key points within text through charting,

mapping, paraphrasing, summarizing, comparing/

contrasting, or outlining)

• Identifying the characteristics of a variety of types of

newspapers, public documents and discourse, technical

manuals, Internet Web sites, biographies, autobiographies,

announcements, invitations, advertisements, pamphlets,

schedules)

All students need ongoing opportunities to apply and practice reading strategies with many different types of LITERARY texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the Vermont GLEs. See Appendix for a list of suggested literary texts for instructional and assessment purposes.

• Explaining or supporting logical predictions

• Describing characterization (e.g., stereotype, antagonist,

protagonist), motivation, or interactions, citing thoughts,

words, or actions that reveal characters’ personalities or

their changes over time

• Making inferences about cause/effect, internal or external

conflicts (e.g., person versus self, person versus person,

person versus nature/society/fate), or the relationship

among elements within text (e.g., describing the interaction

among subplots)

• Explaining how the narrator’s point of view affects the

reader’s interpretation

• Explaining how the author’s message or theme (which may

include universal themes) is supported within the text

• Demonstrating knowledge of use of author’s style or use

of literary elements and devices (i.e., imagery, repetition,

flashback, foreshadowing, personification, hyperbole,

symbolism, or use of punctuation) to analyze literary works

• Comparing stories or other texts to related personal

experience, prior knowledge, or other texts or ideas

All students need ongoing opportunities to apply and practice reading strategies with many different types of INFORMATIONAL texts (expository and practical texts). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the Vermont GLEs. See Appendix for a list of suggested informational texts for instructional and assessment purposes.

• Explaining connections about information within a text,

across texts, or to related ideas

• Synthesizing and evaluating information within or across

text(s) (e.g., constructing appropriate titles; or formulating

assertions or controlling ideas)

• Drawing inferences about text, including author’s purpose

(e.g., to inform, explain, entertain, persuade) or message,

the text; or forming and supporting warranted opinions/

judgments and assertions about the text that are relevant

• Distinguishing fact from opinion, identifying possible bias/

propaganda or conflicting information within or across texts

• Evaluating the accuracy of information presented in text

• Making inferences about causes or effects

• Reading the equivalent of at least two books a month,

including in-school, out-of-school, and summer reading

(Assumes increasing text complexity across grade levels; see Appendix for descriptions of increasing text complexity.)

• Reading from at least three different genres/kinds of text,

including primary and secondary sources, and a variety

fantasy, fables, realistic fiction, folktales, historical fiction,

science fiction, mysteries, short stories, legends, myths,

autobiography, reports, magazines, newspapers, Internet

Web sites, public documents and discourse, essays,

menus, announcements, invitations, advertisements,

pamphlets, schedules)

• Reading at least the equivalent of four books by an author,

about a subject, or in one genre

• Self-selecting reading materials in line with reading ability

and personal interests

• Participating in in-depth discussions about text, ideas,

and student writing by offering comments and supporting

evidence, recommending books and other materials, and

responding to the comments and recommendations of

peers, librarians, teachers, and others