Early
Phonological Awareness
R2:1 Applies phonological knowledge and skills by…
• Blending and segmenting phonemes
in more complex one syllable
words (which may include combinations of blends
and digraphs, as in “th-i-ck,”
“t-r-a-sh”)
• Deleting phonemes in
one-syllable words (“what is ‘crust’
without the ‘c’ ?”)
Early
Concepts of Print
R2:2 Demonstrates understanding of concepts of print
during
shared or individual reading by…
No GLE at this grade level
Word Identification
Skills and Strategies
R2:3 Applies word identification and decoding skills and
strategies by…
• Reading grade-level-appropriate
words with automaticity
• Reading grade-appropriate,
high-frequency words
(including
irregularly spelled words)
• Identifying regularly spelled
multisyllabic words (e.g.,
“happiness,”
“shower,” “sunshine”), by using knowledge
of sounds, syllable types, or word patterns (including
common spellings for consonants and vowel sounds, e.g.,
“knot,” “catch,” “fl oat,” “fi ght”; or common suffi xes)
EXAMPLES: Students might be asked
to match words to
pictures or to match words to words with similar sounds
(e.g., “fl ower”
and “shower”)
R–2–1.1
Context and
Self-Correction Strategies
R2:4 Applies context and self-correction strategies by…
• Predicting upcoming text,
monitoring, adjusting and
confi rming, through use of print,
syntax/language structure,
semantics/meaning, or other context cues (e.g., pictures)
Vocabulary Strategies and Breadth of
Vocabulary
R2:5 Identifies the meaning of unfamiliar words by…
• Using strategies to unlock
meaning (e.g., using knowledge
of word structure, including common base words and
suffixes, such as “thick-est,” “hope-ful”; or context clues,
including illustrations and diagrams; or prior knowledge)
R–2–2.1
Vocabulary Strategies
and Breadth of Vocabulary
R2:6 Shows breadth of vocabulary knowledge,
demonstrating
understanding of word meanings or relationships by…
• Identifying synonyms, antonyms;
or categorizing words
EXAMPLES (of categorizing): Given
a T-chart with two
“categories”
of words listed (e.g., shapes and sizes),
students would identify another word to add to the chart
that describes either shapes or sizes; or in a multiple
choice
item, select the best category title for the words
listed
R–2–3.1
• Describing words in terms of
categories, functions, or
features
• Selecting appropriate words to
use in context, including
words specific to the content of the text
EXAMPLE: In a short passage about
Native American
homes, students might encounter the words “longhouse”
and “igloo,” and then be asked to show that they know the
difference between them.
R–2–3.2
Comprehension
Strategies
R2:7 Uses comprehension strategies (flexibly and as
needed)
while reading or listening to literary and
informational
text.
EXAMPLES of reading-comprehension
strategies might include:
using prior knowledge; predicting and making text-based
inferences; determining importance; generating literal and
clarifying questions; constructing sensory images (e.g.,
making pictures in one’s mind); making connections (text to
self, text to text, and text to world); or locating and
using text
features (e.g., headings, parts of the book)
Monitoring and
Adjusting Strategies
R2:8 Demonstrates ability to monitor comprehension and
adjust reading rate and strategy use for
different types of
text and purposes during reading by…
• Sampling a page of text for
readability and interest
• Recognizing problems with
understanding, and rereading
or adjusting pace as needed
Grade 2
Accuracy and Fluency
R2:9 Reads grade-level-appropriate material with:
• Accuracy: reading material appropriate for the end of
grade 2 with at least 90–94% accuracy (See Appendix for
sample titles.)
VT DRA
• Fluency: reading grade-appropriate text with oral fluency
rates of at least 80–100 words
correct per minute
• Fluency: reading grade-appropriate text in a way that
makes meaning clear, demonstrating
phrasing, expression,
and with attention to punctuation
(including commas and
quotation marks)
Initial Understanding
of Literary Text
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.
R2:10 Demonstrate initial understanding of elements of
literary
texts by…
• Identifying or describing
character(s), setting, problem,
solution, or major events, as
appropriate to text
R–2–4.1
• Retelling the key elements of a
story
VT DRA
• Sequencing key events in order
• Distinguishing among a variety
of types of text (e.g.,
literary texts: poetry,
plays, realistic fiction, fairy tales,
fables, tall tales, or fantasy)
R2:11 Demonstrate initial understanding of author’s
craft used
in literary texts by…
• Identifying literary devices as
appropriate to genre: rhyme,
repeated language (e.g., “When I
was young in the
mountains…” ), or dialogue
Initial Understanding
of Informational Text
All students need ongoing
opportunities to apply and practice reading strategies with
texts). Recognizing a variety of
informational texts and their characteristics will help
GLEs. See Appendix for a list of suggested informational
texts for instructional and
R2:12 Demonstrate initial understanding of informational
texts
(expository and practical texts) by…
• Obtaining information from text
features (e.g., simple
table of contents, glossary,
charts, graphs, diagrams, or
illustrations)
EXAMPLE: “On what page would you
fi nd information
about snakes?”
R–2–7.1
• Using explicitly stated
information to answer questions
EXAMPLE: “According to this
report, what do dolphins
eat?”
R–2–7.2
• Locating and recording
information to show understanding
when given an organizational
format (e.g., a T-chart or
Venn diagram)
• Distinguishing among a variety
of types of text (e.g.,
reference: beginning
dictionaries, glossaries, children’s
magazines, children’s newspapers;
and practical/
functional/texts: instructions,
book orders, invitations)
Analysis and
Interpretation of
Literary Text/Citing
Evidence
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.
R2:13 Analyze and interpret elements of literary texts,
citing
evidence where appropriate by…
• Making logical predictions
EXAMPLE: “What might happen next?”
R–2–5.1
• Identifying relevant physical
characteristics or personality
traits of main characters
R–2–5.2
• Making basic inferences about
problem or solution
EXAMPLES: “What helped Luke to
solve his problem in the
story? What was Jane’s problem?”
R–2–5.3
• Identifying possible motives of
characters
• Recognizing explicitly stated
causes or effects
R2:14 Analyze and interpret author’s craft (citing
evidence
where appropriate) by…
No GLE at this grade level
R2:15 Generates a personal response to what is read
through a
variety of means by…
• Comparing stories or other texts
to related personal
experience, prior knowledge, or
other books
Analysis and
Interpretation of
Informational
Text/Citing Evidence
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.
R2:16 Analyze and interpret informational text, citing
evidence
as appropriate by…
• Connecting information within a
text
EXAMPLE: Combining or comparing
facts and details
presented— “What food is eaten by both
kinds of fi sh?”
R–2–8.1
• Recognizing generalizations
about text (e.g., identifying
appropriate titles or main/central
ideas)
R–2–8.2
• Making basic inferences or
drawing basic conclusions
EXAMPLE: “Based on this report, do
turtles make good
pets?”
R–2–8.3
• Making inferences about causes
or effects, when signal
words are present
EXAMPLE: “The sun came out. Then
the puddle dried up.
What made the puddle dry up?”
R–2–8.5
Reading Extensively
R2:17 Demonstrates the habit of reading extensively* by…
• Reading one or two books,
medium-long chapters, or the
equivalent every day
* Materials should be at the
student’s instructional and independent reading levels. The specific number of
books should be viewed flexibly and is less
important than the extensiveness,
duration/time, and frequency of reading.
Reading Widely and In
Depth
(Assumes increasing text
complexity across grade levels; see Appendix for descriptions of increasing
text complexity.)
R2:18 Demonstrates the habit of reading widely and in
depth by…
• Reading from at least three
different genres/kinds of text
and a variety of authors (e.g., literary texts: poetry, plays,
fairy tales, fantasy, fables,
realistic fiction; informational:
beginning dictionaries,
glossaries, children’s magazines,
content trade books, children’s
newspapers; and practical
/functional texts: procedures,
instructions, simple menus,
labels, announcements,
invitations, book orders)
Literate Community
R2:19 Demonstrates participation in a literate community
by…
• Self-selecting reading materials
in line with reading ability
and personal interests
• Participating in appropriate
discussions about text
by offering comments and
supporting evidence, and
recommending books and other
materials