• 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.)

• Demonstrating the use of syntax/language structure,

• 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, thesauruses; or prior knowledge)

R–6–2.1

• Identifying synonyms, antonyms, homonyms/homophones,

shades of meaning, or simple analogies

EXAMPLE (simple analogy): "parent is to child as cat is to

kitten—parent:child as cat:kitten"

R–6–3.1

• 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

R–6–3.2

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, skimming, and scanning text selections

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

as needed

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

fl uency 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 or describing character(s), setting, problem/

solution, or plot, as appropriate to text; or identifying any

signifi cant changes in character or setting over time

EXAMPLE (of setting changing): "In this poem, how does

the farm’s appearance change over the years?"

R–6–4.1

• Paraphrasing or summarizing key ideas/plot, with major

events sequenced, as appropriate to text

R–6–4.2

• Identifying the characteristics of a variety of types of text

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

science fiction, legends, myths)

• Identifying literary devices as appropriate to genre: rhyme,

alliteration, simile, dialogue, imagery, 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–6–7.1

• Using information from the text to answer questions related

to main/central ideas or key details

R–6–7.2

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

representing main/central ideas or details within text

through charting, mapping, paraphrasing, summarizing, or

comparing/contrasting)

R–6–7.3

• Identifying the characteristics of a variety of types of text

textbooks, newspapers, public documents and discourse,

Internet Web sites, biographies, autobiographies, essays,

procedures, instructions, recipes, menus, announcements,

invitations, advertisements, pamphlets)

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, or plot, as appropriate to text; or identifying any

signifi cant changes in character or setting over time

EXAMPLE (of setting changing): "In this poem, how does

the farm’s appearance change over the years?"

R–6–4.1

• Paraphrasing or summarizing key ideas/plot, with major

events sequenced, as appropriate to text

R–6–4.2

• Identifying the characteristics of a variety of types of text

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

science fiction, legends, myths)

• Identifying literary devices as appropriate to genre: rhyme,

alliteration, simile, dialogue, imagery, 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–6–7.1

• Using information from the text to answer questions related

to main/central ideas or key details

R–6–7.2

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

representing main/central ideas or details within text

through charting, mapping, paraphrasing, summarizing, or

comparing/contrasting)

R–6–7.3

• Identifying the characteristics of a variety of types of text

textbooks, newspapers, public documents and discourse,

Internet Web sites, biographies, autobiographies, essays,

procedures, instructions, recipes, menus, announcements,

invitations, advertisements, pamphlets)

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 (e.g. providing

evidence from text to explain why something is likely to happen next)

R–6–5.1

• Describing characters’ traits, motivation, or interactions,

citing thoughts, words, or actions that reveal characters’

traits, motivations, or their changes over time

R–6–5.2

• Making inferences about cause/effect, external conflicts

fate), or the relationship among elements within text (e.g.,

how the historical era influences the characters’ actions or

thinking)

R–6–5.3

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

EXAMPLE: "This story is told from Ted’s point of view. What

do you know about how Ted feels because he tells the

story?"

R–6–5.4

• Identifying author’s message or theme

R–6–5.5

• Demonstrating knowledge of use of literary elements and

devices (i.e., imagery, exaggeration, simile, metaphor,

foreshadowing, or suspense) to analyze literary works

R–6–6.1

• 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 or across texts

R–6–8.1

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

constructing appropriate titles; or formulating assertions or

controlling ideas)

R–6–8.2

• 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–6–8.3

• Distinguishing fact from opinion, and identifying possible

R–6–8.4

• Making inferences about causes or effects

R–6–8.5

• 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 fl exibly 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,

thesaurus, biography, autobiography, reports, magazines,

newspapers, Internet Web sites, public documents and

announcements, invitations, advertisements, pamphlets)

• 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