Colorado State Standards for Language Arts: Grade 1

CO.1. Oral Expression and Listening

1.1. Multiple strategies develop and expand oral vocabulary. Students can:

1.1.a. Use precise language to express ideas, opinions requests, and feelings

1.1.b. Demonstrate the ability to give an example of the usage of the word and illustrate the word meaning

1.1.c. Use content-specific vocabulary to ask questions and provide information

1.1.d. Use words and nonverbal cues to describe and understand actions, people, places, things, and ideas

1.2. Identifying and manipulating phonemes in spoken words allow people to understand the meaning of speech. Students can:

1.2.a. Segment spoken words into onset (initial consonant sounds) and rime (vowel to end of syllable)

1.2.b. Use onsets and rimes to create new words that include blends and digraphs

1.2.c. Identify the initial, medial, and final phoneme of spoken words

1.2.d. Manipulate individual phonemes to create new words through addition, substitution, and deletion

1.3. Verbal and nonverbal language is used to express and receive information. Students can:

1.3.a. Give and follow simple two-step directions

1.3.b. Retell specific details of information heard

1.3.c. Participate courteously in conversations with peers, teachers, and members of the community

CO.2. Reading for All Purposes

2.1. Comprehending and fluently reading a variety of literary and informational texts are the beginning traits of readers. Students can:

2.1.a. Retell a literary text read or read aloud, including character, setting, and sequence of important events

2.1.b. Identify main idea and some supporting details in informational texts

2.1.c. Read grade level texts orally with fluency and accuracy, attending to phrasing, intonation, and punctuation

2.1.d. Make predictions about what will happen in the text and explain whether they were confirmed or not and why

2.1.e. Read high-frequency words with accuracy and speed

2.1.f. Activate schema and background knowledge to construct meaning

2.1.g. Reread when necessary to clarify meaning

2.1.h. Follow and replicate patterns in predictable poems

2.2. Decoding words require the application of alphabetic principles, letter sounds, and letter combinations. Students can:

2.2.a. Decode words with single consonants, basic consonant digraphs (such as th, ch, ng), and consonant blends

2.2.b. Decode words with short vowels (dip, cap, met) with automaticity

2.2.c. Use onsets and rimes to create new words (ip to make dip, lip, slip, ship)

2.2.d. Accurately decode unknown words that follow a predictable letter/sound relationship

2.3. Understanding word structure, word relationships, and word families needs to be demonstrated to begin to read. Students can:

2.3.a. Identify base words (look) and their inflectional forms (looks, looked, looking)

2.3.b. Create new words by combining base words with affixes to connect known words to new words

2.3.c. Identify and understand compound words

2.3.d. Connect known words to new words to generate new vocabulary

2.3.e. Organize words by a given category and explain why they belong in that group

CO.3. Writing and Composition

3.1. Exploring the writing process develops ideas for writing texts that carry meaning. Students can:

3.1.a. Clarify purpose and brainstorm about a topic for writing

3.1.b. Organize narrative writing to include a simple beginning, middle, and end

3.1.c. Use pictures or graphic organizers to plan writing

3.1.d. Organize informational writing to include a clear topic and supporting details

3.2. Appropriate spelling, conventions, and grammar are applied when writing. Students can:

3.2.a. Apply appropriate spacing between words

3.2.b. Begin to identify and use capitalization in proper nouns

3.2.c. Write letters and other symbols with correct and legible formation

3.2.d. Spell high-frequency words with accuracy

3.2.e. Write complete simple sentences using capital letters and correct punctuation (period, exclamation point, and question mark)

3.2.f. Spell words that follow learned phonetic patterns with accuracy

3.2.g. Apply phonetic strategies while writing

CO.4. Research and Reasoning

4.1. A variety of resources leads to locating information and answering questions of interest. Students can:

4.1.a. Write or dictate questions for inquiry that arise during instruction

4.1.b. With peers, use a variety of resources (direct observation, trade books, texts read aloud or viewed) to answer questions of interest through guided inquiry

4.1.c. Use text features (titles, illustrations, headings, bold type) to locate, interpret, and use information

4.2. Purpose, information, and questions about an issue are essential steps in early research. Students can:

4.2.a. Identify a clear and significant purpose for research (Is my purpose for researching frogs clear and is it important to understanding more about mammals?)

4.2.b. Construct a relevant and significant question(s) for beginning research or a question they are trying to answer, problem they are trying to solve, or issue they are trying to resolve

4.2.c. Evaluate information for clarity and accuracy

CO.5. Prepared Graduate Competencies in Reading, Writing, and Communicating: The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

5.1. Collaborate effectively as group members or leaders who listen actively and respectfully pose thoughtful questions, acknowledge the ideas of others, and contribute ideas to further the group's attainment of an objective

5.2. Deliver organized and effective oral presentations for diverse audiences and varied purposes

5.3. Use language appropriate for purpose and audience

5.4. Demonstrate skill in inferential and evaluative listening

5.5. Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary

5.6. Demonstrate comprehension of a variety of informational, literary, and persuasive texts

5.7. Evaluate how an author uses words to create mental imagery, suggest mood, and set tone

5.8. Read a wide range of literature (American and world literature) to understand important universal themes and the human experience

5.9. Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts

5.10. Engage in a wide range of nonfiction and real-life reading experiences to solve problems, judge the quality of ideas, or complete daily tasks

5.11. Write with a clear focus, coherent organization, sufficient elaboration, and detail

5.12. Effectively use content-specific language, style, tone, and text structure to compose or adapt writing for different audiences and purposes

5.13. Apply standard English conventions to effectively communicate with written language

5.14. Implement the writing process successfully to plan, revise, and edit written work

5.15. Master the techniques of effective informational, literary, and persuasive writing

5.16. Discriminate and justify a position using traditional lines of rhetorical argument and reasoning

5.17. Articulate the position of self and others using experiential and material logic

5.18. Gather information from a variety of sources; analyze and evaluate the quality and relevance of the source; and use it to answer complex questions

5.19. Use primary, secondary, and tertiary written sources to generate and answer research questions

5.20. Evaluate explicit and implicit viewpoints, values, attitudes, and assumptions concealed in speech, writing, and illustration

5.21. Demonstrate the use of a range of strategies, research techniques, and persistence when engaging with difficult texts or examining complex problems or issues

5.22. Exercise ethical conduct when writing, researching, and documenting sources