No GLE at this grade level

No GLE at this grade level

• Reading grade-level-appropriate words with automaticity

• Identifying multisyllabic words (e.g., "pretending,"

"discussion"), by using knowledge of sounds, syllable

types, or word patterns (including prefixes, suffixes, or

variant spellings for consonants or vowels, e.g., "bought")

EXAMPLES: Students might be asked to match words to

words with similar sounds, e.g., "Which word rhymes with

the word in the box?" or "Which word has the same vowel

sound as the word in the box?"

R–3–1.1

• Predicting upcoming text, monitoring, adjusting and

confi rming, through use of print, syntax/language structure,

semantics/meaning, or other context cues

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

of word structure, including prefixes/suffixes and base

words, such as "un-covered"; or context clues; or other

resources, such as dictionaries, glossaries; or prior

knowledge)

• Identifying synonyms, antonyms, homonyms/homophones;

or categorizing words

R–3–3.1

• Describing words in terms of categories, functions, or

features

• Selecting appropriate words to use in context, including

content-specific vocabulary (e.g., "predator/prey"), or words

with multiple meanings)

EXAMPLE (multiple meanings): Students identify the

intended meaning of words found in text: "The word ‘fall’

can mean a time of the year or losing your step. What

words from the passage help you to know what ‘fall’ means

in this story?"

EXAMPLE (multiple meanings): "The word ‘fall’ has many

different meanings. Which sentence below uses the word

‘fall’ to mean a time of the year? OR Which sentence

below uses ‘fall’ with the same meaning as it is used in the

poem?"

R–3–3.2

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., transition words, subheadings, bold/italicized

print, parts of the book)

• Sampling a page of text for readability and interest

• Previewing text selections

• Stopping to reread, adjust pace and use other strategies

as needed (e.g., making connections, subvocalizing)

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

words correct per minute

attention to text features, such as punctuation, italics, and

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 or describing character(s), setting, problem/solution,

major events, or plot, as appropriate to text.

R–3–4.1

• Paraphrasing or summarizing key ideas/plot, with events

sequenced, as appropriate to text

R–3–4.2

• Identifying the characteristics of a variety of types of text

fables, tall tales, or realistic fiction)

• Identifying literary devices as appropriate to genre: rhyme,

alliteration, dialogue, or description

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., table of

contents, glossary, basic transition words, bold or italicized

text, headings, graphic organizers, charts, graphs, or

illustrations)

EXAMPLES: "What words does the author want you

to notice on this page? What is the last step of the

directions?"

R–3–7.1

• Using information from the text to answer questions related

to explicitly stated central/main ideas or details

R–3–7.2

• Organizing information to show understanding (e.g.,

through charting or mapping)

EXAMPLE: Given a chart (with headings filled in), students

are asked to provide examples from the text to show

physical characteristics of two different places or things

R–3–7.3

• Identifying the characteristics of a variety of types of

magazines, content trade books, textbooks, children’s

procedures, instructions, announcements, invitations)

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.

• Making logical predictions

R–3–5.1

• Describing main characters’ physical characteristics or

personality traits; or providing examples of thoughts, words,

R–3–5.2

• Making basic inferences about problem, conflict, or solution

(e.g., cause-effect relationships)

EXAMPLE: "How might the story have been different if…?"

R–3–5.3

• Identifying the author’s basic message

EXAMPLE: "In this story, Jon learned an important lesson

about what to do when lost in the woods. What lesson did

Jon learn?"

R–3–5.5

• Identifying possible motives of characters

• Recognizing explicitly stated causes or effects

No GLE at this grade level

• Comparing stories or other texts to related personal

experience, prior knowledge, or other books

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.

• Connecting information within a text

EXAMPLE: Combining, comparing, or using information found in both

the written text and in a caption in a text

R–3–8.1

• Recognizing generalizations about text (e.g., identifying

appropriate titles, assertions, or controlling ideas)

R–3–8.2

• Making basic inferences, drawing basic conclusions, or

R–3–8.3

• Distinguishing fact from opinion

R–3–8.4

• Making inferences about causes or effects

EXAMPLE: "What probably caused the fire to start in the

garage?"

R–3–8.5

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

* 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.

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

• Reading from at least three different genres/kinds of

plays, fairy tales, fantasy, fables, tall tales, realistic fiction;

children’s magazines, children’s newspapers, content

instructions, simple menus, labels, announcements,

invitations, book orders)

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

• 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