No GLE at this grade level

No GLE at this grade level

• Identifying multisyllabic words by using knowledge of

sounds, six syllable types*/syllable division, or word

patterns (including prefixes, and suffixes)

(*See Appendix for the six syllable types.)

• Predicting upcoming text, monitoring, adjusting and

confirming, through use of print, syntax/language structure,

semantics/meaning, or other context cues

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

word structure, including prefixes/suffixes and base words;

or context clues; or other resources, such as dictionaries,

glossaries; or prior knowledge)

R–4–2.1

• Identifying synonyms, antonyms, homonyms/homophones,

or shades of meaning

EXAMPLE (of shades of meaning): "cold," "freezing"

R–4–3.1

• Describing words in terms of categories, functions, or

features

• Selecting appropriate words to use in context, including

content-specific vocabulary, words with multiple meanings,

or precise vocabulary

EXAMPLE (precise vocabulary): "In this passage, the bear

could best be described as acting: (A) excited (B) playful

(C) harmful (D) curious"

R–4–3.2

EXAMPLES of reading-comprehension strategies might

include using prior knowledge; summarizing; 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);

locating and using text features (e.g., transition words,

subheadings, bold/italicized print, parts of the book); or

• Sampling a page of text for readability and interest

• Previewing text selections

• Stopping to reread, adjust pace, and use other strategies

as needed

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

words correct per minute (Students’ rates of reading will

and should vary in response to text difficulty, purpose of

reading, and other factors.) (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 or describing character(s), setting, problem/

solution, major events, or plot, as appropriate to text; or

R–4–4.1

• Paraphrasing or summarizing key ideas/plot, with major

events sequenced, as appropriate to text

R–4–4.2

• Identifying the characteristics of a variety of types of text

(e.g., literary text: poetry, plays, fairy tales, fantasy, fables,

realistic fiction, folktales, historical fiction)

• Identifying literary devices as appropriate to genre: rhyme,

alliteration, simile, description, or dialogue

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, index, transition words/phrases, bold or

italicized text, headings, subheadings, graphic organizers,

charts, graphs, or illustrations)

R–4–7.1

• Using information from the text to answer questions related

to explicitly stated main/central ideas or key details

R–4–7.2

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

representing main/central ideas or details within text

through charting, mapping, paraphrasing, or summarizing)

R–4–7.3

• Identifying the characteristics of a variety of types of text

content trade books, textbooks, student newspapers; and

orders, 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–4–5.1

• Describing main characters’ physical characteristics or

personality traits; or providing examples of thoughts,

words, or actions that reveal characters’ personality traits

R–4–5.2

• Making inferences about problem, conflict, or solution

EXAMPLE: "What influenced the father’s decision to let his

son try the climb?"

R–4–5.3

• Identifying who is telling the story

R–4–5.4

• Identifying author’s message or theme

EXAMPLE: "What was the author trying to say about

friendship in this story? (e.g., friendship begins with

accepting differences)"

R–4–5.5

• Identifying causes or effects, including possible motives of

• Comparing stories or other texts to related personal

experience, prior knowledge, or other books

• Connecting information within a text or across texts

R–4–8.1

• Synthesizing information within or across text(s) (e.g.,

constructing appropriate titles; or formulating assertions or

controlling ideas)

R–4–8.2

• Drawing inferences about text, including author’s purpose

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

basic conclusions; or forming judgments/opinions about

central ideas that are relevant

R–4–8.3

• Distinguishing fact from opinion

R–4–8.4

• Making inferences about causes or effects

R–4–8.5

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

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

* 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 text,

including primary and secondary sources, and a variety

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

children’s magazines, student newspapers, content

procedures, instructions, book orders, announcements,

invitations)

• 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 appropriate and focused discussions

about text by offering comments and supporting evidence,

recommending books and other materials, and responding