• Identifying multisyllabic words by using knowledge of

sounds, six syllable types*/syllable division, and 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–5–2.1

• Identifying synonyms, antonyms, homonyms/homophones,

or shades of meaning

EXAMPLE (of shades of meaning): tired, exhausted

R–5–3.1

• Describing words in terms of categories, functions, or

features

• Selecting appropriate words or explaining the use of words

in context, including content-specific vocabulary, words with

multiple meanings, or precise vocabulary

EXAMPLE (multiple meanings): Students explain the

intended meanings of words found in text—"Based on the

way ‘spring’ is used in this passage, would having a ‘spring’

be necessary for survival? Explain how you know."

R–5–3.2

EXAMPLES of reading-comprehension strategies might

include: using prior knowledge; summarizing; predicting

and making text-based inferences; determining importance;

generating literal, clarifying, and inferential 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, logical/sequential)

• 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.)

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 or describing character(s), setting, problem/

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

identifying any signifi cant changes in character(s) over

time

R–5–4.1

• Paraphrasing or summarizing key ideas/plot, with major

events sequenced, as appropriate to text

R–5–4.2

• Identifying the characteristics of a variety of types

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

mysteries)

• Identifying literary devices as appropriate to genre: rhyme,

alliteration, simile, dialogue, imagery, or simple metaphors

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–5–7.1

• Using information from the text to answer questions related

to main/central ideas or key details

R–5–7.2

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

representing main/central ideas or details within text

through charting, mapping, paraphrasing, summarizing, or

comparing/contrasting)

R–5–7.3

• Identifying the characteristics of a variety of types of

magazines, content trade books, textbooks, student

newspapers, Internet Web sites, biographies; and

orders, announcements, invitations, recipes, menus)

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

EXAMPLE: "Which event is most likely to happen next?"

R–5–5.1

• Describing characters’ physical characteristics, personality

traits, or interactions; or providing examples of thoughts,

words, or actions that reveal characters’ personality traits

or their changes over time

R–5–5.2

• Making inferences about problem, confl ict, solution, or the

within text (e.g., how the setting affects a character or plot

development)

R–5–5.3

• Identifying the narrator

R–5–5.4

• Identifying author’s message or theme (implied or stated,

R–5–5.5

• Identifying causes or effects, including possible motives of

characters

• Identifying author’s message or theme

• Demonstrating knowledge of use of literary elements and

R–5–6.1

• Comparing stories or other texts to related personal

experience, prior knowledge, or other books

• Connecting information within a text or across texts

R–5–8.1

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

constructing appropriate titles; or formulating assertions or

controlling ideas)

R–5–8.2

• Drawing inferences about text, including author’s purpose

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

or forming and supporting opinions/judgments and

assertions about central ideas that are relevant

R–5–8.3

• Distinguishing fact from opinion

R–5–8.4

• Making inferences about causes or effects

R–5–8.5

• 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

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

encyclopedias, children’s magazines, student newspapers,

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 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