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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R5: 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 and making text-based inferences; determining importance; generating literal, clarifying, and inferential 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, using, and analyzing text features (e.g., transition words, subheadings, bold/italicized print, parts of the book); or using text structure clues (e.g., chronological, cause/effect, compare/contrast, proposition and support, logical/sequential) R5: 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 R5: 3 Applies word identification/decoding strategies by… • Identifying multisyllabic words by using knowledge of sounds, six syllable types*/syllable division, and word patterns (including prefixes and suffixes) (*See Appendix for the six syllable types.)
R5: 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
R5: 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–5–2.1
R5: 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): tired, exhausted R–5–3.1 • Describing words in terms of categories, functions, or features • Selecting appropriate words or explaining the use of words in context, including content-specific vocabulary,
EXAMPLE (multiple meanings): Students explain the intended meanings of words found in text—“Based on the R–5–3.2
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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.
R5: 10 Demonstrate initial understanding of elements of literary text by... • Identifying or describing character(s), setting, problem/ solution, major events, or plot, as appropriate to text; R–5–4.1 • Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text R–5–4.2 • Identifying the characteristics of a variety of types of text (e.g., literary texts: poetry, plays, fairy tales, fantasy,
R5: 11 Demonstrate initial understanding of author’s craft used in literary texts by… • Identifying literary devices as appropriate to genre: rhyme, alliteration, simile, dialogue, imagery, or simple metaphors
R5: 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 R–5–7.1 • Using information from the text to answer questions related to main/central ideas or key details R–5–7.2 • Organizing information to show understanding (e.g., representing main/central ideas or details within text R–5–7.3 • Identifying the characteristics of a variety of types of text (e.g., reference: reports, encyclopedias, children’s
R5: 13 Analyze and interpret elements of literary texts, citing evidence where appropriate by… • Making logical predictions EXAMPLE: “Which event is most likely to happen next?” R–5–5.1 • Describing characters’ physical characteristics, personality traits, or interactions; or providing examples of R–5–5.2 • Making inferences about problem, conflict, solution, or the relationship among elements (plot, character, setting) within text (e.g., how the setting affects a character or plot development) R–5–5.3 • Identifying the narrator R–5–5.4 • Identifying author’s message or theme (implied or stated, as in a fable) R–5–5.5 • Identifying causes or effects, including possible motives of characters
R5: 14 Analyze and interpret author’s craft (citing evidence where appropriate) by… • Demonstrating knowledge of use of literary elements and devices (i.e., imagery, exaggeration) to analyze literary works R–5–6.1 R5: 15 Generates a well-developed and grounded 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
R5: 16 Analyze and interpret informational text, citing evidence as appropriate by… • Connecting information within a text or across texts R–5–8.1 • Synthesizing information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions R–5–8.2 • Drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain, persuade) or R–5–8.3 • Distinguishing fact from opinion R–5–8.4 • Making inferences about causes or effects R–5–8.5
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