Colorado State Standards for Language Arts:

CO.1. Oral Expression and Listening

1.1. Oral communication skills are built within a language-rich environment. Students can:

1.1.a. Express words and word meanings as encountered in books and conversation

1.1.b. Identify and sort common words into conceptual categories (opposites, living things, etc.)

1.1.c. Use new vocabulary that is directly taught through reading, speaking, and listening

1.1.d. Relate new vocabulary to prior knowledge

1.2. Vocal sounds produce words and meaning to create early knowledge of phonemic awareness. Students can:

1.2.a. Identify and create rhyming words

1.2.b. Identify and create alliterations

1.2.c. Identify words orally according to shared beginning or ending sounds

1.2.d. Blend sounds orally to make one-syllable words

1.2.e. Segment one-syllable words into sounds

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

1.2.g. Identify the initial, medial, and final phoneme (speech sound) of spoken words

1.3. Communication relies on effective verbal and nonverbal skills. Students can:

1.3.a. Participate courteously in conversation by taking turns, staying on topic, making eye contact, facing the speaker, and listening respectfully

1.3.b. Communicate effectively by asking clarifying questions, staying on topic, and listening with comprehension

1.3.c. Follow two-step directions

CO.2. Reading for All Purposes

2.1. A concept of print to read and a solid comprehension of literary informational text are the building blocks for reading. Students can:

2.1.a. Voice/print match letters, words, phrases, and punctuation

2.1.b. Handle a book, turn pages sequentially, demonstrate directionality (left to right, top to bottom), identify the cover, title page, author, and text of a book

2.1.c. Recognize that printed materials carry meaning and provide factual information or entertaining stories that connect to children's lives

2.1.d. Retell a literary passage read aloud arranging the events in the correct sequence using beginning, middle, and end

2.1.e. Identify main character(s), setting, and key events in a text

2.1.f. Retell an informational passage using the main idea and important details

2.1.g. Make predictions and inferences about the content of the text using prior knowledge, pictures or graphic features, and text

2.2. Decoding words in print requires alphabet recognition and knowledge of letter sounds. Students can:

2.2.a. Name upper- and lowercase letters rapidly and with ease, in sequence and in random order

2.2.b. Identify phonemes for letters

2.2.c. Decode simple words in isolation and in context (consonant, vowel consonant words)

2.2.d. Recognize common high-frequency words (such as the, I, a, my, you, is, are)

CO.3. Writing and Composition

3.1. Pictures, labels, and familiar words are used to communicate information and ideas. Students can:

3.1.a. Draw and label pictures that carry meaning

3.1.b. Sequence pictures and words to create simple narrative pieces

3.1.c. Logically arrange pictures and words to create simple informational pieces

3.2. Appropriate mechanics and conventions are used to create simple texts. Students can:

3.2.a. Identify and use appropriate end punctuation (period)

3.2.b. Use capital letters at the beginning of a sentence

3.2.c. Use proper spacing between words

3.2.d. Write left to right and top to bottom

3.2.e. Spell simple high-frequency words correctly

3.2.f. Use appropriate pencil grip

3.2.g. Use phonetically spelled words in writing

CO.4. Research and Reasoning

4.1. A variety of locations must be explored to find information that answers questions of interest. Students can:

4.1.a. Dictate questions that arise during instruction

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

4.2. Identify purpose, information and question at issue. Students can:

4.2.a. Identify a clear purpose for research or inquiry (If the class is learning about trees, is my need to know more about pets related?)

4.2.b. Identify a significant question they are trying to answer, problem they are trying to solve, or issue they are trying to resolve

4.2.c. Gather relevant information and check various information sources for accuracy (In a class discussion focused on butterflies, students ask questions related to a butterfly and the life cycle.)

4.3. Quality of thinking depends on the quality of questions. Students can:

4.3.a. Ask primary questions of clarity, significance, relevance, and accuracy to improve quality of thinking

4.3.b. State, elaborate, and exemplify the concept of fair-mindedness

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

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

CO.1. Oral Expression and Listening

1.1. Discussions contribute and expand on the ideas of self and others. Students can:

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

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

1.1.c. Give oral presentations about personal experiences or interests using clear enunciation and adequate volume

1.1.d. Maintain focus on the topic

1.1.e. Contribute knowledge to a small group or class discussion to develop a topic

1.2. New information can be learned and better dialogue created by listening actively. Students can:

1.2.a. Listen to formulate thoughts and generate clarifying questions

1.2.b. Ask and answer questions, and express knowledge, experiences, thoughts, and opinions

1.2.c. Improve their own communication by actively listening

CO.2. Reading for All Purposes

2.1. Fluent reading depends on specific skills and approaches to understanding strategies when reading literary text. Students can:

2.1.a. Demonstrate use of self-monitoring comprehension strategies: rereading, checking context clues, predicting, questioning, clarifying, activating schema/background knowledge to construct meaning and draw inferences

2.1.b. Summarize using sequence of events and story elements of texts read or read aloud

2.1.c. Read text with fluency, accuracy, and proper expression attending to phrasing, intonation, and punctuation

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

2.1.e. Identify how word choice (sensory details, figurative language) enhances meaning in poetry

2.2. Fluent reading depends on specific skills and approaches to understanding strategies when reading informational text. Students can:

2.2.a. Identify and use common text features (title, captions, bold, key words, table of contents) to support understanding text and to answer questions

2.2.b. Read text to perform a specific task (such as follow a recipe, play a game)

2.2.c. Summarize the main idea using relevant and significant detail in a variety of texts read or read aloud

2.2.f. Adjust reading rate according to type of text and purpose for reading

2.3. Decoding words with accuracy depends on knowledge of complex spelling patterns and morphology. Students can:

2.3.a. Read multisyllabic words accurately and fluently

2.3.b. Decode complex spelling patterns (irregular vowel patterns and words, common word endings)

2.3.c. Determine how a basic prefix or suffix changes the meaning of a word in context

CO.3. Writing and Composition

3.1. Exploring the writing process helps to plan and draft a variety of literary genres. Students can:

3.1.a. Write personal narratives or simple stories that have a clear beginning, middle, and end

3.1.b. Organize ideas using pictures, graphic organizers, or story maps

3.1.c. Write simple, descriptive poems

3.1.d. Write with precise nouns, active verbs, and descriptive adjectives

3.1.f. Use a knowledge of structure and crafts of various forms of writing gained through reading and listening to mentor texts

3.1.g. Develop characters both internally (thoughts and feelings) and externally (physical features, expressions, clothing)

3.2. Exploring the writing process helps to plan and draft a variety of simple informational texts. Students can:

3.2.a. Write letters and ''how-to's'' (procedures, directions, recipes) that follow a logical order and appropriate format

3.2.b. Organize informational texts using main ideas and specific supporting details

3.2.c. Organize ideas using a variety of pictures, graphic organizers or bulleted lists

3.2.d. Use relevant details when responding in writing to questions about texts

3.2.e. State a focus when responding to a given question, and use details from text to support a given focus

3.2.f. Apply appropriate transition words to writing

3.3. Appropriate spelling, capitalization, grammar, and punctuation are used and applied when writing. Students can:

3.3.a. Use and apply commas (in a series, in dates, between the name of a town and state, and in the salutation and closing of a letter) and ending punctuation (period, exclamation point, and question mark) correctly

3.3.b. Capitalize beginnings of sentences and proper nouns (names of days, months, and holidays, the pronoun I and salutation/closing of a letter)

3.3.c. Spell high-frequency words correctly

3.3.d. Spell words that follow learned rules and patterns with accuracy

3.3.e. Write with precise nouns, active verbs, and descriptive adjectives

3.3.f. Apply accurate subject-verb agreement while writing

3.3.g. Vary sentence beginnings

3.3.h. Edit for correct spelling, punctuation, capitalization, grammar, and complete sentences

CO.4. Research and Reasoning

4.1. Reference materials help us locate information and answer questions. Students can:

4.1.a. Identify a variety of resources and the information they might contain (dictionary, trade book, library databases, Internet web page)

4.1.b. Identify a specific question and gather information for purposeful investigation and inquiry

4.1.c. Use text features to locate, interpret, and use information (table of contents, illustrations, diagrams, headings, bold type)

4.1.d. Use a variety of multimedia sources to answer questions of interest

4.2. Questions are essential to analyze and evaluate the quality of thinking. Students can:

4.2.a. Ask primary questions of depth and breadth

4.2.b. Acknowledge the need to treat all viewpoints fair-mindedly

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

CO.1. Oral Expression and Listening

1.1. Successful group activities need the cooperation of everyone. Students can:

1.1.a. Demonstrate active listening by asking relevant questions, responding appropriately to information given, and summarizing what was said or learned

1.1.b. Follow agreed-upon rules for class discussions and small group work (such as taking turns, including all members, assuming roles, listening to opinions of others)

1.1.c. Use eye contact, volume, and tone appropriate to audience and purpose

1.1.d. Use different types of complete sentences to share information, give directions, or request information

1.2. Oral communication is used both informally and formally. Students can:

1.2.a. Distinguish different levels of formality

1.2.b. Speak clearly, using appropriate volume and pitch for the purpose and audience

1.2.c. Speak at an understandable rate, demonstrating awareness of audience (e.g., pausing, making eye contact, asking questions)

1.2.d. Select and organize ideas sequentially or around major points of information that relate to the formality of the audience

1.2.e. Use grammatically correct language for the audience and specific vocabulary to communicate ideas and supporting details

CO.2. Reading for All Purposes

2.1. Strategies are needed to make meaning of various types of literary genres. Students can:

2.1.a. Describe and draw inferences about the elements of plot, character, and setting in literary pieces, poems, and plays

2.1.b. Summarize central ideas and important details from literary text

2.1.c. Use signal words (such as before, after, next) and text structure (narrative, chronology) to determine the sequence of major events

2.1.d. Use a variety of comprehension strategies to interpret text (attending, searching, predicting, checking, and self-correcting)

2.1.e. Read grade level text accurately and fluently, attending to phrasing, intonation, and punctuation

2.2. Comprehension strategies are necessary when reading informational or persuasive text. Students can:

2.2.a. Use text features (such as bold type, titles, headings, captions, table of contents, graphics) to locate and organize information and to make predictions

2.2.b. Use informational text structures (sequence, cause/effect) to predict, construct meaning, and deepen understanding

2.2.c. Locate information to support opinions, predictions, and conclusions

2.2.d. Use semantic cues and signal words (because, although) to identify cause/effect and compare/contrast relationships

2.2.e. Adjust reading rate according to type of text and purpose for reading

2.3. Increasing word understanding, word use, and word relationships increases vocabulary. Students can:

2.3.a. Read multisyllabic words with accuracy and fluency in context

2.3.b. Determine meanings of words, including content specific words using a variety of strategies (such as context) and resources

2.3.c. Use knowledge of word relationships to identify antonyms or synonyms to clarify meaning

2.3.d. Categorize words (by function, descriptive characteristics or features, definition)

2.3.e. Use knowledge of word structure, including prefixes, suffixes, and base words, to determine meanings of unfamiliar words and to make new words

CO.3. Writing and Composition

3.1. A writing process is used to plan, draft, and write a variety of literary genres. Students can:

3.1.a. Brainstorm ideas for writing

3.1.b. Organize ideas using pictures, graphic organizers, or story maps

3.1.c. Effectively use plan to create drafts

3.1.d. Write personal narratives or simple stories including characters, setting, sensory details, and logical sequence of events

3.1.e. Write descriptive poems using figurative language

3.2. A writing process is used to plan, draft, and write a variety of informational texts. Students can:

3.2.a. Write a short explanation of a process (science investigation, ''how-to'' summary) that includes a topic statement, logical sequencing, supporting details, and a conclusion

3.2.b. Write brief summary paragraphs of information gathered through research (observations, interviews, reading)

3.2.c. Group ideas logically (bulleted lists, predictable categories for a summary report, steps of a procedure, order of importance) while creating informational texts

3.2.d. Use appropriate transition words or phrases to connect ideas

3.2.e. State main ideas and include sufficient details or facts for appropriate depth of information (naming, describing, explaining, comparing, use of visual images)

3.3. Correct grammar, capitalization, punctuation, and spelling are used when writing. Students can:

3.3.a. Use apostrophes to show possession

3.3.b. Indent paragraphs

3.3.c. Spell high-frequency words correctly

3.3.d. Spell words that follow learned rules and patterns with accuracy

3.3.e. Apply accurate subject-verb agreement

3.3.f. Write with precise nouns, active verbs, descriptive adjectives, and adverbs to enhance writing

3.3.g. Use commas correctly (after transitional words or phrases, to separate items in a series)

3.3.h. Apply correct use of capitalization

3.3.i. Vary sentence beginnings, and use long and short sentences to create sentence fluency in longer texts

CO.4. Research and Reasoning

4.1. Researching a topic and sharing findings are often done with others. Students can:

4.1.a. Interpret and communicate the information learned by developing a brief summary with supporting details

4.1.b. Develop supporting visual information (charts, maps, illustrations, models)

4.1.c. Present a brief report of the research findings to an audience

4.2. Inferences and points of view exist. Students can:

4.2.a. Recognize that different sources may have different points of view

4.2.b. Assess points of view using fairness, relevance, and breadth

4.2.c. Determine the clarity, relevance, and accuracy of information

4.2.d. Recognize that all thinking contains inferences from which we draw conclusions and give meaning to data and situations

4.2.e. Assess inferences for accuracy and fairness

4.2.f. Recognize what they know and don't know (intellectual humility)

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

CO.1. Oral Expression and Listening

1.1. A clear communication plan is necessary to effectively deliver and receive information. Students can:

1.1.a. Carry out, evaluate, and reflect on roles in small group discussions

1.1.b. Listen to and paraphrase key ideas expressed by self and others

1.1.c. Ask questions to clarify understanding

1.1.d. Deliver planned informal oral presentations

CO.2. Reading for All Purposes

2.1. Comprehension and fluency matter when reading literary texts in a facile way. Students can:

2.1.a. Identify and draw inferences about setting, characters (such as motivations, personality traits), and plot

2.1.b. Describe the development of plot (such as the origin of the central conflict, the action of the plot, and how the conflict is resolved)

2.1.c. Summarize text by identifying important ideas and sequence and by providing supporting details, while maintaining sequence

2.1.d. Read familiar texts orally with fluency, accuracy, and prosody (expression)

2.2. Comprehension and fluency matter when reading informational and persuasive texts in a facile way. Students can:

2.2.a. Skim materials to develop a general overview of content

2.2.b. Scan to locate specific information or to perform a specific task (finding a phone number, locating a definition in a glossary, identifying a specific phrase in a passage)

2.2.c. Separate main ideas from details

2.2.d. Identify conclusions

2.2.e. Recognize cause and effect relationships

2.2.f. Use text features (bold type, headings, visuals, captions, glossary) to organize or categorize information

2.2.g. Identify common organizational structures (paragraphs, topic sentences, concluding sentences) and explain how they aid comprehension

2.3. Knowledge of complex orthography (spelling patterns), morphology (word meanings), and word relationships to decode (read) multisyllabic words contributes to better reading skills. Students can:

2.3.a. Read and understand words with common prefixes (un-, re-, dis-) and derivational suffixes (-ful, -ly, -ness)

2.3.b. Read and understand words that change spelling to show past tense: write/wrote, catch/caught, teach/taught

2.3.c. Read multisyllabic words with and without inflectional and derivational suffixes

2.3.d. Infer meaning of words using explanations offered within a text

CO.3. Writing and Composition

3.1. The recursive writing process is used to create a variety of literary genres for an intended audience. Students can:

3.1.a. Create personal and fictional narratives with a coherent storyline

3.1.b. Use relevant and descriptive details to enhance narratives

3.1.c. Use a variety of transition words or phrases to establish chronology

3.1.d. Write poems that express ideas or feelings using imagery, figurative language, and sensory details

3.1.e. Choose planning strategies to support text structure and intended outcome

3.2. Informational and persuasive texts use the recursive writing process. Students can:

3.2.a. Identify a text structure appropriate to purpose (sequence, chronology, description, explanation, comparison-and-contrast

3.2.b. Organize relevant ideas and details to convey a central idea or prove a point

3.2.c. Develop paragraphs with clear topics, sufficient supporting details, and conclusions

3.2.d. Group related ideas and place them in logical order when writing paragraphs or summaries

3.2.e. Use a variety of transition words based on genre

3.2.f. Use appropriate language for different audiences (students, parents)

3.2.g. Decide if supporting visuals will enhance the final product (illustration, photo, diagram)

3.2.h. Choose planning strategies to support text structure and intended outcome

3.3. Correct sentence formation, grammar, punctuation, capitalization, and spelling are applied to make the meaning clear to the reader. Students can:

3.3.a. Edit for correct mechanics (capital letters, quotation marks, punctuation, contractions)

3.3.b. Edit for correct standard English spelling

3.3.c. Edit for simple and compound sentences with correct subject-verb relationships

3.3.d. Use compound subjects (Tom and Pat went to the store) and compound verbs (Harry thought and worried about the things he said to Jane) to create sentence fluency in writing

3.3.e. Use correct format (indenting paragraphs, parts of a letter, poem, etc.) for intended purpose

3.3.f. Write with precise nouns, active verbs, and descriptive adjectives and adverbs to enhance writing

CO.4. Research and Reasoning

4.1. Comprehending new information for research is a process undertaken with discipline both alone and within groups. Students can:

4.1.a. Identify a topic and formulate open-ended research questions for further inquiry and learning

4.1.b. Identify relevant sources for locating information

4.1.c. Locate information using text features, (appendices, indices, glossaries, and table of content)

4.1.d. Gather information using a variety of resources (reference materials, trade books, online resources, library databases, print and media resources)

4.1.e. Read for key ideas, take notes, and organize information read (using graphic organizer)

4.1.f. Interpret and communicate the information learned by developing a brief summary with supporting details

4.1.g. Develop relevant supporting visual information (charts, maps, diagrams, photo evidence, models)

4.1.h. Present a brief report of the research findings to an audience

4.2. Identifying implications, concepts, and ideas enriches reasoning skills. Students can:

4.2.a. Consider negative as well as positive implications of their own thinking or behavior, or others thinking or behavior

4.2.b. State, elaborate, and give an example of a concept (for example, state, elaborate, and give an example of friendship or conflict)

4.2.c. Identify the key concepts and ideas they and others use

4.2.d. Ask primary questions of clarity, significance, relevance, accuracy, depth, and breadth

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

CO.1. Oral Expression and Listening

1.1. Effective communication requires writers to express an opinion, provide information, describe a process, and persuade an audience. Students can:

1.1.a. Use oral communication skills to express an opinion

1.1.b. Provide information orally

1.1.c. Describe a process

1.1.d. Persuade an audience

1.1.e. Organize information to share by selecting appropriate language, visuals, and details to support the main idea

1.1.f. Use appropriate eye contact, volume, and clear pronunciation appropriate to audience

1.1.g. Adapt language as appropriate to purpose: to persuade, explain/provide information, or express an opinion

1.2. Listening strategies are techniques that contribute to understanding different situations and serving different purposes. Students can:

1.2.a. Know how to listen to other's ideas and form their own opinions

1.2.b. Model a variety of active listening strategies (eye contact, note taking, questioning, formulating clarifying questions)

1.2.c. Listen with comprehension and concentration

CO.2. Reading for All Purposes

2.1. Literary texts are understood and interpreted using a range of strategies. Students can:

2.1.a. Use pre-reading strategies, such as identifying a purpose for reading, generating questions to answers while reading, previewing sections of texts and activating prior knowledge

2.1.b. Paraphrase or summarize in sequence

2.1.c. Explain how characters have different points of view

2.1.d. Compare and contrast different literary texts with similar themes or story lines, or texts by the same author

2.1.e. Use knowledge of literary devices (such as imagery, rhythm, foreshadowing, simple metaphors) to understand and respond to text

2.1.f. Locate information to support opinions, predictions, inferences, and identification of the author's message or theme

2.2. Ideas found in a variety of informational texts need to be compared and understood. Students can:

2.2.a. Use informational text features (such as bold type, headings, graphic organizers, numbering schemes, glossary) and text structures to organize or categorize information, to answer questions, or to perform specific tasks

2.2.b. Use text structures (sequence, cause/effect, compare/contrast, problem/solution) to predict and construct meaning and deepen understanding

2.2.c. Locate relevant details in text to support the main idea

2.2.d. Compare information gained from different sources

2.2.e. Explain how common organizational structures (paragraphs, topic sentences, concluding sentences) assist comprehension

2.2.g. Distinguish between fact and opinion, providing support for judgments made

2.3. Knowledge of morphology and word relationships matters when reading. Students can:

2.3.a. Read and identify the meaning of words with sophisticated prefixes and suffixes

2.3.b. Apply knowledge of derivational suffixes that change the part of speech of the base word (such as active, activity)

2.3.c. Infer meaning of words using structural analysis, context, and knowledge of multiple meanings

2.3.d. Read and identify the meaning of roots and related word families in which the pronunciation of the root does not change

CO.3. Writing and Composition

3.1. The recursive writing process contributes to the creative and unique literary genres for a variety of audiences and purposes. Students can:

3.1.a. Create personal and fictional narratives with a strong personal voice

3.1.b. Write poems using poetic techniques (alliteration, onomatopoeia); figurative language (simile, metaphor); and graphic elements (capital letters, line length)

3.1.c. Choose planning strategies to support writing for various purposes

3.1.d. Revise writing to improve level of detail and precision of language, while determining where to add images and sensory details

3.2. The recursive writing process creates stronger informational and persuasive texts for a variety of audiences and purposes. Students can:

3.2.a. Choose planning strategies to support writing for various purposes

3.2.b. Link events, facts, and opinions logically and effectively through language, organization, and layout

3.2.c. Write a brief interpretation or explanation of a literary text using evidence from the text as support

3.2.d. Group related ideas and place them in logical order when writing summaries or reports for intended audiences

3.2.e. Include cause and effect, opinions, and other opposing viewpoints in persuasive writing

3.2.f. Seek input from peers when revising

3.3. Conventions apply consistently when evaluating written texts. Students can:

3.3.a. Apply knowledge of correct mechanics (e.g., apostrophes, quotation marks, comma use in compound and complex sentences, paragraph indentations), and correct sentence structure (elimination of fragments and run-ons), when editing

3.3.b. Apply accurate conventions and vary sentence structures

3.3.c. Revise and edit individually and collaboratively

3.3.d. Use a variety of sentence structures.

3.3.e. Write with precise nouns, active verbs, descriptive adjectives and adverbs to enhance writing

CO.4. Research and Reasoning

4.1. High-quality research requires information that is organized and presented with documentation. Students can:

4.1.a. Summarize and support key ideas

4.1.b. Develop relevant supporting visual information (charts, maps, graphs, photo evidence, models)

4.1.c. Demonstrate comprehension of information with supporting logical and valid inferences

4.1.d. Provide documentation of sources used in a grade-appropriate format

4.1.e. Develop and present a brief (oral or written) research report with clear focus and supporting detail for an intended audience

4.2. Identifying and evaluating concepts and ideas have implications and consequences. Students can:

4.2.a. Accurately explain the implications of concepts they use

4.2.b. Identify irrelevant ideas and use concepts and ideas in ways relevant to their purpose

4.2.c. Analyze concepts and draw distinctions between related but different concepts

4.2.d. Demonstrate use of language that is careful and precise while holding others to the same standards

4.2.e. Distinguish clearly and precisely the difference between an implication and consequence

4.2.f. Distinguish probable from improbable implications and consequences

4.3. Quality reasoning requires asking questions and analyzing and evaluating viewpoints. Students can:

4.3.a. Ask primary questions of clarity, significance, relevance, accuracy, precision, logic, fairness, depth, and breadth

4.3.b. Acknowledge the need to treat all viewpoints fair-mindedly

4.3.c. Recognize what they know and don't know (intellectual humility)

4.3.d. Recognize the value of using the reasoning process to foster desirable outcomes (intellectual confidence in reason)

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

CO.1. Oral Expression and Listening

1.1. Successful group discussions require planning and participation by all. Students can:

1.1.a. Frame and deliver messages that take into account the group purpose, values, prior knowledge, and experience

1.1.b. Use evidence to develop credibility (such as citing textual evidence to support opinions)

1.1.c. Recognize the difference between informal and formal language and make choices appropriate for group purposes

1.1.d. Use active listening strategies (paraphrase, ask clarifying questions, give appropriate nonverbal cues)

1.1.e. Plan for and participate in group discussion

CO.2. Reading for All Purposes

2.1. Understanding the meaning within different types of literature depends on properly analyzing literary components. Students can:

2.1.a. Use different kinds of questions to clarify and extend comprehension

2.1.b. Identify how the author uses dialogue and specific word choice to achieve an effect

2.1.c. Explain how the author's use of word choice, sentence structure and length, and figurative language contributes to imagery and mood

2.1.d. Relate a literary text to information about its setting

2.1.e. Draw a conclusion from text and provide details to support the answer

2.1.f. Summarize texts to identify relevant and important information, main ideas, and the theme

2.2. Organizing structure to understand and analyze factual information. Students can:

2.2.a. Generate questions, make/confirm/adjust predictions, make inferences, and draw conclusions based on text structures

2.2.b. Organize the main idea and details to paraphrase key ideas or form a summary

2.2.c. Use signal words and text features to identify common organizational structures (logical order, cause/effect, compare/contrast, classification schemes)

2.2.d. Use information from text and text features (such as timeline, diagram, captions) to answer questions or perform specific tasks

2.2.e. Determine author's purpose based on organizational structures, text features, and content

2.3. Word meanings are determined by how they are designed and how they are used in context. Students can:

2.3.a. Use close reading (examine the meaning of words, sentences, and paragraphs) to interpret texts

2.3.b. Separate known word parts to predict the meaning of unfamiliar words (extrapolating meaning from suffixes such as -phobia and -ology)

2.3.c. Explain relationships among words in the same word families

2.3.d. Employ synonyms or antonyms gleaned from a passage to provide an approximate meaning of a word

2.3.e. Make connections back to previous sentences and ideas to resolve problems in comprehension

2.3.f. Investigate other sources, such as dictionaries, glossaries, or electronic resources, to determine the meaning of a word

CO.3. Writing and Composition

3.1. Writing literary genres for intended audiences and purposes requires ideas, organization, and voice. Students can:

3.1.a. Employ a range of planning strategies to generate descriptive and sensory details (webbing, free writing, graphic organizers)

3.1.b. Use a range of poetic techniques (alliteration, onomatopoeia, rhyme scheme); figurative language (simile, metaphor, personification); and graphic elements (capital letters, line length, word position) to express personal or narrative voice in texts

3.1.c. Organize literary and narrative texts using conventional organizational patterns of the chosen genre

3.1.d. Use literary elements of a text (well-developed characters, setting, dialogue, conflict) to present ideas in a text

3.1.e. Use word choice, sentence structure, and sentence length to create voice and tone in writing

3.2. Writing informational and persuasive genres for intended audiences and purposes require ideas, organization, and voice develop. Students can:

3.2.a. Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure

3.2.b. Organize information into a coherent essay or report with a thesis statement in the introduction and transition sentences to link paragraphs

3.2.c. Write to pursue a personal interest, to explain, or to persuade

3.2.d. Write to analyze informational texts (explains the steps in a scientific investigation)

3.2.e. Analyze and improve clarity of paragraphs and transitions

3.2.f. Select vocabulary and information to enhance the central idea

3.2.g. Identify persuasive elements in a peer's writing and critique the effectiveness

3.3. Specific editing for grammar, usage, mechanics, and clarity gives writing its precision and legitimacy. Students can:

3.3.a. Use punctuation correctly (apostrophes, commas after introductory words, phrases, and clauses; and commas to punctuate a compound sentence)

3.3.b. Identify fragments and run-ons and revise sentences to eliminate them

3.3.c. Use coordinating conjunctions in compound sentences

3.3.d. Maintain consistent verb tense within paragraphs

3.3.e. Choose adverbs to describe verbs, adjectives, and other adverbs

3.3.f. Use correct spelling for frequently used words

3.3.g. Use resources (print and electronic) and feedback to edit and enhance writing for purpose and audience

CO.4. Research and Reasoning

4.1. Individual and group research projects require obtaining information on a topic from a variety of sources and organizing it for presentation. Students can:

4.1.a. Identify a topic for research, developing the central idea or focus and potential research question(s)

4.1.b. Use a range of print and nonprint sources (atlases, data bases, reference materials, online and electronic resources, interviews, direct observation) to locate information to answer research questions

4.1.c. Locate specific information within resources using indexes, tables of contents, electronic search key words, etc.

4.1.d. Follow established criteria for evaluating accuracy, validity, and usefulness of information

4.1.e. Select and organize information, evidence, details, or quotations that support the central idea or focus

4.2. Assumptions can be concealed, and require identification and evaluation. Students can:

4.2.a. Accurately identify own assumptions, as well as those of others

4.2.b. Make assumptions that are consistent with one another

4.2.c. Identify the natural tendency in humans to use stereotypes, prejudices, biases, and distortions

4.2.d. Identify stereotypes, prejudices, biases, and distortions in self and thinking of others

4.2.e. Accurately state the assumptions underlying the inferences they or others make, and then accurately assess those assumptions for justifiability

4.3. Monitoring the thinking of self and others is a disciplined way to maintain awareness. Students can:

4.3.a. Determine strengths and weaknesses of their thinking and thinking of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic, and precision

4.3.b. Take control over their thinking to determine when thinking should be questioned and when it should be accepted. (intellectual autonomy)

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

CO.1. Oral Expression and Listening

1.1. Formal presentations require preparation and effective delivery. Students can:

1.1.a. Prepare for audience and purpose by ensuring proper length of presentation, suitable mode of dress, appropriate topic, and engaging content

1.1.b. Use visual aids to enhance presentation (such as charts, graphs, pictures, video, and electronic tools)

1.1.c. Apply effective speaking techniques such as eye contact, inflection, posture, appropriate gestures, tone, fluency, and facial expressions.

1.1.d. Implement strategies to rehearse presentation (such as memorizing key phrases, creating note cards, practicing with friends, etc.)

1.2. Small and large group discussions rely on active listening and the effective contributions of all participants. Students can:

1.2.a. Contribute ideas, listen respectfully, and consider the views of all participants

1.2.b. Ask probing questions to seek further elaboration and clarification of ideas

1.2.c. Paraphrase, summarize, or integrate ideas heard to answer questions or propose solutions

CO.2. Reading for All Purposes

2.1. Literary elements, characteristics, and ideas are interrelated and guide the comprehension of literary and fictional texts. Students can:

2.1.a. Identify and describe exposition, conflict, rising and falling action, climax and resolution within plot

2.1.b. Recognize the influence of setting on other narrative elements

2.1.c. Interpret characterization to describe nuances of character and how characters change in response to events in the plot

2.1.d. Identify concrete and abstract themes and describe connection to setting, character development and plot.

2.1.e. Interpret the meaning and describe the effects of literary devices and figurative language (sensory details, symbolism, foreshadowing, metaphor, hyperbole)

2.1.f. Make inferences and draw conclusions based on explicit and implied information

2.1.g. Provide relevant details to support the connections or judgments made about multiple texts (interpretive, analytical, or reflective)

2.1.h. Identify an author's use of specific genre elements and relate them to conventional characteristics of a variety of genres (such as science fiction, myths, poetry, and drama)

2.2. Informational and persuasive texts are summarized and evaluated. Students can:

2.2.a. Interpret a variety of graphical representations and connect them to information in the text

2.2.b. Organize and synthesize information from multiple sources, determining the relevance of information

2.2.c. Identify and paraphrase themes, key ideas, main ideas, and supporting ideas in texts

2.2.d. Analyze and explain the ways in which word choice and language structure convey an author's viewpoint

2.2.e. Distinguish fact from opinion in print and non-print media and provide supporting evidence for judgments made about multiple texts

2.2.f. Explain the way in which authors support messages and purposes in different texts

2.2.g. Evaluate informational and persuasive text

2.3. Purpose, tone, and meaning in word choices influence literary, persuasive, and informational texts. Students can:

2.3.a. Understand that language represents and constructs how readers perceive events, people, groups, and ideas; recognize positive and negative implications of language and identify how it can affect readers in different ways

2.3.b. Use the tone of a passage to determine an approximate meaning of a word

2.3.c. Determine the meaning of unfamiliar words using knowledge of common Greek and Latin roots, suffixes, and prefixes

2.3.d. Differentiate between primary and secondary meanings of words

2.3.e. Determine pronunciations, meanings, alternate word choices, and parts of speech of words using dictionaries and thesauruses

CO.3. Writing and Composition

3.1. Composing literary and narrative texts that incorporate a range of stylistic devices demonstrates knowledge of genre features. Students can:

3.1.a. Use a variety of planning strategies to generate and organize ideas (such as brainstorming, mapping, graphic organizers)

3.1.b. Write using poetic techniques (alliteration, onomatopoeia, rhyme scheme, repetition); figurative language (simile, metaphor, personification); and graphic elements (capital letters, line length, word position) typical of the chosen genre

3.1.c. Use a range of appropriate genre features (engaging plot, dialogue, stanza breaks) to develop and organize texts

3.1.d. Establish a central idea, define a clear focus for each section of the text (paragraphs, verses), and use transitional words and phrases to link ideas and sections

3.1.e. Decide on the content and placement of descriptive and sensory details within the text to address the targeted audience and purpose

3.1.f. Revise writing to strengthen the clarity and vividness of voice, tone, and ideas

3.2. Organization is used when composing informational and persuasive texts. Students can:

3.2.a. Develop texts that explain a process; define a problem and offer a solution; or support an opinion

3.2.b. Generate support from a variety of primary or secondary sources, such as interviews, electronic resources, periodicals, and literary texts

3.2.c. Revise writing for a central idea, coherent supporting paragraphs, transitions, and an effective conclusion

3.2.d. Reach an authentic audience with a piece of informational or persuasive writing

3.2.e. Explain and imitate emotional appeals used by writers who are trying to persuade an audience

3.3. Editing writing for proper grammar, usage, mechanics, and clarity improves written work. Students can:

3.3.a. Use punctuation correctly (commas and parentheses to offset parenthetical elements; colons to introduce a list; and hyphens)

3.3.b. Write and punctuate compound and complex sentences correctly

3.3.c. Vary sentences using prepositional phrases, ensuring that subjects and verbs agree in the presence of intervening phrases

3.3.d. Use pronoun-antecedent agreement including indefinite pronouns

3.3.e. Write with consistent verb tense across paragraphs

3.3.f. Use adjectives and adverbs correctly in sentences to describe verbs, adjectives, and other adverbs

3.3.g. Combine sentences with coordinate conjunctions

3.3.h. Improve word choice by using a variety of references, such as a thesaurus

CO.4. Research and Reasoning

4.1. Answering a research question logically begins with obtaining and analyzing information from a variety of sources. Students can:

4.1.a. Identify a topic for research, developing the central idea or focus

4.1.b. Formulate open-ended research questions and identify potential sources of information (such as reference materials, electronic media), differentiating between primary and secondary source materials

4.1.c. Use organizational features of electronic text (bulletin boards, search engines, databases) to locate information

4.1.d. Evaluate accuracy and usefulness of information, and the credibility of the sources used

4.1.e. Collect, interpret, and analyze relevant information; identify direct quotes for use in the report and information to summarize or paraphrase that will support the thesis or research question

4.2. Logical information requires documented sources. Students can:

4.2.a. Synthesize information from multiple sources using logical organization, effective supporting evidence, and variety in sentence structure

4.2.b. Write reports based on research that includes quotations, footnotes, or endnotes, and use standard bibliographic format to document sources or a works cited page

4.2.c. Prepare presentation of research findings (written, oral, or a visual product) for clarity of content and effect, and grammatically correct use of language, spelling, and mechanics

4.3. Reasoned material is evaluated for its quality using both its logic and its use of a medium. Students can:

4.3.a. Identify low-credibility stories by noticing vested interests or passion associated with content

4.3.b. Obtain useful information from standard news stories

4.3.c. Identify the purpose(s) or agenda of media presentations

4.3.d. Consider alternative perspectives of media presentations

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

CO.1. Oral Expression and Listening

1.1. Communication skills and interviewing techniques are required to gather information and to develop and deliver oral presentations. Students can:

1.1.a. Identify a central idea and prepare and ask relevant interview questions for researching and developing ideas further

1.1.b. Evaluate the effectiveness of the techniques used and information gained from the interview

1.1.c. Give a planned oral presentation to a specific audience for an intended purpose

1.1.d. Demonstrate appropriate verbal and nonverbal delivery techniques (clear enunciation, gesture, volume, pace, use of visuals, and language) for intended effect

1.1.e. Analyze audience engagement and audience response to presentations of self and others

1.2. A variety of response strategies clarifies meaning or messages. Students can:

1.2.a. Use appropriate nonverbal cues to indicate level of understanding and agreement

1.2.b. Paraphrase speaker's meaning

1.2.c. Ask questions to clarify inferences

CO.2. Reading for All Purposes

2.1. Quality comprehension and interpretation of literary texts demand self-monitoring and self-assessment. Students can:

2.1.a. Explain how exposition, conflict, rising and falling action, climax, and resolution function within the narrative advance the plot

2.1.b. Explain and compare the different roles and functions that characters play in a narrative (such as antagonist, protagonist, hero)

2.1.c. Interpret mood, tone, and literary devices (such as symbolism, flashback, foreshadowing, hyperbole), and provide supporting evidence from text

2.1.d. Identify use of third person, omniscient, and third person limited points of view; explain how each narrative point of view provides different insights in plots, characters and themes

2.1.e. Use graphic organizers and note-taking formats while reading to map relationships among implied or explicit ideas or viewpoints

2.1.f. Develop and share interpretations of literary works of personal interest

2.1.g. Identify personal attitudes and beliefs about events, ideas, and themes in text, and explain how these shape their comprehension of text

2.2. Quality comprehension and interpretation of literary texts demand monitoring and self-assessment. Students can:

2.2.a. Identify key words that signal a variety of organizational patterns (such as chronology, compare/contrast, problem/solution, cause/effect); explain how various organizational patterns structure information differently; use organizational patterns to guide interpretation of text

2.2.b. Evaluate viewpoints, values, and attitudes (such as detecting bias, word connotations, and incomplete data)

2.2.c. Make inferences and draw conclusions about relevance and accuracy of information

2.2.d. Interpret and explain informational texts of personal interest

2.2.e. Identify how specific details and larger portions of the text contribute to the meaning of the text

2.2.f. Find the gist of an article or factual text

2.3. Syntax, grammar, and word choice influence the understanding of literary, persuasive, and informational texts. Students can:

2.3.a. Use knowledge of parts of speech, grammar, sentence structure, and context clues to construct meaning

2.3.b. Select and employ strategies to persist when encountering unknown or ambiguous words or difficult passages

2.3.c. Explain how authors use language to influence audience perceptions of events, people, and ideas

2.3.d. Explain how word choice and sentence structure are used to achieve specific effects (such as tone, voice, and mood)

CO.3. Writing and Composition

3.1. Stylistic devices and descriptive details in literary and narrative texts are organized for a variety of audiences and purposes and evaluated for quality. Students can:

3.1.a. Produce literary and narrative texts using stylistic devices and descriptive details

3.1.b. Organize ideas consistent with text structure (chronology, rising action, problem/resolution)

3.1.c. Establish and maintain a controlling idea appropriate to audience and purpose

3.1.d. Integrate the use of organizing techniques that break up sequential presentation of chronology in a story (use of foreshadowing; starting in the middle of the action, then filling in background information using flashbacks)

3.1.e. Write using poetic techniques (alliteration, onomatopoeia); figurative language (simile, metaphor, personification, hyperbole); and graphic elements (capital letters, line length, word position) for intended effect

3.1.f. Express voice and tone and influence readers' perceptions by varying vocabulary, sentence structure, and descriptive details

3.1.g. Use mentor text/authors to help craft appropriate technique

3.2. Ideas and supporting details in informational and persuasive texts are organized for a variety of audiences and purposes and evaluated for quality. Students can:

3.2.a. Develop texts that offer a comparison, show cause and effect, or support a point

3.2.b. Write and justify a personal interpretation of literary or informational text that includes a thesis, supporting details from the literature, and a conclusion

3.2.c. Select and use appropriate rhetorical techniques (such as asking questions, using humor, etc.) for a variety of purposes

3.2.d. Use specific details and references to text or relevant citations to support focus or judgment

3.2.e. Use planning strategies to select and narrow topic

3.2.f. Elaborate to give detail, add depth, and continue the flow of an idea

3.2.g. Explain and imitate emotional and logical appeals used by writers who are trying to persuade an audience

3.3. Editing writing for grammar, usage, mechanics, and clarity is an essential trait of a well-written document. Students can:

3.3.a. Use punctuation correctly (commas to separate phrases and clauses in a series; commas with nonrestrictive phrases and clauses; and commas to offset appositives)

3.3.b. Format and punctuate dialogue correctly

3.3.c. Identify main and subordinate clauses and use that knowledge to write varied, strong, correct, complete sentences

3.3.d. Use comparative and superlative adjectives and adverbs correctly in sentences

3.3.e. Combine sentences with subordinate conjunctions

3.3.f. Use subject-verb agreement with intervening phrases and clauses

CO.4. Research and Reasoning

4.1. Individual research projects begin with information obtained from a variety of sources, and is organized, documented, and presented using logical procedures. Students can:

4.1.a. Differentiate between primary and secondary source materials

4.1.b. Differentiate between paraphrasing and using direct quotes in a report

4.1.c. Organize and present research appropriately for audience and purpose

4.1.d. Document information and quotations; use a consistent format for footnotes or endnotes; and use standard bibliographic format to document sources

4.1.e. Write reports based on research that include quotations, footnotes or endnotes, and a bibliography or works cited page

4.1.f. Present findings

4.2. Common fallacies and errors occur in reasoning. Students can:

4.2.a. Analyze the purpose, question at issue, information, points of view, implications and consequences, inferences, assumptions, and concepts inherent in thinking

4.2.b. Determine strengths and weaknesses of their thinking and thinking of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic, and precision

4.2.c. Identify common reasoning fallacies in print and nonprinted sources

4.2.d. Differentiate between valid and faulty generalizations

4.3. Quality reasoning relies on supporting evidence in media. Students can:

4.3.a. Take a position on an issue and support it using quality reasoning

4.3.b. Analyze own or others' appeal for purpose, question at issue, information, points of view, implications and consequences, assumptions, and concepts

4.3.c. Evaluate own or others' appeal for relevance, clarity, accuracy, fairness, significance, depth, breadth, logic, and precision

4.3.d. Use appropriate media to demonstrate reasoning and explain decisions in the creative process

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

CO.1. Oral Expression and Listening

1.1. Oral presentations require effective preparation strategies. Students can:

1.1.a. Give formal and informal talks to various audiences for various purposes using appropriate level of formality and rhetorical devices

1.1.b. Use verbal and nonverbal techniques to communicate information

1.1.c. Define a position and select evidence to support that position

1.1.d. Develop a well-organized presentation to defend a position

1.1.e. Use effective audience and oral delivery skills to persuade an audience

1.2. Listening critically to comprehend a speaker's message requires mental and physical strategies to direct and maintain attention. Students can:

1.2.a. Follow the speaker's arguments as they develop; take notes when appropriate

1.2.b. Give verbal and nonverbal feedback to the speaker

1.2.c. Ask clarifying questions

1.2.d. Evaluate arguments and evidence

1.2.e. Explain how variables such as background knowledge, experiences, values, and beliefs can affect communication

CO.2. Reading for All Purposes

2.1. Increasingly complex literary elements in traditional and contemporary works of literature require scrutiny and comparison. Students can:

2.1.a. Analyze character types, including dynamic/round character, static/flat character, stereotype, and caricature

2.1.b. Explain the relationships among elements of literature: characters, plot, setting, tone, point of view, and theme

2.1.c. Identify the characteristics that distinguish literary forms and genres

2.1.d. Examine the ways in which works of literature are related to the issues and themes of their historical periods

2.1.e. Use literary terms to describe and analyze selections

2.2. Increasingly complex informational texts require mature interpretation and study. Students can:

2.2.a. Identify the intended effects of rhetorical strategies the author uses to influence readers' perspectives

2.2.b. Evaluate clarity and accuracy of information through close text study and investigation via other sources

2.2.c. Describe how the organizational structure and text features support the meaning and purpose of the text

2.2.d. Use flexible reading and note-taking strategies (outlining, mapping systems, skimming, scanning, key word search) to organize information and make connections within and across informational texts

2.2.e. Critique author's choice of expository, narrative, persuasive, or descriptive modes to convey a message

CO.3. Writing and Composition

3.1. Literary and narrative texts develop a controlling idea or theme with descriptive and expressive language. Students can:

3.1.a. Write well-focused texts with an explicit or implicit theme and details that contribute to a definite point of view and tone

3.1.b. Organize paragraphs or stanzas to present ideas clearly and purposefully for a specific audience

3.1.c. Write literary and narrative texts using a range of poetic techniques, figurative language, and graphic elements to engage or entertain the intended audience

3.1.d. Refine the expression of voice and tone in a text by selecting and using appropriate vocabulary, sentence structure, and sentence organization

3.1.e. Review and revise ideas and development in substantive ways to improve the depth of ideas and vividness of supporting details

3.1.f. Explain strengths and weaknesses of own writing and the writing of others using criteria (e.g., checklists, scoring guides)

3.2. Informational and persuasive texts develop a topic and establish a controlling idea or thesis with relevant support. Students can:

3.2.a. Develop texts that define or classify a topic

3.2.b. Use appropriate rhetorical appeals and genre to engage and guide the intended audience

3.2.c. Arrange paragraphs into a logical progression

3.2.d. Anticipate and address readers' biases and expectations

3.2.e. Revise ideas and structure to improve depth of information and logic of organization

3.2.f. Explain and imitate emotional, logical, and ethical appeals used by writers who are trying to persuade an audience

3.3. Writing for grammar, usage, mechanics, and clarity requires ongoing refinements and revisions. Students can:

3.3.a. Use punctuation correctly (semi-colons with conjunctive adverbs to combine clauses; colons for emphasis and to introduce a list).

3.3.b. Identify comma splices and fused sentences in writing and revise to eliminate them

3.3.c. Distinguish between phrases and clauses and use this knowledge to write varied, strong, correct, complete sentences

3.3.d. Use various reference tools to vary word choice and make sure words are spelled correctly

CO.4. Research and Reasoning

4.1. Informational materials, including electronic sources, need to be collected, evaluated, and analyzed for accuracy, relevance, and effectiveness for answering research questions. Students can:

4.1.a. Integrate information from different sources to research and complete a project

4.1.b. Integrate information from different sources to form conclusions about an author's assumptions, biases, credibility, cultural and social perspectives, or world views

4.1.c. Judge the usefulness of information based on relevance to purpose, source, objectivity, copyright date, cultural and world perspective (such as editorials), and support the decision

4.1.d. Examine materials to determine appropriate primary and secondary sources to use for investigating a question, topic, or issue (e.g., library databases, print and electronic encyclopedia and other reference materials, pamphlets, book excerpts, online and print newspaper and magazine articles, letters to an editor, digital forums, oral records, research summaries, scientific and trade journals)

4.2. Effective problem-solving strategies require high-quality reasoning. Students can:

4.2.a. Analyze the purpose, question at issue, information, points of view, implications and consequences, inferences, assumptions and concepts inherent in thinking

4.2.b. Assess strengths and weaknesses of their thinking and thinking of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic and precision

4.2.c. Implement a purposeful and articulated process to solve a problem

4.2.d. Monitor and reflect on the rationale for, and effectiveness of, choices made throughout the problem-solving process

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

CO.1. Oral Expression and Listening

1.1. Content that is gathered carefully and organized well successfully influences an audience. Students can:

1.1.a. Organize and deliver a presentation that influences a specific audience

1.1.b. Reflect on the content and approach to a presentation

1.1.c. Select organizational patterns and structures and choose precise vocabulary and rhetorical devices

1.1.d. Make decisions about how to establish credibility and enhance appeal to the audience

1.1.e. Rehearse the presentation to gain fluency, to adjust tone and modulate volume for emphasis, and to develop poise

1.1.f. Use feedback to evaluate and revise the presentation

1.2. Effectively operating in small and large groups to accomplish a goal requires active listening. Students can:

1.2.a. Listen actively in groups to accomplish a goal

1.2.b. Contribute effectively in both small and large groups to collaboratively accomplish a goal

1.2.c. Choose specific words for intended effect on particular audiences

1.2.d. Facilitate (or lead) a group by developing an agenda designed to accomplish a specified goal

1.2.e. Support others in discussions, activities, and presentations through active listening

1.2.f. Participate in group activities through full engagement in individual roles and responsibilities that support the specified goal of the group

CO.2. Reading for All Purposes

2.1. Literary and historical influences determine the meaning of traditional and contemporary literary texts. Students can:

2.1.a. Generalize about universal themes, cultural or historical perspectives from multiple texts

2.1.b. Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems

2.1.c. Relate a literary work to primary source documents of its literary period or historical setting

2.1.d. Analyze how literary components affect meaning

2.1.e. Explain the relationship between author's style and literary effect

2.2. The development of new ideas and concepts within informational and persuasive manuscripts. Students can:

2.2.a. Provide a response to text that expresses an insight (such as an author's perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an insight)

2.2.b. Analyze how a concept is presented and developed in multiple texts

2.2.c. Compare the development of an idea or concept in multiple texts supported by text-based evidence

2.2.d. Describe how the author's use of persuasive vocabulary influences readers' opinions or actions

CO.3. Writing and Composition

3.1. Literary or narrative genres feature a variety of stylistic devices to engage or entertain an audience. Students can:

3.1.a. Use conventional structures and expectations of literary genres (such as short story, personal narrative, script, poem, or song) to select content, represent ideas, make connections, generate new insights, and develop an organizational structure for drafting

3.1.b. Write literary and narrative texts using a range of stylistic devices (poetic techniques, figurative language, imagery, graphic elements) to support the presentation of implicit or explicit theme

3.1.c. Enhance the expression of voice, tone, and mood in a text by selecting and using vivid and precise diction, syntax, and punctuation

3.1.d. Use a variety of strategies to evaluate whether the writing is presented in a creative and reflective manner (e.g., reading the draft aloud, seeking feedback from a reviewer, scoring guides)

3.1.e. Revise texts using feedback to enhance the effect on the reader and clarify the presentation of implicit or explicit theme

3.2. Organizational writing patterns inform or persuade an audience. Students can:

3.2.a. Devise and adjust a topic, claim, or thesis

3.2.b. Select and apply the organizational pattern best suited to purpose and audience

3.2.c. Choose and develop an effective appeal

3.2.d. Collect, organize, and evaluate materials to support ideas

3.2.e. Revise writing by evaluating relationship of central idea, evidence, and organizational pattern

3.2.f. Explain how writers use organization and details to communicate their purposes

3.2.g. Present writing to an authentic audience and gauge effect on audience for intended purpose

3.3. Grammar, language usage, mechanics, and clarity are the basics of ongoing refinements and revisions within the writing process. Students can:

3.3.a. Apply dashes, colons, and semi-colons to create varied sentences, to emphasize important ideas, and to show relationships among ideas.

3.3.b. Identify instances where sentences are not grammatically parallel and revise sentences to establish parallelism

3.3.c. Identify the various types of clauses and use this knowledge to write varied, strong, correct, complete sentences

3.3.d. Distinguish between the active and passive voice, and write in the active voice

CO.4. Research and Reasoning

4.1. Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share findings and conclusions. Students can:

4.1.a. Define and narrow a topic for research, developing the central idea, focus, or question at issue

4.1.b. Formulate research questions that are clear and precise

4.1.c. Identify and evaluate potential sources of information for accuracy, reliability, validity, and timeliness

4.1.d. Use a variety of strategies (such as search engines, online databases , interview) to collect and organize relevant and significant information

4.1.e. Distinguish between types of evidence (such as expert testimony, analogies, anecdotes, statistics) and use a variety of types to support a particular research purpose

4.1.f. Use in-text parenthetical citations to document sources of quotations, paraphrases and information

4.2. An author's reasoning is the essence of legitimate writing and requires evaluating text for validity and accuracy. Students can:

4.2.a. Analyze the logic (including assumptions and beliefs) and use of evidence (existing and missing information, primary sources, and secondary sources) used by two or more authors presenting similar or opposing arguments (such as articles by two political columnists that address the same issue)

4.2.b. Evaluate the accuracy of the information in a text, citing text-based evidence, author's use of expert authority, and author's credibility to defend the evaluation

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

CO.1. Oral Expression and Listening

1.1. Verbal and nonverbal cues impact the intent of communication. Students can:

1.1.a. Give informal talks using an appropriate level of formality of verbal language and nonverbal interaction with audience

1.1.b. Deliver formal oral presentations for intended purpose and audience, using effective verbal and nonverbal communication

1.1.c. Deliver oral talks with clear enunciation, vocabulary, and appropriate organization; nonverbal gestures; and tone

1.1.d. Analyze audience responses to evaluate how effectively the talk or presentation met the purpose

1.1.e. Identify, explain, and use content-specific vocabulary, terminology, dialect, or jargon unique to particular groups, perspectives, or contexts (such as social, professional, political, cultural, historical or geographical)

1.2. Validity of a message is determined by its accuracy and relevance. Students can:

1.2.a. Critique the accuracy, relevance, and organization of evidence of a presentation

1.2.b. Critique the clarity and effectiveness of delivery

1.2.c. Evaluate effectiveness of oral delivery techniques

1.2.d. Listen critically to evaluate the overall effectiveness of the presentation

1.2.e. Analyze the resources cited for validity

CO.2. Reading for All Purposes

2.1. Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning. Students can:

2.1.a. Analyze literary components (e.g., tone, symbolism, irony, extended metaphor, satire, hyperbole) to interpret theme

2.1.b. Explain the influence of historical context on the form, style, and point of view of a written work

2.1.c. Interpret and synthesize themes across multiple literary texts, providing support for interpretations

2.1.d. Demonstrate knowledge of classical foundational works of American literature

2.2. Ideas synthesized from informational texts serve a specific purpose. Students can:

2.2.a. Designate a purpose for reading expository texts and use new learning to complete a specific task (such as convince an audience, shape a personal opinion or decision, or perform an activity)

2.2.b. Make generalizations and draw conclusions from persuasive texts, citing text-based evidence as support

2.2.c. Predict the impact an informational text will have on an audience and justify the prediction

2.2.d. Use text features and graphical representations to complement comprehension and enhance critical analysis of a text

2.2.e. Explain nuances and connotations of particular words and sentences, and draw conclusions about author's intent as well as potential impact on an audience

CO.3. Writing and Composition

3.1. Stylistic and thematic elements of literary or narrative texts can be refined to engage or entertain an audience. Students can:

3.1.a. Organize events, details, ideas and reflections or observations strategically to influence the audience's emotions and understanding of the implicit or explicit theme

3.1.b. Write literary and narrative texts using a range of stylistic devices (poetic techniques, figurative language, symbolism, graphic or visual components) to support the presentation of implicit or explicit theme

3.1.c. Enhance the expression of voice, tone, and point of view in a text by strategically using precise diction (considering denotation, connotation, and audience associations); diverse syntax; varied sentence patterns; and punctuation for stylistic effect

3.1.d. Use a range of strategies to evaluate whether the writing is presented in a clear and engaging manner (such as reading the text from the perspective of the intended audience, seeking feedback from a reviewer)

3.1.e. Evaluate and revise text to eliminate unnecessary details, ineffective stylistic devices, and vague or confusing language

3.2. Elements of informational and persuasive texts can be refined to inform or influence an audience. Students can:

3.2.a. Articulate a position through a concise and focused claim or thesis statement, and advance it using evidence, examples, and counterarguments

3.2.b. Locate and select appropriate information that clearly supports a definite purpose, topic, or position

3.2.c. Choose, develop, and refine appeals for desired effect on audience

3.2.d. Evaluate and revise own text as needed to eliminate logical fallacies and to enhance credibility of ideas and information

3.2.e. Use vocabulary for intentional development of voice and tone for a specific audience, purpose, or situation

3.2.f. Clarify and order ideas for best possible effect

3.3. Writing demands ongoing revisions and refinements for grammar, usage, mechanics, and clarity. Students can:

3.3.a. Apply punctuation correctly and articulate stylistic choices

3.3.b. Use a variety of phrases (absolute, appositive) accurately and purposefully to improve writing

3.3.c. Use idioms correctly, particularly prepositions that follow verbs

3.3.d. Ensure that a verb agrees with its subject in complex constructions (such as inverted subject/verb order, indefinite pronoun as subject, intervening phrases or clauses)

3.3.e. Use a style guide to follow the conventions of Modern Language Association (MLA) or American Psychological Association (APA) format

3.3.f. Use resources (print and electronic) and feedback to edit and enhance writing for purpose and audience

CO.4. Research and Reasoning

4.1. Self-designed research provides insightful information, conclusions, and possible solutions. Students can:

4.1.a. Define and narrow a topic for research (thesis statement, hypothesis, research question) to address a specific purpose and audience

4.1.b. Evaluate and revise research questions for precision and clarity

4.1.c. Evaluate quality, accuracy, and completeness of information and the bias, credibility and reliability of the sources

4.1.d. Use a variety of strategies (e.g. technical reading, direct observation, survey development) to collect relevant information to support the thesis/research question and explain why specific strategies were used instead of others

4.1.e. Evaluate and select appropriate types of evidence to support a particular research purpose

4.1.f. Document sources of quotations, paraphrases, and other information, using a style sheet, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA)

4.2. Complex situations require critical thinking across multiple disciplines. Students can:

4.2.a. Analyze the logic of complex situations by questioning the purpose, question at issue, information, points of view, implications and consequences inferences, assumptions and concepts

4.2.b. Evaluate strengths and weaknesses of their logic and logic of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic and precision

4.2.c. Determine the extent to which they entered empathetically into competing points of view, exercised confidence in reason, recognized the limits of their knowledge on the topic (intellectual humility), explored alternative approaches to solving or addressing complex problems (intellectual flexibility), and were open to constructive critique (intellectual open-mindedness)

4.2.d. Analyze and assess the logic of the interdisciplinary domains inherent in reasoning through complex situations

4.2.e. Monitor and assess the extent to which their own beliefs and biases influenced their reactions to the viewpoints and logic of others

4.3. Evaluating quality reasoning includes the value of intellectual character such as humility, empathy, and confidence. Students can:

4.3.a. Analyze the purpose, question at issue, information, points of view, implications and consequences, inferences, assumptions, and concepts inherent in thinking

4.3.b. Assess strengths and weaknesses of thinking and thinking of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic, and precision

4.3.c. Determine the extent to which they entered empathetically into competing points of view, exercised confidence in reason, recognized the limits of their knowledge on the topic (intellectual humility), explored alternative approaches to solving or addressing complex problems (intellectual flexibility), were open to constructive critique (intellectual open-mindedness)

4.3.d. Evaluate the reasoning of self and others for quality, strong-sense thinking

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

CO.1. Oral Expression and Listening

1.1. Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness. Students can:

1.1.a. Prepare and deliver a formal presentation for different purposes and audiences (such as expositive, persuasive, entertaining, inspirational, or recognition)

1.1.b. Identify a central idea or thesis, organize ideas, and develop a speech for an intended purpose and audience

1.1.c. Use examples, illustrations, graphics, quotations, analogies, facts, and statistics to focus and support the content of a presentation

1.1.d. Use grammar and vocabulary appropriate for the situation, audience, topic, and purpose

1.1.e. Choose specific words and word order for intended effect and meaning

1.1.f. Select appropriate technical or specialized language

1.2. Effective collaborative groups accomplish goals. Students can:

1.2.a. Design an effective group effort to accomplish a goal

1.2.b. Implement an effective group effort that achieves a goal

1.2.c. Analyze differences in group perspectives to help bring the group to consensus or to solve a perceived problem

1.2.d. Participate in the preparations of the group activity or product, defining and assuming individual roles and responsibilities

1.2.e. Assume a leadership role in a group that is collaboratively working to accomplish a goal

1.2.f. Self-evaluate roles in the preparation and completion of the group goal

1.2.g. Critique and offer suggestions for improving presentations given by own group and other groups

CO.2. Reading for All Purposes

2.1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies. Students can:

2.1.a. Apply understanding of the unique characteristics of literary text (such as literary essay, elegy, sonnet, psalm, short story, history, comedy, or tragedy) to make connections and draw subtle generalizations and conclusions

2.1.b. Describe and contrast characteristics of specific literary movements and perspectives

2.1.c. Evaluate the influence of historical context on the form, style, and point of view of a written work

2.1.d. Analyze and relate a literary work to source documents of its literary period or to critical perspectives

2.1.e. Evaluate how literary components impact meaning (such as tone, symbolism, irony, extended metaphor, satire, hyperbole)

2.1.f. Demonstrate knowledge of classical foundational works of world literature

2.2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills. Students can:

2.2.a. Use reading and note-taking strategies (outlining, mapping systems, skimming, scanning, key word search) to organize information and make connections within and across informational texts

2.2.b. Use semantic cues, signal words, and transitions to identify text structures (such as critique, proposition/support, inductive/deductive) and to summarize central ideas and supporting details

2.2.c. Obtain and use information from text and text features (index, bold or italicized text, subheadings, graphics) to answer questions, perform specific tasks, or identify and solve problems

2.2.d. Explain and interpret the visual components supporting the text (maps, complex tables and diagrams, and transitional devices, such as use of white space)

2.2.e. Identify, analyze, and evaluate rhetorical devices and appeals used to advance an author's purpose and viewpoint.

CO.3. Writing and Composition

3.1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose. Students can:

3.1.a. Use a range of elaboration techniques (such as questioning, comparing, connecting, interpreting, analyzing, or describing) to establish and express point of view and theme

3.1.b. Create a clear and coherent, logically consistent structure appropriate to the chosen literary genre (biographical account, short story, personal narrative, narrative poem or song, parody of particular narrative style, play script)

3.1.c. Develop context, character/narrator motivation, problem/conflict and resolution, and descriptive details/examples to support and express theme

3.1.d. Manipulate elements of style, imagery, tone, and point of view to appeal to the senses and emotions of the reader

3.1.e. Critique own writing and the writing of others from the perspective of the intended audience to guide revisions, improve voice and style (word choice, sentence variety, figurative language) and achieve intended purpose and effect

3.2. Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes. Students can:

3.2.a. Articulate a position through a sophisticated claim or thesis statement and advance it using evidence, examples, and counterarguments

3.2.b. Select appropriate and relevant information (excluding extraneous details) to set context

3.2.c. Address audience needs and anticipate audience questions or misunderstandings

3.2.d. Select and build context for language appropriate to content (technical, formal)

3.2.e. Control and enhance the flow of ideas through transitional words or phrases appropriate to text structure

3.2.f. Support judgments with substantial evidence and purposeful elaboration

3.2.g. Draw a conclusion by synthesizing information

3.2.h. Revise writing using feedback to maximize effect on audience and to calibrate purpose

3.3. Standard English conventions effectively communicate to targeted audiences and purposes. Students can:

3.3.a. Follow the conventions of standard English to write varied, strong, correct, complete sentences

3.3.b. Deliberately manipulate the conventions of standard English for stylistic effect appropriate to the needs of a particular audience and purpose

3.3.c. Seek and use an appropriate style guide to govern conventions for a particular audience and purpose

CO.4. Research and Reasoning

4.1. Independent research designs articulate and defend information, conclusions and solutions that address specific contexts and purposes. Students can:

4.1.a. Define and narrow a topic for self-designed research for a variety of purposes and audiences

4.1.b. Critique research questions of self and others for bias and underlying assumptions

4.1.c. Critique and defend sources and information based on credibility, relevance and appropriateness relative to context and purpose

4.1.d. Design and defend a set of diverse research strategies (e.g. cross-referencing bibliographies, creating annotated bibliographies, researching source credentials) to identify information appropriate to the needs of a research question, hypothesis, or thesis statement

4.1.e. Critique and defend evidence relative to its use to address a particular context and purpose

4.1.f. Determine and use the appropriate style guide to govern format and documentation of quotations, paraphrases, and other information from a range of research sources

4.2. Logical arguments distinguish facts from opinions, and evidence defines reasoned judgment. Students can:

4.2.a. Synthesize information to support a logical argument

4.2.b. Distinguish between evidence and inferences

4.2.c. Identify false premises or assumptions

4.2.d. Analyze rhetorical devices used in own and others' appeals

4.2.e. Summarize ideas that include alternate views, rich detail, well-developed paragraphs, and logical argumentation

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