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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R3: 7 Uses comprehension strategies (flexibly and as needed) while reading 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., transition words, subheadings, bold/italicized print, parts of the book)
R3: 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 • Previewing text selections • Stopping to reread, adjust pace and use other strategies as needed (e.g., making connections, subvocalizing)
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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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Word Identification Skills and Strategies R3: 3 Applies word identification/decoding strategies by… • Reading grade-level-appropriate words with automaticity • Identifying multisyllabic words (e.g., “pretending,” “discussion”), by using knowledge of sounds, syllable types, or word patterns (including prefixes, suffixes, or variant spellings for consonants or vowels, e.g., “bought”) EXAMPLES: Students might be asked to match words to words with similar sounds, e.g., “Which word rhymes with the word in the box?” or “Which word has the same vowel sound as the word in the box?” R–3–1.1 R3: 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
R3: 5 Identifies the meaning of unfamiliar words by… • Using strategies to unlock meaning (e.g., using knowledge of word structure, including prefixes/suffixes and R–3–2.1 R3: 6 Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by… • Identifying synonyms, antonyms, homonyms/homophones; or categorizing words R–3–3.1 • Describing words in terms of categories, functions, or features • Selecting appropriate words to use in context, including content-specific vocabulary (e.g., “predator/prey”), or EXAMPLE (multiple meanings): Students identify the intended meaning of words found in text: “The word EXAMPLE (multiple meanings): “The word ‘fall’ has many different meanings. Which sentence below uses the R–3–3.2
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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. R3: 10 Demonstrate initial understanding of elements of literary texts by… • Identifying or describing character(s), setting, problem/ solution, major events, or plot, as appropriate to text R–3–4.1
• Paraphrasing or summarizing key ideas/plot, with events sequenced, as appropriate to text R–3–4.2
• Identifying the characteristics of a variety of types of text (e.g., literary texts: poetry, plays, fairy tales,
R3: 11 Demonstrate initial understanding of author’s craft used in literary texts by… • Identifying literary devices as appropriate to genre: rhyme, alliteration, dialogue, or description
R3: 12 Demonstrate initial understanding of informational texts (expository and practical texts) by… • Obtaining information from text features (e.g., table of contents, glossary, basic transition words, bold or italicized text, headings, graphic organizers, charts, graphs, or illustrations) EXAMPLES: “What words does the author want you to notice on this page? What is the last step of the directions?” R–3–7.1
• Using information from the text to answer questions related to explicitly stated central/main ideas or details R–3–7.2
• Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting or mapping) EXAMPLE: Given a chart (with headings filled in), students are asked to provide examples from the text to R–3–7.3
• Identifying the characteristics of a variety of types of text (e.g., reference: dictionaries, glossaries, children’s magazines, content trade books, textbooks, children’s newspapers; and practical/functional texts: book orders procedures, instructions, announcements, invitations)
R3: 13 Analyze and interpret elements of literary texts, citing evidence where appropriate by… • Making logical predictions R–3–5.1
• Describing main characters’ physical characteristics or personality traits; or providing examples of thoughts, words, or actions that reveal characters’ personality traits R–3–5.2
• Making basic inferences about problem, conflict, or solution (e.g., cause-effect relationships) EXAMPLE: “How might the story have been different if…?” R–3–5.3 • Identifying the author’s basic message EXAMPLE: “In this story, Jon learned an important lesson about what to do when lost in the woods. What R–3–5.5 • Identifying possible motives of characters • Recognizing explicitly stated causes or effects
R3: 14 Analyze and interpret author’s craft (citing evidence where appropriate) by… No GLE at this grade level
R3: 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
R3: 16 Analyze and interpret informational text, citing evidence as appropriate by… • Connecting information within a text EXAMPLE: Combining, comparing, or using information found in both the written text and in a caption in a text R–3–8.1
• Recognizing generalizations about text (e.g., identifying appropriate titles, assertions, or controlling ideas) R–3–8.2
• Making basic inferences, drawing basic conclusions, or forming judgments/opinions about central ideas that are relevant R–3–8.3 • Distinguishing fact from opinion R–3–8.4 • Making inferences about causes or effects EXAMPLE: “What probably caused the fire to start in the garage?” R–3–8.5
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