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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R1: 7 Uses comprehension strategies (flexibly and as needed) while reading or listening to literary and informational text. EXAMPLES of reading-comprehension strategies might include: • using prior knowledge; • predicting and making simple text-based inferences; • generating clarifying questions; • constructing sensory images (e.g., making pictures in one’s mind); or making connections (text to self, text to text, and text to world) R1: 8 Demonstrates ability to monitor comprehension and adjust reading rate and strategy use for different types of text and purposes during reading or read-alouds by… • Recognizing problems with understanding, and rereading or asking questions 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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R1: 1 Applies phonological knowledge and skills by… • Counting syllables in one-to four-syllable words • Blending and segmenting phonemes in one-syllable words (e.g., “f-i-sh,” “r-u-n”) R1: 2 Demonstrates understanding of concepts of print during shared or individual reading by… • Identifying basic punctuation marks and their usage (e.g., question marks, periods, quotation marks) • Identifying key parts of a book: title, author • Demonstrating one-one matching of words spoken to words in print R1: 3 Applies word identification/decoding skills and strategies (leading to automaticity) by… • Reading grade-appropriate, high-frequency words (including irregularly spelled words, contractions, etc.) • Identifying sound-symbol correspondences: consonants, two-letter blends (e.g., bl, gr), basic consonant and vowel digraphs (e.g., th, ee, ay), short vowels and long vowels affected by silent e) • Reading regularly spelled one-and two-syllable words (e.g., “lot,” “kitten,” “doghouse”) by using knowledge R1: 4 Applies context and self-correction strategies by… • Monitoring own reading and self-correcting when incorrectly identified or predicted words do not fit with cues provided by the print or the context (e.g., syntax/language structure, semantics/meaning, picture) R1: 5 Identifies the meaning of unfamiliar words by… • Using strategies to unlock meaning (e.g., activating prior knowledge, using context clues, or asking questions during read-alouds or text reading)
R1: 6 Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by… • Identifying synonyms and antonyms to connect new words to known words • Describing words in terms of categories (e.g., “A mallard is a kind of duck”), functions (e.g., “Scissors are used for cutting”), or features (e.g., “A rectangle has four sides”)
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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.
R1: 10 Demonstrate initial understanding of elements of literary texts (including text read aloud, reading independently or in a guided manner) by… • Identifying characters in a story • Retelling the beginning, middle, and end of a story • Responding to simple questions about a book’s content (e.g., “Where did Sylvester go?”)
R1: 11 Demonstrate initial understanding of author’s craft used in literary texts by… • Identifying literary devices as appropriate to genre: rhyme, repeated language (e.g., “teeny-tiny”)
R1: 12 Demonstrate initial understanding of informational texts (expository and practical texts) by… • Obtaining information, using text features such as title and illustration (e.g., “From the title, what do we • Using explicitly stated information to answer questions EXAMPLE: “Where do penguins live?” • Distinguishing among a variety of types of text (e.g., informational texts: children’s magazines, children’s newspapers, lists, simple directions)
R1: 13 Analyze and interpret elements of literary texts read aloud or read independently, citing evidence where appropriate by… • Making predictions about what might happen next, and telling why the prediction was made • Identifying possible motives of characters • Identifying relevant physical characteristics or personality traits of main characters R1: 15 Generates a personal response to what is read aloud or read independently through a variety of means by… • Comparing stories or other texts to personal experience, prior knowledge, or other books R1: 16 Analyze and interpret informational text read aloud or independently, citing evidence as appropriate by… • Identifying the topic • Telling what was learned • Making basic inferences or drawing basic conclusions EXAMPLE: “From what we just read, why do you think firefighters wear special uniforms? Explain why.”
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