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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R8: 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, inferential, analysis, synthesis, and evaluative 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)
R8: 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., rereading, adjusting rate, 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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R8: 3 Applies word identification/decoding strategies by… • Identifying multisyllabic words by using knowledge of sounds, syllables, and derivational roots (Greek, Latin, Anglo-Saxon) EXAMPLES of roots: “symphony,” “inscription”
R8: 4 Applies context and self-correction strategies by… • Demonstrating the use of syntax/language structure (e.g., passive voice, pronoun referents), semantics/meaning, or other context cues to predict, adjust/self-correct as necessary, and confirm what is being read
R8: 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; context clues; other resources, such as dictionaries, glossaries, thesauruses; or prior knowledge)
R8: 6 Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by… • Identifying synonyms, antonyms, homonyms/homophones, shades of meaning, analogies, or word origins, EXAMPLE (of word origin from other language): “déjà vu” • Selecting appropriate words or explaining the use of words in context, including content-specific vocabulary,
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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.
R8: 10 Demonstrate initial understanding of elements of literary text by... • Identifying, describing, or making logical predictions about character, setting, problem/solution, or identifying rising action, climax, or falling action • Paraphrasing or summarizing, with major events sequenced, as appropriate to text • Identifying the characteristics of a variety of types of text (e.g., literary texts: poetry, plays, fairy tales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries, science fiction, legends, myths, short stories, epics [poems, novels, dramas])
R8: 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, metaphors flashback, repetition, personification, or hyperbole
R8: 12 Demonstrate initial understanding of informational texts (expository and practical texts) by… • Obtaining information from text features (e.g., transitional devices, table of contents, glossary, index, bold or italicized text, headings, graphic organizers, charts and graphs, illustrations, or subheadings) • Using information from the text to answer questions or to state the central idea or provide supporting details • Organizing information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing/ contrasting, or outlining) • 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, schedules) R8: 13 Analyze and interpret elements of literary texts, citing evidence where appropriate by… • Explaining or supporting logical predictions • Describing characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions, citing thoughts, words, or actions that reveal characters’ personalities or their changes over time • Making inferences about cause/effect, internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text (e.g., describing the interaction among subplots) • Explaining how the narrator’s point of view affects the reader’s interpretation • Explaining how the author’s message or theme (which may include universal themes) is supported within the text
R8: 14 Analyze and interpret author’s craft (citing evidence where appropriate) by… • Demonstrating knowledge of use of author’s style or use of literary elements and devices (i.e., imagery, repetition, flashback, foreshadowing, personification, hyperbole, symbolism, or use of punctuation) to analyze literary works
R8: 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
R8: 16 Analyze and interpret informational text, citing evidence as appropriate by… • Explaining connections about information within a text, across texts, or to related ideas • Synthesizing and evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas)
• Drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain, persuade) or message, explaining how purpose may affect the interpretation of the text; or forming and supporting warranted opinions/ judgments and assertions about the text that are relevant • Distinguishing fact from opinion, identifying possible bias/ propaganda or conflicting information within or across texts • Evaluating the accuracy of information presented in text • Making inferences about causes or effects
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