Reading Power Standards with GEs
Reading Comprehension
1.3 Students read for meaning, demonstrating both initial understanding and personal response to what is read. This is evident when students:
a. Comprehend grade-appropriate materials;
b. Analyze and interpret features of a variety of types of text; and
c. Make connections among various parts of a text, among several texts, and between texts and other experiences in and out of school.
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d. Make extensions/applications of a text;
e. Identify the textual structure and/or the technical, artistic, and literary conventions of text; and
f. Explain the meaning of various forms of representation (e.g., narrative, graphical, cartographic, symbolic, mathematical).
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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) 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
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Reading Strategies
1.1 Students use a variety of strategies to help them read. This is evident when students use a combination of strategies including:
a. Sounds, syllables, and letter patterns (e.g. phonological, phonic, and graphic knowledge);
b. Syntax
c. Meaning in context
d. A range of cueing systems to discover pronunciation and meaning;
e. Self-correcting when subsequent reading indicates an earlier miscue;
f. Questioning; and
g. Prior knowledge of the topic and sense of story.
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h. Predicting
i. Skimming;
j. Following themes;
k. Previewing for book selection (e.g., for content, format, style);
l. Synthesizing across sources;
m. Using knowledge of word structure to extend vocabulary
n. Identifying transition words to help understand organization of text; and
o. Adjusting rate of reading and strategy use according to purpose of reading and type of text.
Responding to Text
5.13 Students respond to literary texts and public documents using interpretive,
critical, and evaluative processes. This is evident when students:
a. Make inferences about content, events, story, characters, and setting, and about the relationship(s) among them; and
b. Explain the differences between various genres
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c. Analyze the impact of authors' decisions regarding word choice and content;
d. Make inferences about themes and styles;
e. Describe how linguistic structures and the diverse features of language can influence interpretation of texts;
f. Identify the characteristics of literary forms and genres;
g. Explain the effects of point of view/bias; and
h. Evaluate literary merit.
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Initial Understanding of Literary Text / 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.
Initial Understanding of Informational Text / 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 (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.
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”)
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 • 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)
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: 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 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.”
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