Reading Power Standards and GEs
Reading Comprehension
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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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R4: 7 Uses comprehension strategies (flexibly and as needed) while reading literary and informational text. EXAMPLES of reading-comprehension strategies might include using prior knowledge; summarizing; predicting
R4: 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
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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 R4: 1 Applies phonological knowledge and skills by… No GLE at this grade level
R4: 2: Demonstrates understanding of concepts of print during shared or individual reading by… No GLE at this grade level
R4: 3 Applies word identification/decoding strategies by… • Identifying multisyllabic words by using knowledge of sounds, six syllable types*/syllable division, or word patterns (including prefixes, and suffixes) (*See Appendix for the six syllable types.)
R4: 4 Applies context and self-correction strategies by… • Predicting upcoming text, monitoring, adjusting and confirming, through use of print, syntax/language structure,
R4: 5 Identifies the meaning of unfamiliar words by… • Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes and base R–4–2.1
R4: 6 Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by… • Identifying synonyms, antonyms, homonyms/homophones, or shades of meaning EXAMPLE (of shades of meaning): “cold,” “freezing” R–4–3.1
• Describing words in terms of categories, functions, or features • Selecting appropriate words to use in context, including content-specific vocabulary, words with multiple meanings, or precise vocabulary EXAMPLE (precise vocabulary): “In this passage, the bear could best be described as acting: (A) excited (B) R–4–3.2
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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.
R4: 10 Demonstrate initial understanding of key elements of literary text by… • Identifying or describing character(s), setting, problem/solution, major events, or plot, as appropriate to text; or identifying any significant changes in character(s) over time R–4–4.1
• Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text R–4–4.2
• Identifying the characteristics of a variety of types of text (e.g., literary text: poetry, plays, fairy tales, fantasy,
R4: 11 Demonstrate initial understanding of author’s craft used in literary texts by… • Identifying literary devices as appropriate to genre: rhyme, alliteration, simile, description, or dialogue
R4: 12 Demonstrate initial understanding of informational texts (expository and practical texts) by… • Obtaining information from text features (e.g., table of contents, glossary, index, transition words/phrases, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations) R–4–7.1 • Using information from the text to answer questions related to explicitly stated main/central ideas or key
• Organizing information to show understanding (e.g., representing main/central ideas or details within text R–4–7.3 • Identifying the characteristics of a variety of types of text (e.g., reference: encyclopedias, children’s magazines content trade books, textbooks, student newspapers; and practical/functional texts: procedures, instructions, book orders, announcements, invitations)
R4: 13 Analyze and interpret elements of literary texts, citing evidence where appropriate by… • Making logical predictions R–4–5.1 • Describing main characters’ physical characteristics or personality traits; or providing examples of thoughts, words, or actions that reveal characters’ personality traits R–4–5.2 • Making inferences about problem, conflict, or solution EXAMPLE: “What influenced the father’s decision to let his son try the climb?” R–4–5.3 • Identifying who is telling the story R–4–5.4 • Identifying author’s message or theme EXAMPLE: “What was the author trying to say about friendship in this story? (e.g., friendship begins with accepting differences)” R–4–5.5 • Identifying causes or effects, including possible motives of characters
R4: 15 Generates a personal response to what is read through a variety of means and through… • Comparing stories or other texts to related personal experience, prior knowledge, or other books R4: 16 Analyze and interpret informational text, citing evidence as appropriate by… • Connecting information within a text or across texts R–4–8.1
• Synthesizing information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions R–4–8.2
• Drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain) or message; or R–4–8.3
• Distinguishing fact from opinion R–4–8.4 • Making inferences about causes or effects R–4–8.5 |