Reading Grade Expectations -
Grade 1
Early Reading Skills and
Strategies:
Phonological Awareness
R1:1 Applies
phonological knowledge and skills by…
• Counting syllables
in one- to four-syllable words
• Blending and
segmenting phonemes in one-syllable words
(e.g.,
"f-i-sh," "r-u-n")
Early Reading Skills and
Strategies:
Concepts of Print
R1:2
Demonstrates understanding of concepts of print during
shared or
individual reading by…
• Identifying basic
punctuation marks and their usage (e.g.,
question marks,
periods, quotation marks)
• Identifying key parts
of a book: title, author
• Demonstrating
one-one matching of words spoken to
words in print
Word Identification Skills and
Strategies
R1:3 Applies
word identification/decoding skills and strategies
(leading to
automaticity) by…
• Reading
grade-appropriate, high-frequency words
(including
irregularly spelled words, contractions, etc.)
• Identifying sound-symbol
correspondences: consonants,
two-letter blends
(e.g., bl, gr), basic consonant and vowel
digraphs (e.g., th,
ee, ay), short vowels and long vowels
affected by silent e)
• Reading regularly
spelled one- and two-syllable words
(e.g.,
"lot," "kitten," "doghouse") by using knowledge
of
sounds and letter
patterns (including common endings
-s, -ed, -ly, -ing)
Context and Self-Correction
Strategies
R1:4 Applies
context and self-correction strategies by…
• Monitoring own
reading and self-correcting when
incorrectly identifi
ed or predicted words do not fi t with cues
provided by the print
or the context (e.g., syntax/language
structure,
semantics/meaning, picture)
Vocabulary Strategies and
Breadth of Vocabulary
R1:5 Identifies
the meaning of unfamiliar words by…
• Using strategies to
unlock meaning (e.g., activating prior
knowledge, using context
clues, or asking questions during
read-alouds or text
reading)
R1:6 Shows
breadth of vocabulary knowledge, demonstrating
understanding of
word meanings or relationships by…
• Identifying synonyms
and antonyms to connect new words
to known words
• Describing words in
terms of categories (e.g., "A mallard
is a kind of
duck"), functions (e.g., "Scissors are used for
cutting"), or
features (e.g., "A rectangle has four sides")
Comprehension Strategies
R1:7 Uses
comprehension strategies (flexibly and as needed)
while reading
or listening to literary and informational
text.
EXAMPLES of
reading-comprehension strategies might include:
• using prior knowledge;
• predicting and making
simple text-based inferences;
• generating clarifying
questions;
• constructing sensory
images (e.g., making pictures in
one’s mind); or making
connections (text to self, text to text,
and text to world)
Monitoring and Adjusting
Strategies
R1:8
Demonstrates ability to monitor comprehension and
adjust
reading rate
and strategy use for different types of
text and
purposes during reading or read-alouds by…
• Recognizing problems
with understanding, and rereading
or asking questions as
needed
Accuracy and Fluency
R1:9 Reads
grade-level-appropriate material with:
• Accuracy: reading material appropriate for
the end of
grade 1 with at least
90–94% accuracy (See Appendix for
sample titles.)
• Fluency: reading previously introduced or
previously read
grade-appropriate text
with oral fluency rates of at least
50–80 words correct per
minute
• Fluency: reading grade-appropriate text in
a way that
makes meaning clear, and
demonstrates phrasing,
expression, and
attention to end punctuation
Initial Understanding of
Literary Text
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.
R1:10
Demonstrate initial understanding of elements of literary
texts (including
text read aloud, reading independently or
in a guided
manner)
by…
• Identifying characters
in a story
• Retelling the
beginning, middle, and end of a story
• Responding to simple
questions about a book’s content
(e.g., "Where did
Sylvester go?")
R1:11
Demonstrate initial understanding of author’s craft used
in literary
texts by…
• Identifying literary
devices as appropriate to genre: rhyme,
repeated language (e.g.,
"teeny-tiny")
Initial Understanding of
Informational Text
with many different
types of INFORMATIONAL texts (expository and practical
students in meeting
grade level expectations described in the Vermont
assessment purposes.
R1:12
Demonstrate initial understanding of informational texts
(expository and
practical texts) by…
• Obtaining information,
using text features such as title and
illustration (e.g.,
"From the title, what do we think this book
will tell us?")
• Using explicitly
stated information to answer questions
EXAMPLE: "Where do
penguins live?"
• Distinguishing
among a variety of types of text (e.g.,
informational
texts: children’s
magazines, children’s
newspapers, lists,
simple directions)
Analysis and Interpretation of
Literary Text/Citing Evidence
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.
R1:13 Analyze
and interpret elements of literary texts read
aloud or read
independently, citing evidence where
appropriate by…
• Making predictions
about what might happen next, and
telling why the
prediction was made
• Identifying
possible motives of characters
• Identifying relevant
physical characteristics or personality
traits of main
characters
R1:14 Analyze
and interpret author’s craft (citing evidence
where
appropriate) by…
No GLE at this grade
level
R1:15 Generates
a personal response to what is read aloud or
read
independently
through a variety of means by…
• Comparing stories or
other texts to personal experience,
prior knowledge, or
other books
Analysis and Interpretation of
Informational Text/Citing
Evidence
All students need
ongoing opportunities to apply and practice reading strategies with many
different types of INFORMATIONAL 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.
R1:16 Analyze
and interpret informational text read aloud or
independently, citing evidence as appropriate
by…
• Identifying the
topic
• Telling what was
learned
• Making basic
inferences or drawing basic conclusions
EXAMPLE: "From what
we just read, why do you think
firefighters wear
special uniforms? Explain why."
Reading Extensively
R1:17 Demonstrates
the habit of reading extensively* by…
• Reading four or
more short books or the equivalent every day
* 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.
Reading Widely and In Depth
(Assumes increasing text
complexity across grade levels; see Appendix for descriptions of increasing
text complexity.)
R1:18
Demonstrates the habit of reading widely and in
depth by…
• Reading from or
listening to at least three different
genres/kinds of text and
a variety of authors (e.g., literary
texts: poetry, plays,
fairy tales, fantasy, realistic fiction;
informational: content
trade books, children’s magazines;
and practical/functional
texts: classroom schedules, simple
directions, lists, labels, invitations)
Literate Community
R1:19
Demonstrates participation in a literate community by…
• Self-selecting reading
materials in line with reading ability
and personal interests
• Participating in
appropriate discussions about text by
offering comments
related to the text, and referring
explicitly to the text