Reading Power Standards and 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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R2: 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 text-based inferences; determining importance; generating literal and clarifying questions; constructing sensory images (e.g., making pictures in one’s mind); making connections (text to self, text to text, and text to world); or locating and using text features (e.g., headings, parts of the book)
R2: 8 Demonstrates ability to monitor comprehension and adjust reading rate and strategy use for different types of text and purposes during reading by… • Sampling a page of text for readability and interest • Recognizing problems with understanding, and rereading or adjusting pace 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.
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R2: 1 Applies phonological knowledge and skills by… • Blending and segmenting phonemes in more complex one syllable words (which may include combinations of • Deleting phonemes in one-syllable words (“what is ‘crust’ without the ‘c’?”)
R2: 2 Demonstrates understanding of concepts of print during shared or individual reading by… No GLE at this grade level
R2: 3 Applies word identification and decoding skills and strategies by… • Reading grade-level-appropriate words with automaticity • Reading grade-appropriate, high-frequency words (including irregularly spelled words) • Identifying regularly spelled multisyllabic words (e.g., “happiness,” “shower,” “sunshine”), by using knowledge EXAMPLES: Students might be asked to match words to pictures or to match words to words with similar R–2–1.1 R2: 4 Applies context and self-correction strategies by… • Predicting upcoming text, monitoring, adjusting and confirming, through use of print, syntax/language structure, semantics/meaning, or other context cues (e.g., pictures) R2: 5 Identifies the meaning of unfamiliar words by… • Using strategies to unlock meaning (e.g., using knowledge of word structure, including common base words and suffixes, such as “thick-est,” “hope-ful”; or context clues, including illustrations and diagrams; or prior knowledge) R–2–2.1
R2: 6 Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by… • Identifying synonyms, antonyms; or categorizing words EXAMPLES (of categorizing): Given a T-chart with two “categories” of words listed (e.g., shapes and sizes), students would identify another word to add to the chart that describes either shapes or sizes; or in a multiple choice item, select the best category title for the words listed R–2–3.1 • Describing words in terms of categories, functions, or features • Selecting appropriate words to use in context, including words specific to the content of the text EXAMPLE: In a short passage about Native American homes, students might encounter the words R–2–3.2
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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.
R2: 10 Demonstrate initial understanding of elements of literary texts by… • Identifying or describing character(s), setting, problem, solution, or major events, as appropriate to text R–2–4.1 • Retelling the key elements of a story VT DRA • Sequencing key events in order • Distinguishing among a variety of types of text (e.g., literary texts: poetry, plays, realistic fiction, fairy tales, R2: 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., “When I was young in the • Obtaining information from text features (e.g., simple table of contents, glossary, charts, graphs, diagrams, or illustrations) EXAMPLE: “On what page would you find information about snakes?” R–2–7.1 • Using explicitly stated information to answer questions EXAMPLE: “According to this report, what do dolphins eat?” R–2–7.2
• Locating and recording information to show understanding when given an organizational format (e.g., a • Distinguishing among a variety of types of text (e.g., reference: beginning dictionaries, glossaries, children’s
R2: 13 Analyze and interpret elements of literary texts, citing evidence where appropriate by… • Making logical predictions EXAMPLE: “What might happen next?” R–2–5.1 • Identifying relevant physical characteristics or personality traits of main characters R–2–5.2 • Making basic inferences about problem or solution EXAMPLES: “What helped Luke to solve his problem in the story? What was Jane’s problem?” R–2–5.3 • Identifying possible motives of characters • Recognizing explicitly stated causes or effects
R2: 15 Generates a personal response to what is read through a variety of means by… • Comparing stories or other texts to related personal experience, prior knowledge, or other books
R2: 16 Analyze and interpret informational text, citing evidence as appropriate by… • Connecting information within a text EXAMPLE: Combining or comparing facts and details presented— “What food is eaten by both kinds of R–2–8.1 • Recognizing generalizations about text (e.g., identifying appropriate titles or main/central ideas) R–2–8.2 • Making basic inferences or drawing basic conclusions EXAMPLE: “Based on this report, do turtles make good pets?” R–2–8.3 • Making inferences about causes or effects, when signal words are present EXAMPLE: “The sun came out. Then the puddle dried up. What made the puddle dry up?” R–2–8.5
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