• Identifying multisyllabic words by using knowledge of

sounds, syllables, and derivational roots (Greek, Latin,

EXAMPLES of roots: "dictatorial," "perspective"

• Demonstrating the use of syntax/language structure,

semantics/meaning, or other context cues to predict,

adjust/self-correct as necessary, and confirm what is being

read

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

word structure, including prefixes/suffixes, base words,

common roots, or word origins; or context clues; or other

resources, such as dictionaries, glossaries, thesauruses;

or prior knowledge)

EXAMPLE (of common root ): inspection (in - spec - tion)

R–7–2.1

• Identifying synonyms, antonyms, homonyms/homophones,

shades of meaning, or analogies

EXAMPLE (analogy): "map:locate as recipe:cook"

R–7–3.1

• 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–7–3.2

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)

• Using a range of self-monitoring and self-correction

approaches (e.g., previewing, rereading, adjusting rate,

subvocalizing, consulting resources, questioning, flexible

note taking/mapping systems, skimming, scanning, etc.)

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

fluency 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

significant changes in character or setting over time; or

R–7–4.1

• Paraphrasing or summarizing key ideas/plot, with major

events sequenced, as appropriate to text

R–7–4.2

• Identifying the characteristics of a variety of types of text

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

science fiction, legends, myths, short stories)

• Identifying literary devices as appropriate to genre: rhyme

schemes, alliteration, simile, dialogue, imagery, metaphors,

flashback, onomatopoeia, repetition, or personification

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,

transitional devices, bold or italicized text, headings,

subheadings, graphic organizers, charts, graphs, or

illustrations)

R–7–7.1

• Using information from the text to answer questions, to

R–7–7.2

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

representing main/central ideas or details within text

through charting, mapping, paraphrasing, summarizing, or

comparing/contrasting)

R–7–7.3

• Identifying the characteristics of a variety of types of

newspapers, public documents and discourse, technical

manuals, Internet Web sites, biographies, autobiographies,

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

• Describing characters’ traits, motivation, or interactions,

citing thoughts, words, or actions that reveal characters’

traits, motivations, or their changes over time

R–7–5.2

• Making inferences about cause/effect (e.g., explaining

how an event gives rise to the next), internal or external

confl icts (e.g., person versus self, person versus person,

person versus nature/society/fate), or the relationship

among elements within text

R–7–5.3

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

reader’s interpretation

R–7–5.4

• Explaining how the author’s message or theme is

R–7–5.5

• Demonstrating knowledge of use of literary elements and

devices (i.e., imagery, exaggeration, repetition, flashback,

foreshadowing, or personification) to analyze literary works

EXAMPLE: "Why did the author choose to use flashback in

this story?"

R–7–6.1

• Comparing stories or other texts to related personal

experience, prior knowledge, or other texts or ideas

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.

• Explaining connections about information within a text,

across texts, or to related ideas

R–7–8.1

• Synthesizing and evaluating information within or across

text(s) (e.g., constructing appropriate titles; or formulating

assertions or controlling ideas)

R–7–8.2

• Drawing inferences about text, including author’s purpose

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

or using supporting evidence to form or evaluate opinions/

judgments and assertions about the central ideas that are

relevant

EXAMPLE (of evaluating): Given a statement (opinion,

judgment, or assertion), students provide evidence from

the text that this statement does/does not support the

author’s purpose in writing the piece.

R–7–8.3

• Distinguishing fact from opinion, and identifying possible

bias/propaganda or conflicting information within or across

R–7–8.4

• Making inferences about causes or effects

R–7–8.5

• 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,

science fiction, mysteries, legends, myths, short stories;

reports, magazines, newspapers, Internet Web sites, public

documents and discourse, essays, articles, textbooks,

procedures, instructions, recipes, menus, 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