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.
---------------
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).
|
R7: 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)
R7: 8 Demonstrates ability to monitor comprehension and adjust reading rate and strategy use for different types of text and purposes during reading by… • Using a range of self-monitoring and self-correction approaches (e.g., previewing, rereading, adjusting rate,
|
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.
--------------------
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.
|
R7: 3 Applies word identification/decoding strategies by… • Identifying multisyllabic words by using knowledge of sounds, syllables, and derivational roots (Greek, Latin, EXAMPLES of roots: “dictatorial,” “perspective”
R7: 4 Applies context and self-correction strategies by… • Demonstrating the use of syntax/language structure, semantics/meaning, or other context cues to predict, adjust/self-correct as necessary, and confirm what is being read R7: 5 Identifies the meaning of unfamiliar words by… • Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes, base words, common roots, or word origins; or context clues; or other resources, such as dictionaries, glossaries, EXAMPLE (of common root ): inspection (in - spec - tion) R–7–2.1 R7: 6 Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by… • Identifying synonyms, antonyms, homonyms/homophones, shades of meaning, or analogies EXAMPLE (analogy): “map:locate as recipe:cook” R–7–3.1 • Describing words in terms of categories, functions, or features • Selecting appropriate words or explaining the use of words in context, including content-specific vocabulary, words with multiple meanings, or precise vocabulary R–7–3.2 |
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
-------------------
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.
|
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.
R7: 10 Demonstrate initial understanding of elements of literary text by... • Identifying or describing character(s), setting, problem/ solution, or plot, as appropriate to text; or identifying R–7–4.1
• Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text R–7–4.2 • Identifying the characteristics of a variety of types of text (e.g., literary texts: poetry, plays, fairy tales, fantasy,
R7: 11 Demonstrate initial understanding of author’s craft used in literary texts by… • Identifying literary devices as appropriate to genre: rhyme schemes, alliteration, simile, dialogue, imagery,
R7: 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, transitional devices, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or R–7–7.1
• Using information from the text to answer questions, to state the main/central ideas, or to provide supporting R–7–7.2
• Organizing information to show understanding (e.g., representing main/central ideas or details within text R–7–7.3
• Identifying the characteristics of a variety of types of text (e.g., reference: reports, magazines, textbooks, newspapers, public documents and discourse, technical manuals, Internet Web sites, biographies, autobiographies, essays, articles, thesauruses; and practical/functional texts: procedures, instructions, recipes, menus, announcements, invitations, advertisements, pamphlets)
R7: 13 Analyze and interpret elements of literary texts, citing evidence where appropriate by… • Explaining or supporting logical predictions R–7–5.1
• Describing characters’ traits, motivation, or interactions, citing thoughts, words, or actions that reveal characters’ traits, motivations, or their changes over time R–7–5.2
• Making inferences about cause/effect (e.g., explaining how an event gives rise to the next), internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text R–7–5.3 • Explaining how the narrator’s point of view affects the reader’s interpretation R–7–5.4 • Explaining how the author’s message or theme is supported within the text R–7–5.5
R7: 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, repetition, flashback, foreshadowing, or personification) to analyze literary works EXAMPLE: “Why did the author choose to use flashback in this story?” R–7–6.1
R7: 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 texts or ideas
R7: 16 Analyze and interpret informational text, citing evidence as appropriate by… • Explaining connections about information within a text, across texts, or to related ideas R–7–8.1 • Synthesizing and evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas) R–7–8.2
• Drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain, persuade) or message; or using supporting evidence to form or evaluate opinions/ judgments and assertions about the central ideas that are relevant EXAMPLE (of evaluating): Given a statement (opinion, judgment, or assertion), students provide evidence from the text that this statement does/does not support the author’s purpose in writing the piece. R–7–8.3
• Distinguishing fact from opinion, and identifying possible bias/propaganda or conflicting information within or across texts R–7–8.4
• Making inferences about causes or effects R–7–8.5
|