• Identifying multisyllabic words by using knowledge of

sounds, syllables, derivational roots and affixes, including

EXAMPLE of a root: "phototropism"

EXAMPLE of a foreign language derivation: "bourgeois"

• Demonstrating the use of syntax/language structure (e.g.,

passive voice, pronoun referents), 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, common roots,

or word origins; context clues; other resources, such as

dictionaries, glossaries, thesauruses; or prior knowledge)

State

• Identifying synonyms, antonyms, homonyms/homophones,

shades of meaning, analogies, idioms, literary allusions,

or word origins, including words from dialects and other

languages that have been adopted into English

State

• Selecting appropriate words or explaining the use of words

in context, including connotation and denotation; or use of

precise or technical vocabulary, including content-specific

vocabulary; or use of words with multiple meanings

State

EXAMPLES of reading-comprehension strategies might include:

using prior knowledge; summarizing; predicting and making

text-based inferences; determining importance; generating

literal, clarifying, inferential, analysis, synthesis, and

evaluative 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

use of language, arguments used); or using text structure

clues (e.g., chronological, cause/effect, compare/contrast,

proposition and support)

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

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

consulting resources, questioning, flexible note taking/

mapping systems, skimming, scanning, etc.)

with at least 90–94% accuracy (See Appendix for sample

titles.)

fluency rates as determined by text demands, and purpose

for reading.

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, describing, or making logical predictions about

character, setting, problem/solution, or plot/subplots;

identifying any significant changes in character over

time; identifying where action rises and falls; identifying

State

• Paraphrasing or summarizing, with major events

sequenced, as appropriate to text

State

• Identifying the characteristics of a variety of types of text

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

science fiction, legends, myths, short stories, epics

[poems, novels, dramas], adventure myths, comedies,

tragedies, satires, parodies)

• Identifying literary devices as appropriate to genre: rhyme

schemes, dialogue, imagery, metaphors, personification,

hyperbole, symbolism, foreshadowing, or soliloquy

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., transitional

devices, table of contents, glossary, index, bold or italicized

text, headings, graphic organizers, charts and graphs,

illustrations, or subheadings)

State

• Using information from the text to answer questions or to

state the central idea or provide supporting key details

State

• Organizing information to show understanding or

relationships among facts, ideas, and events (e.g.,

representing key points within text through charting,

mapping, paraphrasing, summarizing, comparing/

contrasting, or outlining)

State

• Identifying the characteristics of a variety of types of text

documents /discourse, technical manuals, biographies,

autobiographies, essays, articles, editorials, primary source

schedules, procedures, instructions, announcements,

invitations, advertisements, pamphlets, schedules, memos)

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 and supporting logical predictions

State

• Analyzing characterization (e.g., stereotype, antagonist,

protagonist), motivation, or interactions, citing thoughts,

words, or actions that reveal characters’ personalities or

their changes over time

State

• Making inferences about cause/effect, internal and/or

external conflicts (e.g., person versus self, person

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

relationship among elements within text (e.g., describing

the interaction between characters and evolving plots)

State

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

the reader’s interpretation

State

• Determining how the author’s purpose (e.g., to entertain,

inform, persuade), message/theme, or underlying beliefs

are supported within the text

State

• Demonstrating knowledge of use of author’s style or use

of literary elements and devices (i.e., imagery, repetition,

foreshadowing, personification, hyperbole, symbolism,

analogy, allusion, rhyme scheme, soliloquy, dialogue, or

use of punctuation) to analyze literary works

State

• Comparing stories or other texts to related personal

experience, prior knowledge, or other texts or ideas

• Making thematic connections between literary or other

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

State

• Synthesizing and evaluating information within or across

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

assertions or controlling ideas)

State

• Drawing inferences about text, including author’s purpose

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

explaining how purpose may affect the interpretation of

the text; or forming and supporting warranted opinions/

judgments and assertions about the text that are relevant

State

• Evaluating the clarity and accuracy of information (e.g.,

author’s bias, use of persuasive strategies, consistency,

State

• Making inferences about causes or effects

State

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 of

realistic fiction, folktales, myths, historical fiction, science

fiction, mysteries, short stories, legends, adventure myths,

biography, autobiography, reports, newspapers, Internet

Web sites, public documents and discourse, essays,

articles, editorials, political cartoons, textbooks, technical

manuals, primary source historical documents, periodicals,

job-related materials, speeches, online reading; and

pamphlets, announcements, memos, invitations)

• Reading at least the equivalent of four books by an author,

about a subject, on one theme, 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