This document, "Grade Expectations for Vermont's Framework of Standards and Learning Opportunities" (hereafter "Vermont's Grade Expectations"), is an important companion to "Vermont's Framework." These Grade Expectations (GEs) serve the same purposes as "Vermont's Framework," but articulate learning expectations by grade levels in mathematics, reading, and writing (GLEs), and by clusters of two grades (GCEs) in other areas of "Vermont's Framework." Purposes of "Vermont's Grade Expectations" and "Vermont's Framework" are: (1) To provide a structure from which standards-based district, school, and classroom curriculum can be developed, organized, implemented, and assessed; (2) provide a basis for the development of state, local, and classroom comprehensive assessment systems; and (3) To make explicit what may be included in statewide assessments of student learning. Grade Expectations, while making comprehensive use of recent research and national standards work, have been derived directly from "Vermont's Framework"--integrating Field of Knowledge and Vital Results Standards. The GEs provide explicit guidance at each grade level or grade cluster for districts and schools to review curriculum and to develop local assessments. The GEs meet the requirements of NCLBA for the development of grade level expectations: (1) To support assessments in reading and mathematics in grades 3-8 and one high school grade; and (2) To support assessments in science in one elementary, one middle, and one high school grade. GEs also provide guidance for development of statewide assessments in writing in one elementary, one middle, and one high school grade, and for local assessment development across "Vermont's Framework," necessary under Vermont Act 68. Most importantly, the GEs support comprehensive local instruction, curriculum, and assessment practices essential to improving student performance for all Vermont students and narrowing achievement gaps. Appendixes to section one, "Mathematical Understanding," include: (1) Background for M2:3; and (2) Measurement Benchmarks. Appendixes to section two, "Reading," include: (1) The Six Syllable Types; (2) Resource for Understanding Language Structure; (3) Fluency Rates; (4) A Discussion of "Increasing Text Complexity"; (5) Suggested Informational and Literary Texts; and (6) Glossary of Reading Terms. Finally, appendixes to the third section, "Writing," include: (1) Writing Clusters, Genres Defined; (2) Glossary of Writing Terms; and (3) Overview of the Writing Process.