English Standards for Colorado — Grade 1


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G11.1a

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (CCSS: SL.1.4)

G11.1b

Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (CCSS: SL.1.)

G11.1c

Produce complete sentences when appropriate to task and situation. (CCSS: SL.1.6)

G11.1d

Give and follow simple two-step directions.

G11.2a

Participate in collaborative conversations with diverse partners about 1 topics and texts with peers and adults in small and larger groups. (CCSS: SL.1.1) i. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (CCSS: SL.1.1a) ii. Build on others talk in conversations by responding to the comments of others through multiple exchanges. (CCSS: SL.1.1b) iii. Ask questions to clear up any confusion about the topics and texts under discussion. (CCSS: SL.1.1c)

G11.2a.i

Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (CCSS: SL.1.1a)

G11.2a.ii

Build on others talk in conversations by responding to the comments of others through multiple exchanges. (CCSS: SL.1.1b)

G11.2a.iii

Ask questions to clear up any confusion about the topics and texts under discussion. (CCSS: SL.1.1c)

G11.2b

Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (CCSS: SL.1.2)

G11.2c

Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. (CCSS: SL.1.3)

G11.3a

Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CCSS: RF.1.2) i. Distinguish long from short vowel sounds in spoken single-syllable words. (CCSS: RF.1.2a) ii. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. (CCSS: RF.1.2b) iii. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. (CCSS: RF.1.2c) iv. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). (CCSS: RF.1.2d)

G11.3a.i

Distinguish long from short vowel sounds in spoken single-syllable words. (CCSS: RF.1.2a)

G11.3a.ii

Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. (CCSS: RF.1.2b)

G11.3a.iii

Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. (CCSS: RF.1.2b)

G11.3a.iv

Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). (CCSS: RF.1.2d)

G12.1a

Use Key Ideas and Details to: i. Ask and answer questions about key details in a text. (CCSS: RL.1.1) ii. Retell stories, including key details, and demonstrate understanding of their central message or lesson. (CCSS: RL.1.2) iii. Describe characters, settings, and major events in a story, using key details. (CCSS: RL.1.3) iv. Make predictions about what will happen in the text and explain whether they were confirmed or not and why

G12.1a.i

Ask and answer questions about key details in a text. (CCSS: RL.1.1)

G12.1a.ii

Retell stories, including key details, and demonstrate understanding of their central message or lesson. (CCSS: RL.1.2)

G12.1a.iii

Describe characters, settings, and major events in a story, using key details. (CCSS: RL.1.3)

G12.1a.iv

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

G12.1b

Use Craft and Structure to: i. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (CCSS: RL.1.4) ii. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. (CCSS: RL.1.5) iii. Identify who is telling the story at various points in a text. (CCSS: RL.1.6) iv. Follow and replicate patterns in predictable poems

G12.1b.i

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (CCSS: RL.1.4)

G12.1b.ii

Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. (CCSS: RL.1.5)

G12.1b.iii

Identify who is telling the story at various points in a text. (CCSS: RL.1.6)

G12.1b.iv

Follow and replicate patterns in predictable poems.

G12.1c

Use Integration of Knowledge and Ideas to: i. Use illustrations and details in a story to describe its characters, setting, or events. (CCSS: RL.1.7) ii. Compare and contrast the adventures and experiences of characters in stories. (CCSS: RL.1.9)

G12.1c.i

Use illustrations and details in a story to describe its characters, setting,or events. (CCSS: RL.1.7)

G12.1c.ii

Compare and contrast the adventures and experiences of characters in stories. (CCSS: RL.1.9)

G12.1d

Use Range of Reading and Level of Text Complexity to: i. With prompting and support, read prose and poetry of appropriate complexity for 1. (CCSS: RL.1.10)

G12.1d.i

With prompting and support, read prose and poetry of appropriate complexity for grade 1. (CCSS: RL.1.10)

G12.1e

Read with sufficient accuracy and fluency to support comprehension: (CCSS: RF.1.4) i. Read grade-level text with purpose and understanding. (CCSS: RF.1.4a) ii. Read grade-level text orally with accuracy, appropriate rate, and expression. (CCSS: RF.1.4b) iii. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.1.4c)

G12.1e.i

Read grade-level text with purpose and understanding. (CCSS: RF.1.4a)

G12.1e.ii

Read grade-level text orally with accuracy, appropriate rate, and expression. (CCSS: RF.1.4b)

G12.1e.iii

Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.1.4c)

G12.2a

Use Key Ideas and Details to: i. Ask and answer questions about key details in a text. (CCSS: RI.1.1) ii. Identify the main topic and retell key details of a text. (CCSS: RI.1.2) iii. Describe the connection between two individuals, events, ideas, or pieces of information in a text. (CCSS: RI.1.3) iv. Activate schema and background knowledge to construct meaning

G12.2a.i

Ask and answer questions about key details in a text. (CCSS: RI.1.1)

G12.2a.ii

Identify the main topic and retell key details of a text. (CCSS: RI.1.2)

G12.2a.iii

Identify the main topic and retell key details of a text. (CCSS: RI.1.2)

G12.2a.iv

Activate schema and background knowledge to construct meaning

G12.2b

Use Craft and Structure to: i. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (CCSS: RI.1.4) ii. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. (CCSS: RI.1.5) iii. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (CCSS: RI.1.6)

G12.2b.i

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (CCSS: RI.1.4)

G12.2b.ii

Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. (CCSS: RI.1.5)

G12.2b.iii

Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (CCSS: RI.1.6)

G12.2c

Use Integration of Knowledge and Ideas to: i. Use the illustrations and details in a text to describe its key ideas. (CCSS: RI.1.7) ii. Identify the reasons an author gives to support points in a text. (CCSS: RI.1.8) iii. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). (CCSS: RI.1.9)

G12.2c.i

Use the illustrations and details in a text to describe its key ideas. (CCSS: RI.1.7)

G12.2c.ii

Identify the reasons an author gives to support points in a text. (CCSS: RI.1.8)

G12.2c.iii

Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). (CCSS: RI.1.9)

G12.2d

Use Range of Reading and Level of Text Complexity to: i. With prompting and support, read informational texts appropriately complex for 1. (CCSS: RI.1.10)

G12.2d.i

With prompting and support, read informational texts appropriately complex for grade 1. (CCSS: RI.1.10)

G12.2e

Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.1.4) i. Read grade-level text with purpose and understanding. (CCSS: RF.1.4a) ii. Read grade-level text orally with accuracy, appropriate rate, and expression. (CCSS: RF.1.4b) iii. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.1.4c)

G12.2e.i

Read grade-level text with purpose and understanding. (CCSS: RF.1.4a)

G12.2e.ii

Read grade-level text orally with accuracy, appropriate rate, and expression. (CCSS: RF.1.4b)

G12.2e.iii

Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.1.4c)

G12.3a

Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.1.3) i. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). (CCSS: RF.1.3a) ii. Decode regularly spelled one-syllable words. (CCSS: RF.1.3b) iii. Know final -e and common vowel team conventions for representing long vowel sounds. (CCSS: RF.1.3c) iv. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. (CCSS: RF.1.3d) v. Decode two-syllable words following basic patterns by breaking the words into syllables. (CCSS: RF.1.3e) vi. Read words with inflectional endings. (CCSS: RF.1.3f) vii. Recognize and read grade-appropriate irregularly spelled words. (CCSS: RF.1.3g) viii. Use onsets and rimes to create new words (ip to make dip, lip, slip, ship) ix. Accurately decode unknown words that follow a predictable letter/sound relationship

G12.3a.i

Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). (CCSS: RF.1.3a)

G12.3a.ii

Decode regularly spelled one-syllable words. (CCSS: RF.1.3b)

G12.3a.iii

Know final -e and common vowel team conventions for representing long vowel sounds. (CCSS: RF.1.3c)

G12.3a.iv

Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. (CCSS: RF.1.3d)

G12.3a.ix

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

G12.3a.v

Decode two-syllable words following basic patterns by breaking the words into syllables. (CCSS: RF.1.3e)

G12.3a.vi

Read words with inflectional endings. (CCSS: RF.1.3f)

G12.3a.vii

Recognize and read grade-appropriate irregularly spelled words. (CCSS: RF.1.3g)

G12.3a.viii

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

G12.4a

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on 1 reading and content, choosing flexibly from an array of strategies. (CCSS: L.1.4) i. Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS: L.1.4a) ii. Use frequently occurring affixes as a clue to the meaning of a word. (CCSS: L.1.4b) iii. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). (CCSS: L.1.4c)

G12.4a.i

Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS: L.1.4a)

G12.4a.ii

Use frequently occurring affixes as a clue to the meaning of a word. (CCSS: L.1.4b)

G12.4a.iii

Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). (CCSS: L.1.4c)

G12.4b

With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. (CCSS: L.1.5) i. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. (CCSS: L.1.5a) ii. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). (CCSS: L.1.5b) iii. Identify real-life connections between words and their use (e.g., note places at home that are cozy). (CCSS: L.1.5c) iv. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. (CCSS: L.1.5d)

G12.4b.i

Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. (CCSS: L.1.5a)

G12.4b.ii

Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). (CCSS: L.1.5b)

G12.4b.iii

Identify real-life connections between words and their use (e.g., note places at home that are cozy). (CCSS: L.1.5c)

G12.4b.iv

Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. (CCSS: L.1.5d)

G12.4c

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). (CCSS: L.1.6)

G12.4d

Demonstrate understanding of the organization and basic features of print. (CCSS: RF.1.1) i. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). (CCSS: RF.1.1a) ii. Create new words by combining base words with affixes to connect known words to new words iii. Identify and understand compound words

G12.4d.i

Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). (CCSS: RF.1.1a)

G12.4d.ii

Create new words by combining base words with affixes to connect known words to new words

G12.4d.iii

Identify and understand compound words

G13.1a

Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. (CCSS: W.1.1)

G13.1b

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (CCSS: W.1.2)

G13.1c

Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. (CCSS: W.1.3)

G13.1d

With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. (CCSS: W.1.5)

G13.1e

Use pictures or graphic organizers to plan writing

G13.1f

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (CCSS: W.1.6)

G13.2a

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.1.1) i. Print all upper- and lowercase letters. (CCSS: L.1.1a) ii. Use common, proper, and possessive nouns. (CCSS: L.1.1b) iii. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). (CCSS: L.1.1c) iv. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). (CCSS: L.1.1d) v. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). (CCSS: L.1.1e) vi. Use frequently occurring adjectives. (CCSS: L.1.1f) vii. Use frequently occurring conjunctions (e.g., and, but, or, so, because). (CCSS: L.1.1g) viii.Use determiners (e.g., articles, demonstratives). (CCSS: L.1.1h) ix. Use frequently occurring prepositions (e.g., during, beyond, toward). (CCSS: L.1.1i) x. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. (CCSS: L.1.1j)

G13.2a.i

Print all upper- and lowercase letters. (CCSS: L.1.1a)

G13.2a.ii

Use common, proper, and possessive nouns. (CCSS: L.1.1b)

G13.2a.iii

Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). (CCSS: L.1.1c)

G13.2a.iv

Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). (CCSS: L.1.1d)

G13.2a.ix

Use frequently occurring prepositions (e.g., during, beyond, toward). (CCSS: L.1.1i)

G13.2a.v

Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). (CCSS: L.1.1e)

G13.2a.vi

Use frequently occurring adjectives. (CCSS: L.1.1f)

G13.2a.vii

Use frequently occurring conjunctions (e.g., and, but, or, so, because). (CCSS: L.1.1g)

G13.2a.viii

Use determiners (e.g., articles, demonstratives). (CCSS: L.1.1h)

G13.2a.x

Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. (CCSS: L.1.1j)

G13.2b

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.1.2) i. Write complete simple sentences. ii. Capitalize dates and names of people. (CCSS: L.1.2a) iii. Use end punctuation for sentences. (CCSS: L.1.2b) iv. Use commas in dates and to separate single words in a series. (CCSS: L.1.2c) v. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. (CCSS: L.1.2d) vi. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. (CCSS: L.1.2e)

G13.2b.i

Write complete simple sentences.

G13.2b.ii

Capitalize dates and names of people. (CCSS: L.1.2a)

G13.2b.iii

Use end punctuation for sentences. (CCSS: L.1.2b)

G13.2b.iv

Use commas in dates and to separate single words in a series. (CCSS: L.1.2c)

G13.2b.v

Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. (CCSS: L.1.2d)

G13.2b.vi

Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. (CCSS: L.1.2e)

G14.1a

Write or dictate questions for inquiry that arise during instruction

G14.1b

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

G14.1c

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

G14.2a

Participate in shared research and writing projects (e.g., explore a number of howto books on a given topic and use them to write a sequence of instructions). (CCSS: W.1.7) i. Identify a clear and significant purpose for research (Is my purpose for researching frogs clear and is it important to understanding more about mammals?)

G14.2a.i

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

G14.2b

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (CCSS: W.1.8) i. Evaluate information for clarity and accuracy

G14.2b.i

Evaluate information for clarity and accuracy