Reading, Writing, and Communicating P-2 - 2020 Colorado Academic Standards

Preschool – Second Grade
Reading, Writing, and Communicating Standards Review and

Revision Committee
Chairpersons
Zachary Chase Secondary Team Lead/Co-Chair
English Language Arts District Curriculum Crystal Sabatke-Smith
Coordinator Teacher/Instructional Coach
St. Vrain Valley School District Montrose County School District RE-1J
Elementary Team Lead/Co-Chair

Marion Wesley
Teacher
Cheyenne Mountain School District 12
Members
Dee Bench Michael Hoffman
Instructional Coach Teacher
Adams 14/Commerce City District 49
Beth Cutter Jessica Keigan

Senior Instructor Teacher
University of Colorado Colorado Springs Adams 12 Five Star Schools
Thomas Fitzgerald Erica Moore

Teacher Teacher
Cherry Creek Schools Adams 12 Five Star Schools
Shawna Fritzler Courtney Parker

Parent Teacher
Jefferson County Schools Cheyenne Mountain School District 12
Amy Hansen Kimberlee Reed

Teacher Teacher
Moffat County School District RE 1 Cherry Creek Schools
Alexandria Hibert Erika Tunson

STEM Teacher Administrator
St. Vrain Valley School District Harrison School District 2
This document was updated in December 2019 to reflect typographic and other corrections made to Standards Online.
State Board of Education and Colorado Department of Education
Colorado State Board of Education CDE Standards and Instructional
Support Office
Angelika Schroeder (D, Chair)
2nd Congressional District Karol Gates
Boulder Director
Joyce Rankin (R, Vice Chair) Carla Aguilar, Ph.D.

3rd Congressional District Music Content Specialist
Carbondale
Ariana Antonio
Steve Durham (R) Standards Project Manager
5th Congressional District
Colorado Springs Joanna Bruno, Ph.D.
Science Content Specialist
Valentina (Val) Flores (D)
1st Congressional District Lourdes (Lulu) Buck
Denver World Languages Content Specialist
Jane Goff (D) Donna Goodwin, Ph.D.

7th Congressional District Visual Arts Content Specialist
Arvada
Stephanie Hartman, Ph.D.
Rebecca McClellan (D) Social Studies Content Specialist
Centennial Judi Hofmeister
Dance Content Specialist
Debora Scheffel (R) Drama and Theatre Arts Content Specialist
Parker Jamie Hurley, Ph.D.
Comprehensive Health Content Specialist
Colorado Department of Education Physical Education Content Specialist
Katy Anthes, Ph.D. Raymond Johnson

Commissioner of Education Mathematics Content Specialist
Secretary to the Board of Education
Christine Liebe
Melissa Colsman, Ph.D. Computer Science Content Specialist
Associate Commissioner of Education
Student Learning Division Vince Puzick
Reading, Writing, and Communicating Content
Floyd Cobb, Ph.D. Specialist
Executive Director
Teaching and Learning Unit
2020 Colorado Academic Standards Page 3

Purpose of Reading, Writing, and Communicating
“Read not to contradict and confute; nor to believe and take for granted; nor to find talk and discourse;
but to weigh and consider. Some books are to be tasted, others to be swallowed, and some few to be
chewed and digested….”
--Francis Bacon
"If you cannot write well, you cannot think well, and if you cannot think well, others will do your thinking
for you."
--George Orwell
A strong command of the language arts (reading, writing, speaking, and listening) is vital for being a
successful student and ultimately a productive member of the 21st century workforce. Language skills
have always been fundamental for academic and professional success. However, students in the 21st
century are now facing more complex challenges in an ever-changing global society. These challenges
have created the need for rigorous state standards in reading, writing, speaking, and listening.
Literacy – meaning the ability to construe a written, linguistic, alphabetic symbol system – is arguably
the most important skill students acquire in preschool through twelfth-grade education because it
makes all other forms of higher-order learning, critical thinking, and communication possible.
The study of reading, writing, and communicating is therefore essential to all other study in early
childhood education, primary school, and secondary school. Such study comprises not only the
fundamental knowledge and skills of language arts (reading, writing, speaking, and listening), but also
the knowledge and skills of discourse (dialogue and discussion) and rhetoric (the ability to make
arguments and to think critically about arguments made by others) and the knowledge and skills
involved in responding to imaginative literature.
Language skills are necessary for academic success in all disciplines. The ability to integrate reading,
writing, speaking, and listening effectively builds understanding across all academic subjects as well as
allowing for the development of 21st century skills within the context of these subjects. Critical thinking
and reasoning, information literacy, collaboration, self-direction, and innovation are vital 21st century
skills.
Standards for reading, writing, and communicating in all grades must be clear and rigorous so that our
public educational system gives students the skills, knowledge, and confidence they need to succeed in
postsecondary education and the workforce, to be well-informed and responsible citizens, and to lead
more fulfilling personal lives.
The Colorado Academic Standards in reading, writing, and communicating were written for all students
using the content, concepts, skills and language conventions and structures found within the English
language. This does not mean students must be native English speakers, nor fluent English proficient,
but by utilizing the Colorado English Language Proficiency standards (Office of Culturally and

Linguistically Diverse Education) in tandem with the Colorado Academic Standards, qualified and well
prepared educators can ensure that all English Learners receive appropriate support to ensure all
students successfully meet the expectations in the standards.

Prepared Graduates in Reading, Writing, and Communicating
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.
2. Deliver effective oral presentations for varied audiences and varied purposes.
3. Read a wide range of literary texts to build knowledge and to better understand the human
experience.
4. Read a wide range of informational texts to build knowledge and to better understand the human
experience.
5. Understand how language functions in different contexts, command a variety of word-learning

strategies to assist comprehension, and make effective choices for meaning or style when writing
and speaking.
6. Craft arguments using techniques specific to the genre.
7. Craft informational/explanatory texts using techniques specific to the genre.
8. Craft narratives using techniques specific to the genre.
9. Demonstrate mastery of their own writing process with clear, coherent, and error-free polished
products.
10. Gather information from a variety of sources; analyze and evaluate its quality and relevance; and
use it ethically to answer complex questions.

Standards in Reading, Writing, and Communicating
The Colorado Academic Standards in reading, writing, and communicating are the topical organization of
the concepts and skills every Colorado student should know and be able to do throughout their
preschool through twelfth-grade experience. The four standards of reading, writing, and communicating
are:
1. Oral Expression and Listening

Learning of word meanings occurs rapidly from birth through adolescence within communicative
relationships. Everyday interactions with parents, teachers, peers, friends, and community members
shape speech habits and knowledge of language. Language is the means to higher mental functioning,
that which is a species-specific skill, unique to humans as a generative means for thinking and
communication. Through linguistic oral communication, logical thinking develops and makes possible
critical thinking, reasoning, development of information literacy, application of collaboration skills, self-
direction, and invention.
Oral language foundation and written symbol systems concretize the way a student communicates.
Thus, students in Colorado develop oral language skills in listening and speaking, and master the written
language skills of reading and writing. Specifically, holding Colorado students accountable for language
mastery from the perspectives of scientific research in linguistics, cognitive psychology, human
information processing, brain-behavior relationships, and socio-cultural perspectives on language
development will allow students to master 21st century skills and serve the state, region, and nation
well.
2. Reading for All Purposes

Literacy skills are essential for students to fully participate in and expand their understanding of today’s
global society. Whether they are reading functional texts (voting ballots, a map, a train schedule, a
driver’s test, a job application, a text message, product labels); reference materials (textbooks, technical
manuals, electronic media); or print and non-print literary texts, students need reading skills to fully
manage, evaluate, and use the myriad information available in their day-to-day lives.
3. Writing and Composition

Writing is a fundamental component of literacy. Writing is a means of critical inquiry; it promotes
problem solving and mastering new concepts. Adept writers can work through various ideas while
producing informational, persuasive, and narrative or literary texts. In other words, writing can be used
as a medium for reasoning and making intellectual connections. As students arrange ideas to persuade,
describe, and inform, they engage in logical critique, and they are likely to gain new insights and a
deeper understanding of concepts and content.
4. Research Inquiry and Design

Effective researching involves critical thinking, thoughtful inquiry, and consideration of multiple points
of view on a given topic. Students will generate engaging research questions and gather data, expert
testimony, and information to support their analyses and conclusions.
Individually and in collaboration with others, students will learn the skills necessary to consider biases,
evaluate sources, synthesize information, and defend their positions. In addition, as students’ progress,
they will consider opposing perspectives and address counterarguments to their claims and the
evidence they provide in support of their argument.

The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science
and Technical Subjects include a separate standard for Language. In this document, those Language
expectations are integrated into the four standards above as appropriate.

Instructional Implications with the Revised Standards
The Colorado Academic Standards identify the student expectations for year-end mastery of the skills
and knowledge in each discipline. As we consider these student outcomes, we need to be aware of the
instructional implications inherent in the Standards. Teacher behavior precedes student behavior, so we
must be deliberate in our planning and classroom practices to achieve the desired student learning
outcomes.
Proportion of Informational Text to Literary Text

The proportion of literary text and expository/informational text will change throughout a student’s
academic career. The National Assessment of Educational Progress (NAEP) suggests that by 4th Grade,
students read a 50/50 proportion of literary and informational texts. In addition, the What Works
Clearinghouse, in its publication Foundational Skills to Support Reading for Understanding in
Kindergarten Through 3rd Grade, encourages teachers to use informational texts so students gain the
academic language necessary to succeed across content areas (p.7). In addition, paired texts -- whether
nonfiction and nonfiction; nonfiction and fiction; nonfiction and poetry – has instructional payoff as
students work with texts within and across genres to explore topics and themes.
The proportion of informational text to literary text in 8th grade is approximately 55% informational and
45% literary. By 12th grade, students should be reading and studying approximately 70% of informational
texts and 30% literary texts.
This progression, particularly in grades 6-12, is seen across the curriculum throughout the students’
school day and academic life. That is, English language arts teachers should maintain a robust reading
list of literary works. In addition, teachers in other academic disciplines – social studies, science, the arts,
computer science, health, and technical areas – should bolster their instruction with engaging and
complex informational texts. The commitment to disciplinary literacy reinforces the importance to
provide deliberate and intentional instruction that honors the language and types of texts found in all
content areas. At year’s end, a student will have received multiple and ongoing opportunities to engage
in complex texts in all academic disciplines.
Early Literacy: Kindergarten through Third Grade

The importance of developing a strong foundation in early literacy cannot be refuted.
Evidence Outcomes in Standard 1: Oral Expression and Listening and in Standard 2: Reading for all
Purposes marked with an asterisk (*) are the minimum competencies identified in the READ Act. The
Standards, as represented by the minimum skills competencies, move students through the
foundational skills to establish the strong foundation for proficient readers in phonemic awareness,
phonics, fluency, and vocabulary. Ultimately, the end goal is for readers to be able to comprehend texts
of varying levels of complexity, and in later grades, in all content areas.
Teachers of reading in elementary schools throughout Colorado should teach students academic
language skills, develop awareness of the segments of sounds, teach students to decode words and
analyze word parts, and ensure that each student reads connected text every day to support reading
accuracy, fluency, and comprehension. While there is an abundance of instructional resources available
to teachers, beginning with their own basal readers in their schools and districts, the What Works
Clearinghouse has two very rich practice guides: Improving Reading Comprehension in Kindergarten
Through 3rd Grade and Foundational Skills to Support Reading for Understanding in Kindergarten
Through 3rd Grade.

“Close Reading” Practices and Other Instructional Approaches
Instructional practice should include establishing context for the reading, setting a purpose, and
frontloading vocabulary to support students working with texts of varying levels of complexity.
While “close reading” of complex texts is a valuable practice, teachers should use a range of strategies
to develop strong readers in all disciplines. Developing effective question-generation strategies, writing
text-dependent questions, using reciprocal teaching methods, and frontloading vocabulary are all
worthy practices to engage students in reading materials in all content areas.
The Teaching of Writing

Teachers in primary and intermediate grades should pay particular attention to the skills identified in
Grade Level Expectations (GLE) 3 in Writing and Composition (Standard 3). Our younger writers will
benefit from direct instruction in conventions to develop a written vocabulary, command over
syntactical structures and rich sentences, logical ordering of sentences in paragraphs, and effective
paragraphing. Writing instruction should move back and forth between “whole to part” and “part to
whole”; that is, students should understand the concept of a larger piece of writing (e.g., a book, a
brochure, an essay, a narrative) and the parts that comprise the piece of writing (e.g., word choice,
varied sentence lengths and structure, order of ideas presented).

How to Read the Colorado Academic Standards
CONTENT AREA
Grade Level, Standard Category
Prepared Graduates:
The PG Statements represent concepts and skills that all students who complete the Colorado education
system must master to ensure their success in postsecondary and workforce settings.
Grade Level Expectation:

The GLEs are an articulation of the concepts and skills for a grade, grade band, or range that students must
master to ensure their progress toward becoming a prepared graduate.
Evidence Outcomes Academic Context and Connections
The EOs describe the evidence that demonstrates The ACCs provide context for interpreting, connecting,
that a student is meeting the GLE at a mastery and applying the content and skills of the GLE. This
level. includes the Colorado Essential Skills, which are the
critical skills needed to prepare students to
successfully enter the workforce or educational
opportunities beyond high school embedded within
statute (C.R.S. 22-7-1005) and identified by the
Colorado Workforce Development Committee.
The ACCs contain information unique to each
content area. Content-specific elements of the
ACCs are described below.
Grade Level, Standard Category 2020 Colorado Academic Standards GLE Code
Academic Context and Connections in Reading, Writing, and Communicating:

Colorado Essential Skills: These statements describe how the learning of the content and skills
described by the GLE and EOs connects to and supports the development of the Colorado
Essential Skills named in the parentheses.
Essential Questions: These “big picture” questions ask students to more deeply explore the concepts
and skills expressed in the GLE.
Essential Reasoning Skills: These skills develop critical thinking, building awareness to multiple
perspectives, and engage students in “thinking about their thinking” and to consider their own
attitudes, beliefs, and biases on issues.
Minimum Skills Competencies: Evidence Outcomes in Standard 1: Oral Expression and Listening and in
Standard 2: Reading for all Purposes marked with an asterisk (*) are the minimum competencies
identified in the READ Act.

READING, WRITING, AND COMMUNICATING
Preschool, Standard 1. Oral Expression and Listening
Prepared Graduates:
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.
Preschool Learning and Development Expectation:
1. Children comprehend and understand the English language (Receptive Language).
Indicators of Progress Examples of Learning/Children May:

By the end of the preschool experience (approximately 60 months/5 1. At the sensory table, children use various tools and instruments, such as
years old), students may: tubes, scoops, funnels, and eggbeaters, to explore and describe the
a. Attend to language during conversations, songs, stories or other learning manipulation of water with the support of the paraprofessional who uses
experiences. parallel talk to model (e.g., “Billy, you’re using the eggbeater to whip the
b. Comprehend increasingly complex and varied vocabulary. water.”)
c. Follow two- to three-step directions. 2. On a trip to a pumpkin farm, the farmer talks to the children about planting,
using words like tractor, hoe, growing season, and fertilizer. Later that
Examples of High-Quality Teaching and Learning week, Mark uses the toy garden hoe in the sand and tells another child to
Experiences “Get the fertilizer.”
Supportive Teaching Practices/Adults May: 3. When asked whether she wants a snack before playing, Angela uses her
1. Create opportunities for children to learn to use and recognize precise communication board to indicate her choice of the snack first.
vocabulary that relates to math, science, art, and social experiences. 4. Every day, Marius enters the classroom and hangs up his backpack and
2. Frequently read books with rich descriptive vocabulary, exploring and jacket. Sometimes he needs a reminder to wash his hands before choosing
extending children’s understanding of the meaning of new words. an activity.
3. Talk with individual children often, encouraging them to express their ideas,
needs and feelings, and ask them questions.
4. Provide a rich variety of frequently repeated songs, poems, finger plays, and
storytelling, which encourage children’s participation and exposes them to
many cultures.
5. Provide a daily routine wherein simple directions are given for children to
follow on a regular basis.
Preschool, Standard 1. Oral Expression and Listening 2020 Colorado Academic Standards RW.P.1.1
RW.P.1.1
Preschool, Standard 1. Oral Expression and Listening
Prepared Graduates:
2. Children use language to convey thoughts and feelings (Expressive Language).
Indicators of Progress 4. For children with limited expressive capabilities, use the language
stimulation technique of expansion (e.g., Child: “That a dog,” Teacher:
By the end of the preschool experience (approximately 60 months/5 “That’s a brown dog with a long tail.”)
years old), students may:
5. Facilitate the use of words between children to express ideas, desires,
a. Participate in conversations of more than three exchanges with peers and
feelings, and to resolve conflicts.
adults.
6. Ask children questions, explaining how questions are different from
b. Use language to express ideas and needs.
statements, and allow children to practice asking questions to classroom
c. Use increasingly complex and varied vocabulary.
visitors, on field trips, during read alouds, etc.
d. Understand the difference between a question and a statement.
e. Practice asking questions and making statements. Examples of Learning/Children May:
f. Speak in sentences of five or six words. 1. To create a graph, children are asked “What kind of pet do you have?” and
they place a sticky note with their name beside the animal(s).
Examples of High-Quality Teaching and Learning 2. Aaliyah approaches a group of children in the dramatic play center and
Experiences asks, “What’re you playing?” When they answer “Spaceship,” she asks, “Can
Supportive Teaching Practices/Adults May: I play too?” She then offers her ideas, “I’m the princess.” The play continues
1. The classroom environment provides a variety of play centers that for over 10 minutes.
encourage children to interact and communicate with one another. 3. When Max’s dad visits the class to show how to make pots on a pottery
2. Child-initiated play time occurs at least 1/3 of the day to provide ample wheel, the children have an opportunity to ask questions. The teaching staff
opportunity to practice using vocabulary and conversational skills. reminds what a question is to help children along (“a question helps you
3. Talk with children frequently, encouraging them to share their experiences find out things”).
and ideas and listening attentively to their contributions.
Preschool, Standard 1. Oral Expression and Listening 2020 Colorado Academic Standards RW.P.1.2
RW.P.1.2
Preschool, Standard 2. Reading for All Purposes
Prepared Graduates:
3. Read a wide range of literary texts to build knowledge and to better understand the human experience.
4. Read a wide range of informational texts to build knowledge and to better understand the human experience.
1. Children understand and obtain meaning from stories and information from books and other texts.
Indicators of Progress 2. Model how to use books while frequently reading with children individually
and in small groups.
By the end of the preschool experience (approximately 60 months/5 3. Engage the children in conversations and ask questions about what they
have read.
a. Show interest in shared reading experiences and looking at books
4. Provide dramatic play props that link to the stories that are read and are
independently.
rotated on an ongoing basis such as furniture (for example: table, chair,
b. Recognize how books are read, such as front-to-back and one page at a
crib, store dividers), clothes (for example: hats, shoes, material, costumes)
time, and recognize basic characteristics, such as title, author, and
and props (for example: dolls, dishes, cash register).
illustrator.
c. Ask and answer questions and make comments about print materials. Examples of Learning/Children May:
d. Demonstrate interest in different kinds of literature, such as fiction and 1. While reading a book, Ms. Danae points to the cover of the book and names
nonfiction books and poetry, on a range of topics. it, describes how she opens the book to read, and points out the title,
e. Begin to identify key features of reality versus fantasy in stories, pictures, author, and illustrator, explaining what the latter two do.
and events. 2. In writing centers, children create products in which they are named
f. Retell stories or information from books through conversation, artistic “author and illustrator.”
works, creative movement, or drama. 3. Mrs. Nguyen reads the book, Tough Boris, to a child who sits in her lap,
g. Make predictions based on illustrations. observing how she handles the book. She then asks, “Why do you think
h. Begin to identify key features of reality versus fantasy in stories, pictures, Tough Boris cried when his parrot died?” Then the child draws a picture of
and events. Tough Boris and his parrot to describe who the main characters were.
4. The children love a book called “The Grocery Store.” Mr. Jay sets up a
Examples of High-Quality Teaching and Learning “grocery store center” that includes empty food boxes and cans, receipt
Experiences pads, price tags, newspaper food ads, a cash register, and shopping lists.
Supportive Teaching Practices/Adults May: 5. Mrs. Ramos, the librarian, reads some poems from Robert Lewis
1. The environment contains an ample number of quality, age-appropriate Stevenson’s “Poems for the Very Young.” The children especially like “I
children’s books. Have a Little Shadow.” They talk about the shadows they have seen. Later,
their teacher provides them a chance to experiment with shadow puppets
in the classroom, discovering how shadows are made.
Preschool, Standard 2. Reading for All Purposes 2020 Colorado Academic Standards RW.P.2.1
RW.P.2.1
Prepared Graduates:
5. Understand how language functions in different contexts, command a variety of word-learning strategies to assist comprehension, and
make effective choices for meaning or style when writing and speaking.
2. Phonological awareness is the building block for understanding language.
Indicators of Progress Examples of High-Quality Teaching and Learning

By the end of the preschool experience (approximately 60 months/5 Experiences
years old), students may: Supportive Teaching Practices/Adults May:
a. Identify and discriminate between words in language. 1. Adults are aware of the developmental progression within the component
b. Identify and discriminate between separate syllables in words. skills of phonological awareness: Rhyming comes first; Then alliteration
c. Identify and discriminate between sounds and phonemes in language, such (matching and producing words to the same beginning sounds); Then
as attention to beginning and ending sounds of words and recognition that blending (combining syllables and sounds); Finally segmenting (pulling
different words begin or end with the same sound. words apart into syllables and sounds). (Paulson and Moats)
d. Recognize patterns of sounds in songs, storytelling, and poetry through 2. Adults plan activities and interact so as to draw attention to the phonemes
interactions and meaningful experiences. (the smallest unit of speech) in spoken words, following the developmental
progression of: Words as a whole (elephant) and Syllables (e-le-phant).
Adults promote syllable-sound awareness by clapping or tapping out the
syllables of words or slowly “sounding out” word. Onset-Rime (p-ad, br-ick):
Adults practice onset-rime activities blending beginning sounds with ending
sounds to make words.). Phonemes (/b/ /ă/ /t/): Adults break down words
into phonemes when reading and/or when a child asks how to spell a word.
(Paulson and Moats)
Examples of Learning/Children May:
1. During small group time, Ms. Brown plays a rhyming game with older 4- and
5-year-olds. They generate rhymes together for words like star, ring, and
frog. Her assistant, Mrs. Oldshield, plays a different rhyming game with the
three-year-olds and younger fours in which they listen to her read familiar
nursery rhymes and fill in the missing rhyme at the end of the last line.
2. Kendra claps out the syllables of her name when it’s her turn.
3. When pretending to be the teacher in a dramatic play, Kyle points to the
words of the books while he “reads” the story.
RW.P.2.2
Prepared Graduates:
3. Print concepts and conventions anchor concepts of early decoding.

a. Recognize print in everyday life, such as numbers, letters, one’s name, 1. The classroom environment provides opportunities for children to interpret
words, and familiar logos and signs. the meaning of words and symbols, including pictures of toys on the
b. Understand that print conveys meaning. shelves, photos of children, and labels on materials and areas.
c. Understand conventions, such as print moves from left to right and top to 2. Name labels include symbols at the beginning of the year; when children no
bottom of a page. longer need the symbols, they are removed.
d. Recognize words as a unit of print and understand that letters are grouped 3. Point to words as you read them out loud, showing the sweep of print from
to form words. left to right and top to bottom.
e. Recognize the association between spoken or signed and written words. 4. Print daily messages, saying the words as they are written. (Example: Today
is Monday, March 18, 2018, and we have a special project today.)
1. At the beginning of the year, cubbies are labeled with the child’s name and
a symbol of a certain color. After the winter break, the labels only have the
child’s name. Hondo arrives in class, finds his cubby, and points to the label,
saying, “That’s my name!”
2. Mr. Bob calls children one at a time to wash hands. Before they go to the
sink, they touch the letter on the wall that begins their names.
3. Zena goes to the visual schedule and points to the picture and label for the
playground and announces, “Hey, we go outside next!”
4. In blocks, children create a castle village together. Miss Lupe brings them
paper so they can draw pictures of it to use as building plans to build it
again another day.
5. Terrence points to a picture of the McDonald’s arches in writing center, and
says “I know what that is. That’s McDonalds!”
RW.P.2.3
Prepared Graduates:
4. The names and sounds associated with letters makes up alphabetic knowledge.

a. Recognize that the letters of the alphabet are a special category of visual 1. Use children’s names, as well as other meaningful words like mom, dad,
graphics that can be individually named. dog, cat, etc. as the basis for letter games and experiences.
b. Recognize that letters of the alphabet have distinct sound(s) associated 2. Keep alphabet displays and strips and word walls at children’s eye level.
with them. 3. Create opportunities for children to record their thoughts and stories by
c. Attend to the beginning letters and sounds in familiar words. having children draw, and by writing words that the children dictate to
d. Identify letters and associate correct sounds with letters, including a them.
minimum of ten letters, preferably including letters in the child’s name. 4. Teach letter naming through developmentally appropriate games. For
example, alphabet letters are hidden or scattered around the room.
Children are given matching letters to identify and then they go on an
“Alphabet Hunt” to find the matching letter.
1. Kyle designs a menu for dramatic. He asks Mr. Kelly how to spell “hot dog.”
Mr. Kelly sounds out the word, telling Kyle which letters to write for each
sound.
2. Paola touches the letter P on the wall alphabet strip and says, “That’s my
letter!”
3. Isabella picks out an alphabet book and points to and names the letters she
recognizes (I, S, L, and A) as she reads.
4. Ms. Tanisha plays Alphabet Bingo with the older 4- and 5-year-olds while
her assistant Mr. Bryan plays a simple alphabet matching game with the
three-year-olds and younger fours.
RW.P.2.4
Preschool, Standard 3. Writing and Composition
Prepared Graduates:
1. Familiarity with writing implements, conventions, and emerging skills to communicate through written representations, symbols, and
letters.
Indicators of Progress 3. Similar materials are available in each center throughout the room.
4. Expect the following progression in children’s writing Pre-alphabetic (ages
By the end of the preschool experience (approximately 60 months/5 2-5) [Pictures and scribbles, Letter-like forms, Letters from names and the
environment, Strings of letters, One letter (first sound) to represent a
a. Experiment with writing tools and materials.
word.] Semiphonetic/Early Alphabetic [(4-6) Letter sound connection begins
b. Recognize that writing is a way of communicating for a variety of purposes,
(One letter (first sound) to represent a word.]
such as giving information, sharing stories, or giving an opinion.
c. Use scribbles, shapes, pictures, and letters to represent objects, stories, Examples of Learning/Children May:
experiences, or ideas. 1. Jesse uses tweezers to pick up cotton balls and drop them in cups. This
d. Copy, trace, or independently write letters or words. builds the strength in his hands for fine motor skill tasks like writing.
2. Children sign in their names everyday on a white board as their family
Examples of High-Quality Teaching and Learning members sign them in.
Experiences 3. Alejandro and Holly are in a dramatic play area which is set up like a grocery
Supportive Teaching Practices/Adults May: store. Holly discovers the pad of paper and markers Mrs. Martinez has
1. Provide opportunities for children to develop fine motor skills, which provided. “Look! We can use these to make a grocery list.” Next, she draws
support grasps using tongs, Play-Doh, spray bottles, tweezers, etc. squiggles down the paper as she names milk, cookies, and grapes.
2. The classroom environment provides an easily accessible writing center, 4. Miss Mary sits with Sofia to assist her in holding the pencil grip correctly as
filled with a wide variety of materials: markers, pens, pencils, crayons; the occupational therapist showed them.
paper of different shapes, sizes, textures, as well as envelopes, cards, sticky
notes, and postcards, etc.
Preschool, Standard 3. Writing and Composition 2020 Colorado Academic Standards RW.P.3.1
RW.P.3.1
Preschool, Standard 4. Research Inquiry and Design
Prepared Graduates:
10. Gather information from a variety of sources; analyze and evaluate its quality and relevance; and use it ethically to answer complex
questions.
1. Begin research by asking a question to identify and define a problem and its possible solutions.

years old), students may: Colorado Essential Skills:
a. Differentiate between questions and statements 1. Researchers know the difference between sharing a statement (something
b. Identify problems and search for solutions by asking questions during they know) and a question (something they wonder about).
collaborative explorations of the topic; begin to state facts about the topic. 2. Researchers know how to stay on topic and ask relevant questions that
pertain to real problems.
Essential Questions:
1. What is the difference between a question and a statement?
2. How do asking questions help us learn and solve problems?
Essential Reasoning Skills:
1. Researchers know the world is full of information.
2. Researchers understand that for thinking to improve, it is necessary to seek
out alternative ways to solve problems.
3. People who reason know thinking has potential strengths and weaknesses.
Preschool, Standard 4. Research Inquiry and Design 2020 Colorado Academic Standards RW.P.4.1
RW.P.4.1
Kindergarten, Standard 1. Oral Expression and Listening
Prepared Graduates:
1. Communicate using verbal and nonverbal language.

Students Can: Colorado Essential Skills:
a. Participate in collaborative conversations with diverse partners about 1. Accurately recognize one’s own emotions, thoughts, and values and how
kindergarten topics and texts with peers and adults in small and larger they influence behavior. (Personal Skills, Self-Awareness)
groups. (CCSS: SL.K.1)* 2. Demonstrate an understanding of cause and effect related to personal
i. Follow agreed-upon rules for discussions (for example: listening to decisions. (Civic/Interpersonal Skills, Character)
others and taking turns speaking about the topics and texts under 3. Appropriately express a range of emotions to communicate personal
discussion). (CCSS: SL.K.1a) ideas/needs. (Professional Skills, Self-Advocacy)
ii. Continue a conversation through multiple exchanges. (CCSS: SL.K.1b)
b. Confirm understanding of a text read aloud or information presented orally
1. How do we have conversations?
or through other media by asking and answering questions about key
2. Why is it important for people to wait their turn before speaking?
details and requesting clarification if something is not understood. (CCSS:
3. What does it mean to be a good listener?
SL.K.2) *
c. Ask and answer questions in order to seek help, get information, or clarify Essential Reasoning Skills:
something that is not understood. (CCSS: SL.K.3) * 1. Questions are where learning begins.
d. Listen with comprehension to follow two-step directions. * 2. Thoughtful speakers and listeners establish agreed upon rules for
e. Use words and phrases acquired through conversations, reading and being communicating in their environment.
read to, and responding to texts. (CCSS: L.K.6) * Minimum Skills Competencies:
1. Evidence Outcomes marked with an asterisk (*) are the minimum
competencies identified in the READ Act.
Kindergarten, Standard 1. Oral Expression and Listening 2020 Colorado Academic Standards RW.K.1.1
RW.K.1.1
Kindergarten, Standard 1. Oral Expression and Listening
Prepared Graduates:
2. Develop oral communication skills through a language-rich environment.

a. Describe familiar people, places, things, and events and, with prompting 1. Articulate personal strengths and challenges using different forms of
and support, provide additional detail. (CCSS: SL.K.4) communication to express themselves. (Information and Communications
b. Add drawings or other visual displays to descriptions as desired to provide Technologies)
additional detail. (CCSS: SL.K.5) 2. Ask questions and learn more about careers and other life pursuits.
c. Speak audibly and express thoughts, feelings, and ideas clearly. (CCSS: (Professional Skills, Career Awareness)
SL.K.6) 3. Appropriately express a range of emotions to communicate personal
d. Sort common objects into categories (for example: shapes, foods) to gain a ideas/needs. (Professional Skills, Self-Advocacy)
sense of the concepts the categories represent. (CCSS: L.K.5a)
e. Demonstrate understanding of frequently occurring verbs and adjectives by
1. Why is it important to learn new words and build speaking vocabularies?
relating them to their opposites (antonyms). (CCSS: L.K.5b)
2. Why is it important to speak clearly and use words the person understands?
f. Identify real-life connections between words and their use (for example:
3. How do we describe how objects belong together?
note places at school that are colorful). (CCSS: L.K.5c)
g. Distinguish shades of meaning among verbs describing the same general Essential Reasoning Skills:
action (for example: walk, march, strut, prance) by acting out the meanings. 1. Effective communicators expand their vocabulary.
(CCSS: L.K.5d) Minimum Skills Competencies:
h. Use new vocabulary that is directly taught through reading, speaking, and 1. Evidence Outcomes marked with an asterisk (*) are the minimum
listening. * competencies identified in the READ Act.
i. Relate new vocabulary to prior knowledge. *
Kindergarten, Standard 1. Oral Expression and Listening 2020 Colorado Academic Standards RW.K.1.2
RW.K.1.2
Kindergarten, Standard 2. Reading for All Purposes
Prepared Graduates:
1. Develop and apply the concepts of print and comprehension of literary texts.

a. Use Key Ideas and Details to: 1. Demonstrate curiosity, imagination, and eagerness to learn more.
i. With prompting and support, ask and answer questions about key (Entrepreneurial Skills, Creativity/Innovation)
details in a text. (CCSS: RL.K.1) * 2. Demonstrate a willingness to try new things. (Entrepreneurial Skills,
ii. With prompting and support, retell familiar stories, including key details. Informed Risk Taking)
(CCSS: RL.K.2) 3. Articulate task requirements and identify deadlines. (Professional Skills,
iii. With prompting and support, identify characters, settings, and major Task/Time Management)
events in a story. (CCSS: RL.K.3) *
b. Use Craft and Structure to:
1. How do pictures help us understand a story?
i. Ask and answer questions about unknown words in a text. (CCSS: RL.K.4)
2. What are different ways to tell a story?
ii. Recognize common types of texts (for example: storybooks, poems).
3. How do we determine what a story is about?
(CCSS: RL.K.5) *
iii. With prompting and support, name the author and illustrator of a story Essential Reasoning Skills:
and define the role of each in telling the story. (CCSS: RL.K.6) 1. Critical readers ask questions and draw conclusions from pictures and texts.
c. Use Integration of Knowledge and Ideas to: Minimum Skills Competencies:
i. With prompting and support, describe the relationship between 1. Evidence Outcomes marked with an asterisk (*) are the minimum
illustrations and the story in which they appear (for example: what competencies identified in the READ Act.
moment in a story an illustration depicts). (CCSS: RL.K.7)
ii. With prompting and support, compare and contrast the adventures and
experiences of characters in familiar stories. (CCSS: RL.K.9)
d. Use Range of Reading and Level of Text Complexity to:
i. Actively engage in group reading activities with purpose and
understanding. (CCSS: RL.K.10)
Kindergarten, Standard 2. Reading for All Purposes 2020 Colorado Academic Standards RW.K.2.1
RW.K.2.1
Prepared Graduates:
2. Develop and apply the concepts of print and comprehension of informational texts.
Evidence Outcomes d. Use Range of Reading and Level of Text Complexity to:
i. Actively engage in group reading activities with purpose and
Students Can: understanding. (CCSS: RI.K.10)
a. Use Key Ideas and Details to:
i. With prompting and support, ask and answer questions about key Academic Context and Connections
details in a text. (CCSS: RI.K.1) *
Colorado Essential Skills:
ii. With prompting and support, identify the main topic and retell key
1. Demonstrate curiosity, imagination, and eagerness to learn more.
details of a text. (CCSS: RI.K.2)
(Entrepreneurial Skills, Creativity/Innovation)
iii. With prompting and support, describe the connection between two
2. Demonstrate a willingness to try new things. (Entrepreneurial Skills,
individuals, events, ideas, or pieces of information in a text. (CCSS:
Informed Risk Taking)
RI.K.3)
3. Identify key attributes of a variety of information products. (e.g., books,
newspapers, online or print articles, social media) (Professional Skills,
i. With prompting and support, ask and answer questions about unknown
Information Literacy)
words in a text. (CCSS: RI.K.4)
ii. Identify the front cover, back cover, and title page of a book. (CCSS: Essential Questions:
RI.K.5) * 1. How do the illustrations help us figure out the meaning of the text?
iii. Name the author and illustrator of a text and define the role of each in 2. How are informational texts read differently than literary texts?
presenting the ideas or information in a text. (CCSS: RI.K.6) Essential Reasoning Skills:
c. Use Integration of Knowledge and Ideas to: 1. Critical readers understand that print informs and explains.
i. With prompting and support, describe the relationship between
illustrations and the text in which they appear (for example: what Minimum Skills Competencies:
person, place, thing, or idea in the text an illustration depicts). (CCSS: 1. Evidence Outcomes marked with an asterisk (*) are the minimum
RI.K.7) competencies identified in the READ Act.
ii. With prompting and support, identify the reasons an author gives to
support points in a text. (CCSS: RI.K.8)
iii. With prompting and support, identify basic similarities in and
differences between two texts on the same topic (for example: in
illustrations, descriptions, or procedures). (CCSS: RI.K.9)
RW.K.2.2
Prepared Graduates:
3. Develop basic reading skills through the use of foundational skills.
Evidence Outcomes c. Know and apply grade-level phonics and word analysis skills in decoding
words. (CCSS: RF.K3)
Students Can: i. Demonstrate basic knowledge of letter-sound correspondences by
a. Demonstrate understanding of the organization and basic features of print.
producing the primary or most frequent sound for each consonant.
(CCSS: RF.K.1) *
(adapted from CCSS: RF.K.3a) *
i. Follow words from left to right, top to bottom, and page by page. (CCSS:
ii. Associate the long and short sounds with the common spellings
RF.K.1a)
(graphemes) for the five major vowels. (CCSS: RF.K.3b) *
ii. Recognize that spoken words are represented in written language by
iii. Read common high-frequency words by sight (for example: the, of, to,
specific sequences of letters. (CCSS: RF.K.1b) *
you, she, my, is, are, do, does). *(CCSS: RF.K.3c)
iii. Understand that words are separated by spaces in print (concept of
iv. Distinguish between similarly spelled words by identifying the sounds of
word). (CCSS: RF.K.1c) *
the letters that differ. (CCSS: RF.K.3d) *
iv. Recognize and name all upper- and lowercase letters of the alphabet.
d. Read emergent-reader texts with purpose and understanding. (CCSS:
(CCSS: RF.K.1d)*
RF.K.4)
b. Demonstrate understanding of spoken words, syllables, and sounds
e. Determine or clarify the meaning of unknown and multiple-meaning words
(phonemes). (CCSS: RF.K.2)
and phrases based on kindergarten reading and content. (CCSS: L.K.4)
i. Recognize and produce rhyming words. (CCSS: RF.K.2a) *
i. Identify new meanings for familiar words and apply them accurately (for
ii. Count, pronounce, blend, and segment syllables in spoken words. (CCSS:
example: knowing duck is a bird and learning the verb to duck). (CCSS:
RF.K.2b) *
L.K.4a) *
iii. Blend and segment the onset and rime of single-syllable spoken words.
ii. Use the most frequently occurring inflections and affixes (for example: -
(adapted from CCSS: RF.K.2c) *
ed,-s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown
iv. Isolate and pronounce the initial, medial vowel, and final sounds
word. (CCSS: L.K.4b) *
(phonemes) in three-phoneme (consonant-vowel-consonant, or CVC)
f. Identify and manipulate sounds.
words. (adapted from CCSS: RF.K.2d) *
i. Identify and produce groups of words that begin with the same sound
v. Add or substitute individual sounds (phonemes) in simple, one-syllable
(alliteration). *
words to make new words. (CCSS: RF.K.2e) *
ii. Identify the initial, medial, and final phoneme (speech sound) of spoken
vi. Read text consisting of short sentences comprised of learned sight
words. *
words and consonant-vowel-consonant (CVC) words. *
vii. Identify phonemes for letters. *
RW.K.2.3
Academic Context and Connections Essential Questions:
Colorado Essential Skills: 1. How do letters connect to sounds?
1. Recognize and describe cause-and-effect relationships and patterns in 2. What are the parts of words?
everyday experiences. (Entrepreneurial Skills, Inquiry/Analysis) 3. How do parts of words help us understand their meaning and how they
2. Demonstrate a willingness to try new things. (Entrepreneurial Skills, sound?
Informed Risk Taking) Essential Reasoning Skills:
3. Resist distractions, maintain attention, and continue the task at hand 1. Critical readers understand the connection between letters and sounds.
through frustration or challenges. (Personal Skills, Perseverance/Resilience) 2. Critical readers understand that groups of letters are words.
Minimum Skills Competencies:
Kindergarten, Standard 3. Writing and Composition
Prepared Graduates:
1. Write opinions using labels, dictation, and drawing.

a. Use a combination of drawing, dictating, and writing to compose opinion 1. Accurately recognize one’s own emotions, thoughts, and values and how
pieces in which they tell a reader the topic or the name of the book they are they influence behavior. (Personal Skills, Self-Awareness)
writing about and state an opinion or preference about the topic or book 2. Recognize personal characteristics, preferences, thoughts, and feelings.
(for example: My favorite book is…). (CCSS: W.K.1) (Personal Skills, Initiative/Self-Direction)
b. With guidance and support from adults, respond to questions and 3. Compare attitudes and beliefs as an individual to others.
suggestions from peers and add details to strengthen writing as needed. (Civic/Interpersonal Skills, Global/Cultural Awareness)
(CCSS: W.K.5)
c. With guidance and support from adults, explore a variety of digital tools to
1. How do we express our opinions in writing?
produce and publish writing, including in collaboration with peers. (CCSS:
2. Why is it important to express our opinions in writing?
W.K.6)
1. Critical writers can describe their opinions.
Kindergarten, Standard 3. Writing and Composition 2020 Colorado Academic Standards RW.K.3.1
RW.K.3.1
Prepared Graduates:
2. Write informative/explanatory texts on a topic using labels, dictation, and drawing.

a. Use a combination of drawing, dictating, and writing to compose 1. Create information through the use of technologies.
informative/explanatory texts in which they name what they are writing 2. Recognize that problems can be identified and possible solutions can be
about and supply some information about the topic. (CCSS: W.K.2) created. (Entrepreneurial Skills, Critical Thinking/Problem Solving)
b. With guidance and support from adults, respond to questions and 3. Identify key attributes of a variety of information products (e.g., books,
suggestions from peers and add details to strengthen writing as needed. newspapers, online or print articles, social media). (Professional Skills,
(CCSS: W.K.5) Information Literacy)
c. With guidance and support from adults, explore a variety of digital tools to 4. Find information through the use of technologies. (Professional Skills, Use
produce and publish writing, including in collaboration with peers. (CCSS: Information and Communications Technologies)
W.K.6)
1. How do people share ideas in print?
2. Why is it important to explain ideas in writing?
3. How can writers use pictures and words to explain ideas?
1. Critical writers can explain a topic.
RW.K.3.2
Prepared Graduates:
3. Write real or imagined narratives using labels, dictation, and drawing.

a. Use a combination of drawing, dictating, and writing to narrate a single 1. Demonstrate curiosity, imagination, and eagerness to learn more.
event or several loosely linked events, tell about the events in the order in (Entrepreneurial Skills, Creativity/Innovation)
which they occurred, and provide a reaction to what happened. (CCSS: 2. Demonstrate a willingness to try new things. (Entrepreneurial Skills,
W.K.3) Inquiry/Analysis)
b. With guidance and support from adults, respond to questions and 3. Accurately recognize one’s own emotions, thoughts, and values and how
suggestions from peers and add details to strengthen writing as needed. they influence behavior. (Personal Skills, Self-Awareness)
(CCSS: W.K.5)
c. With guidance and support from adults, explore a variety of digital tools to
1. How do people share stories in writing?
2. Why is it important for us to write our stories?
W.K.6)
3. Why does writing our own story require us to be creative and original?
1. Critical writers can produce narratives with beginnings, middles, and ends.
RW.K.3.3
Prepared Graduates:
9. Demonstrate mastery of their own writing process with clear, coherent, and error-free polished products.
4. Use appropriate mechanics and conventions when creating simple texts.

a. Demonstrate command of the conventions of Standard English grammar 1. Resist distractions, maintain attention, and continue the task at hand
and usage when writing or speaking. (CCSS: L.K.1) through frustration or challenges. (Personal Skills, Perseverance/Resilience)
i. Print many upper- and lowercase letters. (CCSS: L.K.1a) 2. Articulate task requirements and identify deadlines. (Professional Skills,
ii. Use frequently occurring nouns and verbs. (CCSS: L.K.1b) Task/Time Management)
iii. Form regular plural nouns orally by adding /s/ or /es/ (for example: dog, 3. Find information through the use of technologies. (Professional Skills, Use
dogs; wish, wishes). (CCSS: L.K.1c) Information and Communications Technologies)
iv. Understand and use question words (interrogatives) (for example: who,
what, where, when, why, how). (CCSS: L.K.1d)
1. How do we write a complete sentence?
v. Use the most frequently occurring prepositions (for example: to, from,
2. How does a writer show that one sentence ends and another begins?
in, out, on, off, for, of, by, with). (CCSS: L.K.1e)
vi. Produce and expand complete sentences in shared language activities. Essential Reasoning Skills:
(CCSS: L.K.1f) 1. Critical writers use complete sentences.
b. Demonstrate command of the conventions of Standard English
capitalization, punctuation, and spelling when writing. (CCSS: L.K.2)
i. Capitalize the first word in a sentence and the pronoun I. (CCSS: L.K.2a)
ii. Recognize and name end punctuation. (CCSS: L.K.2b)
iii. Write a letter or letters for most consonant and short-vowel sounds
(phonemes). (CCSS: L.K.2c)
iv. Spell simple words phonetically, drawing on knowledge of sound-letter
relationships. (CCSS: L.K.2d)
RW.K.3.4
Kindergarten, Standard 4. Research Inquiry and Design
Prepared Graduates:
questions.
1. Explore the purposes for research and inquiry by accessing resources in collaborative settings.

a. Participate in shared research and writing projects (for example: explore a 1. Recognize that problems can be identified and possible solutions can be
number of books by a favorite author and express opinions about them). created. (Entrepreneurial Skills, Critical Thinking/Problem Solving)
(CCSS:W.K.7) 2. Identify key attributes of a variety of information products (e.g., books,
b. Identify a clear purpose for research or inquiry (for example: If the class is newspapers, online or print articles, social media). (Professional Skills,
learning about trees, is my need to know more about pets related?). Information Literacy)
c. Ask a specific question and gather relevant information from various 3. Find information through the use of technologies. (Professional Skills, Use
sources related to that question that inform clarity of purpose and Information and Communications Technologies)
conclusions about research.
d. Ask primary questions of clarity, significance, relevance, and accuracy to
1. Why do researchers ask questions?
improve quality of thinking.
2. How do researchers use resources to help find the answers to their
e. Use a variety of resources to answer questions of interest through guided
questions?
inquiry (for example: texts read aloud or viewed, direct observation).
f. Gather relevant information and check various information sources for Essential Reasoning Skills:
accuracy (for example: In a class discussion focused on butterflies, students 1. Researchers continually find resources to support, challenge, or change
ask questions related to a butterfly and the life cycle.). thinking.
g. With guidance and support from adults, recall information from experience 2. Researchers understand that a variety of sources may be explored to find
or gather information from provided sources to answer a question. answers (for example: direct observation, trade books, texts read aloud or
(CCSS:W.K.8) viewed) to answer questions or interest through guided inquiry.
3. Researchers know that for thinking to improve, it is necessary to ask critical
questions.
Kindergarten, Standard 4. Research Inquiry and Design 2020 Colorado Academic Standards RW.K.4.1
RW.K.4.1
First Grade, Standard 1. Oral Expression and Listening
Prepared Graduates:
1. Communicate using verbal and nonverbal language to express and receive information.

a. Participate in collaborative conversations with diverse partners about grade 1. Articulate personal strengths and challenges using different forms of
1 topics and texts with peers and adults in small and larger groups. (CCSS: communication to express themselves. (Information and Communication
SL.1.1) Technologies)
i. Follow agreed-upon rules for discussions (for example: listening to 2. Find information through the use of technologies. (Professional Skills, Use
others with care, speaking one at a time about the topics and texts Information and Communication Technologies)
under discussion). (CCSS: SL.1.1a) 3. Appropriately express a range of emotions to communicate personal
ii. Build on others’ talk in conversations by responding to the comments of ideas/needs. (Professional Skills, Self-Advocacy)
others through multiple exchanges. (CCSS: SL.1.1b)
iii. Ask questions to clear up any confusion about the topics and texts
1. What does it mean to communicate courteously in conversations?
under discussion. (CCSS: SL.1.1c)
2. How do we effectively communicate in conversations?
b. Ask and answer questions about key details in a text read aloud or
information presented orally or through other media. (CCSS: SL.1.2) Essential Reasoning Skills:
c. Ask and answer questions about what a speaker says in order to gather 1. Thoughtful speakers and listeners are curious and seek to understand
additional information or clarify something that is not understood. (CCSS: answers to their questions and others.
SL.1.3)
First Grade, Standard 1. Oral Expression and Listening 2020 Colorado Academic Standards RW.1.1.1
RW.1.1.1
First Grade, Standard 1. Oral Expression and Listening
Prepared Graduates:
2. Use multiple strategies to develop and expand oral communication.

a. Describe people, places, things, and events with relevant details, expressing 1. Demonstrate curiosity, imagination, and eagerness to learn more.
ideas and feelings clearly. (CCSS: SL.1.4) (Entrepreneurial Skills, Creativity/Innovation)
b. Add drawings or other visual displays to descriptions when appropriate to 2. Find information through the use of technologies. (Professional Skills, Use
clarify ideas, thoughts, and feelings. (CCSS: SL.1.) Information and Communication Technologies)
c. Produce complete sentences when appropriate to task and situation. (CCSS: 3. Appropriately express a range of emotions to communicate personal
SL.1.6) * ideas/needs. (Professional Skills, Self-Advocacy)
d. Give and follow simple two-step directions.
1. Why is it important to learn new words?
2. How do presenters decide which words to use when they speak?
3. How do we give and follow directions?
1. Effective communicators can express ideas and feelings clearly.
First Grade, Standard 1. Oral Expression and Listening 2020 Colorado Academic Standards RW.1.1.2
RW.1.1.2
First Grade, Standard 2. Reading for All Purposes
Prepared Graduates:
1. Apply foundational reading strategies to fluently read and comprehend literary texts.

a. Use Key Ideas and Details to: 1. Read a minimum of 53 words per minute in the spring with fluency. *
i. Ask and answer questions about key details in a text. (CCSS: RL.1.1) * 2. Demonstrate curiosity, imagination, and eagerness to learn more.
ii. Retell stories, including key details, and demonstrate understanding of (Entrepreneurial Skills, Creativity/Innovation)
their central message or lesson. (CCSS: RL.1.2) 3. Demonstrate a willingness to try new things. (Entrepreneurial Skills,
iii. Describe characters, settings, and major events in a story, using key Informed Risk Taking)
details. (CCSS: RL.1.3) * 4. Articulate personal strengths and challenges using different forms of
iv. Make predictions about what will happen in the text and explain communication to express themselves. (Civic/Interpersonal Skills,
whether they were confirmed or not and why, providing evidence from Communication (using information and communications technologies))
the text. *
1. How do we know if a text is fiction or nonfiction?
i. Identify words and phrases in stories or poems that suggest feelings or
2. How do details help us understand key parts of a story?
appeal to the senses. (CCSS: RL.1.4)
ii. Explain major differences between books that tell stories and books that Essential Reasoning Skills:
give information. (adapted from CCSS: RL.1.5) * 1. Critical readers ask questions and draw conclusions from pictures and texts.
iii. Identify who is telling the story at various points in a text. (CCSS: RL.1.6) Minimum Skills Competencies:
* 1. Evidence Outcomes marked with an asterisk (*) are the minimum
iv. Follow and replicate patterns in predictable poems. competencies identified in the READ Act.
c. 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) *
i. With prompting and support, read prose and poetry of appropriate
complexity for grade 1. (CCSS: RL.1.10)
First Grade, Standard 2. Reading for All Purposes 2020 Colorado Academic Standards RW.1.2.1
RW.1.2.1
Prepared Graduates:
2. Apply foundational reading strategies to fluently read and comprehend informational texts.

a. Use Key Ideas and Details to: 1. Read a minimum of 53 words per minute in the spring with fluency. *
i. Ask and answer questions about key details in a text. (CCSS: RI.1.1) * 2. Demonstrate a willingness to try new things. (Entrepreneurial Skills,
ii. Identify the main topic and retell key details of a text. (CCSS: RI.1.2) Informed Risk Taking)
iii. Describe the connection between two individuals, events, ideas, or 3. Articulate task requirements and identify deadlines. (Professional Skills,
pieces of information in a text. (CCSS: RI.1.3) * Task/Time Management)
iv. Activate schema and background knowledge to construct meaning 4. Identify key attributes of a variety of information products (e.g., books,
b. Use Craft and Structure to: newspapers, online or print articles, social media). (Professional Skills,
i. Ask and answer questions to help determine or clarify the meaning of Information Literacy)
words and phrases in a text. (CCSS: RI.1.4)
ii. Know and use various text features (for example: headings, tables of
1. Why do we use different punctuation marks?
contents, glossaries, electronic menus, icons) to locate key facts or
2. How does a reader’s voice change when a sentence uses a specific
information in a text. (CCSS: RI.1.5) *
punctuation mark?
iii. Distinguish between information provided by pictures or other
3. In informational texts, why is the main idea important? How do the details
illustrations and information provided by the words in a text. (CCSS:
support the main idea?
RI.1.6)
c. Use Integration of Knowledge and Ideas to: Essential Reasoning Skills:
i. Use the illustrations and details in a text to describe its key ideas. (CCSS: 1. Critical readers connect their existing knowledge to new information.
RI.1.7) Minimum Skills Competencies:
ii. Identify the reasons an author gives to support points in a text. (CCSS: 1. Evidence Outcomes marked with an asterisk (*) are the minimum
RI.1.8) * competencies identified in the READ Act.
iii. Identify basic similarities in and differences between two texts on the
same topic (for example: in illustrations, descriptions, or procedures).
(CCSS: RI.1.9) *
i. With prompting and support, read informational texts appropriately
complex for grade 1. (CCSS: RI.1.10)
RW.1.2.2
Prepared Graduates:
3. Refine foundational reading skills through understanding word structure, word relationships, and word families.
Evidence Outcomes vi. Read words with inflectional endings. (CCSS: RF.1.3f) *
vii. Read grade-appropriate irregularly spelled words. (adapted from CCSS:
Students Can: RF.1.3g) *
a. Demonstrate understanding of the organization and basic features of print.
viii. Use onsets and rimes to create new words (for example: ip to make dip,
(CCSS: RF.1.1)
lip, slip, ship) *
i. Recognize the distinguishing features of a sentence (for example: first
ix. Accurately decode unknown words that follow a predictable
word, capitalization, ending punctuation). (CCSS: RF.1.1a) *
letter/sound relationship *
b. Demonstrate understanding of spoken words, syllables, and sounds
d. Read with sufficient accuracy and fluency to support comprehension: (CCSS:
(phonemes). (CCSS: RF.1.2)
RF.1.4)
i. Distinguish long from short vowel sounds in spoken single-syllable
i. Read grade-level text with purpose and understanding. (CCSS: RF.1.4a)
words. (CCSS: RF.1.2a) *
ii. Read grade-level text orally with accuracy, appropriate rate, and
ii. Orally produce single-syllable words by blending sounds (phonemes),
expression. (CCSS: RF.1.4b)
including consonant blends. (adapted from CCSS: RF.1.2b) *
iii. Use context to confirm or self-correct word recognition and
iii. Isolate and pronounce initial, medial vowel, and final sounds
understanding, rereading as necessary. (CCSS: RF.1.4c)
(phonemes) in spoken single-syllable words. (CCSS: RF.1.2c)
e. Determine or clarify the meaning of unknown and multiple-meaning words
iv. Segment spoken single-syllable words into their complete sequence of
and phrases based on grade 1 reading and content, choosing flexibly from
individual sounds (phonemes). (CCSS: RF.1.2d) *
an array of strategies. (CCSS: L.1.4)
c. Know and apply grade-level phonics and word analysis skills in decoding
i. Use sentence-level context as a clue to the meaning of a word or
words. (CCSS: RF.1.3)
phrase. (CCSS: L.1.4a) *
i. Know the spelling-sound correspondences for common consonant
ii. Use frequently occurring affixes as a clue to the meaning of a word.
digraphs (two letters that represent one sound). (CCSS: RF.1.3a) *
(CCSS: L.1.4b)
ii. Decode regularly spelled one-syllable words. (CCSS: RF.1.3b)
iii. Identify frequently occurring root words (for example: look) and their
iii. Know final -e and common vowel team conventions for representing
inflectional forms (for example: looks, looked, looking).* (CCSS: L.1.4c)
long vowel sounds. (CCSS: RF.1.3c) *
iv. Identify and understand compound words. *
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) *
RW.1.2.3
f. With guidance and support from adults, demonstrate understanding of Academic Context and Connections
figurative language, word relationships and nuances in word meanings.
(CCSS: L.1.5) Colorado Essential Skills:
1. Read a minimum of 53 words per minute in the spring with fluency. *
i. Sort words into categories (for example: colors, clothing) to gain a sense
2. Recognize and describe cause-and-effect relationships and patterns in
of the concepts the categories represent. (CCSS: L.1.5a)
everyday experiences. (Entrepreneurial Skills, Inquiry/Analysis)
ii. Define words by category and by one or more key attributes (for
3. Demonstrate a willingness to try new things. (Entrepreneurial Skills,
example: a duck is a bird that swims; a tiger is a large cat with stripes).
Informed Risk Taking)
(CCSS: L.1.5b)
4. Resist distractions, maintain attention, and continue the task at hand
iii. Identify real-life connections between words and their use (for example:
through frustration or challenges. (Personal Skills, Perseverance/Resilience)
note places at home that are cozy). (CCSS: L.1.5c)
iv. Distinguish shades of meaning among verbs differing in manner (for Essential Questions:
example: look, peek, glance, stare, glare, scowl) and adjectives differing 1. How does understanding the parts of words help us decide what they
in intensity (for example: large, gigantic) by defining or choosing them mean?
or by acting out the meanings. (CCSS: L.1.5d) 2. How do we understand what words mean?
g. Use words and phrases acquired through conversations, reading and being
read to, and responding to texts, including using frequently occurring
1. Critical readers use appropriate strategies to decode and understand the
conjunctions to signal simple relationships (for example: because). (CCSS:
meaning of words.
L.1.6)
First Grade, Standard 3. Writing and Composition
Prepared Graduates:
1. Write an opinion supported by reasons.

a. Introduce the topic or name the book they are writing about. (adapted from 1. Accurately recognize one’s own emotions, thoughts, and values and how
CCSS: W.1.1) they influence behavior. (Personal Skills, Self-Awareness)
b. State an opinion. (adapted from CCSS: W.1.1) 2. Recognize personal characteristics, preferences, thoughts, and feelings.
c. Supply a reason for the opinion. (adapted from CCSS: W.1.1) (Personal Skills, Initiative/Self-Direction)
d. Provide some sense of closure. (adapted from CCSS: W.1.1) 3. Compare attitudes and beliefs as an individual to others.
(Civic/Interpersonal Skills, Global/Cultural Awareness)
1. How can thoughts and ideas be organized to prepare for writing?
2. How do we support our opinions in writing?
1. Critical writers can explain their opinions.
First Grade, Standard 3. Writing and Composition 2020 Colorado Academic Standards RW.1.3.1
RW.1.3.1
Prepared Graduates:
2. Write informative/explanatory texts by naming a topic, providing related details, and giving the audience a sense of closure.

a. Name a topic. (CCSS: W.1.2) 1. Recognize that problems can be identified and possible solutions can be
b. Supply some facts about the topic. (CCSS: W.1.2) created. (Entrepreneurial Skills, Critical Thinking/Problem Solving)
c. Provide some sense of closure. (CCSS: W.1.2) 2. Identify key attributes of a variety of information products (e.g., books,
newspapers, online or print articles, social media). (Professional Skills,
Information Literacy)
3. Find information through the use of technologies. (Professional Skills, Use
Information and Communications Technologies)
2. Why do writers give facts to help their reader understand the topic?
1. Critical writers can explain a topic with facts.
RW.1.3.2
Prepared Graduates:
3. Recount real or imagined, sequenced events that include details and a sense of closure.

a. Recount two or more appropriately sequenced events. (CCSS: W.1.3) 1. Demonstrate curiosity, imagination, and eagerness to learn more.
b. Include some details regarding what happened. (CCSS: W.1.3) (Entrepreneurial Skills, Creativity/Innovation)
c. Provide some sense of closure. (CCSS: W.1.3) 2. Demonstrate a willingness to try new things. (Entrepreneurial Skills,
Inquiry/Analysis)
3. Accurately recognize one’s own emotions, thoughts, and values and how
they influence behavior. (Personal Skills, Self-Awareness)
2. Why is it important to plan before beginning to write?
3. Why is it important for people to share stories?
1. Critical writers produce narratives based on real/imagined experiences.
RW.1.3.3
Prepared Graduates:
4. Use appropriate grammar, spelling, capitalization, and punctuation.
Evidence Outcomes b. Demonstrate command of the conventions of Standard English

capitalization, punctuation, and spelling when writing. (CCSS: L.1.2)
Students Can: i. Write complete simple sentences.
a. Demonstrate command of the conventions of Standard English grammar
ii. Capitalize dates and names of people. (CCSS: L.1.2a)
and usage when writing or speaking. (CCSS: L.1.1)
iii. Use end punctuation for sentences. (CCSS: L.1.2b)
i. Print all upper- and lowercase letters. (CCSS: L.1.1a)
iv. Use commas in dates and to separate single words in a series. (CCSS:
ii. Use common, proper, and possessive nouns. (CCSS: L.1.1b)
L.1.2c)
iii. Use singular and plural nouns with matching verbs in basic sentences
v. Use conventional spelling for words with common spelling patterns and
(for example: He hops; We hop). (CCSS: L.1.1c)
for frequently occurring irregular words. (CCSS: L.1.2d)
iv. Use personal, possessive, and indefinite pronouns (for example: I, me,
vi. Spell untaught words phonetically, drawing on phonemic awareness and
my; they, them, their, anyone, everything). (CCSS: L.1.1d)
spelling conventions. (CCSS: L.1.2e)
v. Use verbs to convey a sense of past, present, and future (for example:
c. With guidance and support from adults, focus on a topic, respond to
Yesterday I walked home; Today I walk home; Tomorrow I will walk
questions and suggestions from peers, and add details to strengthen writing
home). (CCSS: L.1.1e)
as needed. (CCSS: W.1.5)
vi. Use frequently occurring adjectives. (CCSS: L.1.1f)
d. With guidance and support from adults, use a variety of digital tools to
vii. Use frequently occurring conjunctions (for example: and, but, or, so,
because). (CCSS: L.1.1g)
W.1.6)
viii. Use determiners (for example: articles, demonstratives). (CCSS: L.1.1h)
ix. Use frequently occurring prepositions (for example: during, beyond,* Academic Context and Connections
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)
2. Articulate task requirements and identify deadlines. (Professional Skills,
Task/Time Management)
RW.1.3.4
Essential Questions: Essential Reasoning Skills:
1. How does clear communication impact our readers? 1. Critical writers utilize the conventions of Standard English to convey their
2. How do we help others improve their writing? message.
3. How do we improve our writing?
First Grade, Standard 4. Research Inquiry and Design
Prepared Graduates:
questions.
1. Participate in shared research and inquiry projects, writing, recalling, or gathering information to answer questions.

a. Participate in shared research and writing projects. For example: explore a 1. Recognize that problems can be identified and possible solutions can be
number of “how-to” books on a given topic and use them to write a created. (Entrepreneurial Skills, Critical Thinking/Problem Solving)
sequence of instructions. (CCSS: W.1.7) 2. Identify key attributes of a variety of information products (e.g., books,
b. Write or dictate questions for inquiry that arise during instruction. newspapers, online or print articles, social media). (Professional Skills,
c. With peers, use a variety of resources (for example: direct observation, Information Literacy)
trade books, texts read aloud or viewed) to answer questions of interest 3. Find information through the use of technologies. (Professional Skills, Use
through guided inquiry. Information and Communications Technologies)
d. Use text features (for example: titles, illustrations, headings, bold type) to
locate, interpret, and use information.
1. Why must we be clear about our purpose for research and inquiry?
e. Identify a clear and significant purpose for research. (for example: Is my
2. Why is it important for us to use several resources to find the answers to
purpose for researching frogs clear and is it important to understanding
our questions?
more about mammals?)
3. Why is it critical for us to use accurate and supported data?
f. With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a Essential Reasoning Skills:
question. (CCSS: W.1.8) 1. Researchers generate questions for inquiry.
2. Researchers identify possible resources to answer questions.
3. Researchers determine whether a source contains useful information to
answer the question.
4. Researchers develop an answer to the research questions.
5. Researchers explain the answer to others.
First Grade, Standard 4. Research Inquiry and Design 2020 Colorado Academic Standards RW.1.4.1
RW.1.4.1
Second Grade, Standard 1. Oral Expression and Listening
Prepared Graduates:
1. Engage in dialogue and learn new information through active listening.

a. Participate in collaborative conversations with diverse partners about grade 1. Handle impulses and behavior with minimal direction. (Personal Skills,
2 topics and texts with peers and adults in small and larger groups. (CCSS: Personal Responsibility)
SL.2.1) 2. Recognize emotional response to ideas that differ from own. (Personal
i. Follow agreed-upon rules for discussions (for example: gaining the floor Skills, Adaptability/Flexibility)
in respectful ways, listening to others with care, speaking one at a time 3. Ask questions and learn more about careers and other life pursuits.
about the topics and texts under discussion). (CCSS: SL.2.1a) (Professional Skills, Career Awareness)
ii. Build on others’ talk in conversations by linking their comments to the
remarks of others. (CCSS: SL.2.1b)
1. Why is it important to use precise vocabulary in communication?
iii. Ask for clarification and further explanation as needed about the topics
2. How do we work with others to present information?
and texts under discussion. (CCSS: SL.2.1c)
3. How do we participate in collaborative conversations?
b. Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media. (CCSS: SL.2.2) * Essential Reasoning Skills:
c. Ask and answer questions about what a speaker says in order to clarify 1. Thoughtful speakers and listeners share and expand on each other’s ideas.
comprehension, gather additional information, or deepen understanding of Minimum Skills Competencies:
a topic or issue. (CCSS: SL.2.3) 1. Evidence Outcomes marked with an asterisk (*) are the minimum
Second Grade, Standard 1. Oral Expression and Listening 2020 Colorado Academic Standards RW.2.1.1
RW.2.1.1
Second Grade, Standard 1. Oral Expression and Listening
Prepared Graduates:
2. Deliver presentations while maintaining focus on topic and be prepared to discuss.

a. Tell a story or recount an experience with appropriate facts and relevant, 1. Accurately recognize one’s own emotions, thoughts, and values and how
descriptive details, speaking audibly in coherent sentences. (CCSS: SL.2.4) they influence behavior. (Personal Skills, Self-Awareness)
b. Contribute knowledge to a small group or class discussion to develop a 2. Recognize personal characteristics, preferences, thoughts, and feelings.
topic. (Personal Skills, Initiative/Self-Direction)
c. Maintain focus on the topic. 3. Compare attitudes and beliefs as an individual to others.
d. Create audio recordings of stories or poems; add drawings or other visual (Civic/Interpersonal Skills, Global/Cultural Awareness)
displays to stories or recounts of experiences when appropriate to clarify
ideas, thoughts, and feelings. (CCSS: SL.2.5)
1. Why is it important to use precise vocabulary in communication?
e. Produce complete sentences when appropriate to task and situation in
2. How can we present information in different ways?
order to provide requested detail or clarification. (CCSS: SL.2.6)
f. Use content-specific vocabulary to ask questions and provide information. * Essential Reasoning Skills:
1. Effective communicators maintain focus on a topic.
2. Effective communicators are able to ask and answer clarifying questions.
Second Grade, Standard 1. Oral Expression and Listening 2020 Colorado Academic Standards RW.2.1.2
RW.2.1.2
Second Grade, Standard 2. Reading for All Purposes
Prepared Graduates:
1. Apply specific skills to comprehend and fluently read literary texts.
Evidence Outcomes c. Use Integration of Knowledge and Ideas to:

i. Use information gained from the illustrations and words in a print or
Students Can: digital text to demonstrate understanding of its characters, setting, or
plot. (CCSS: RL.2.7)
i. Demonstrate use of self-monitoring comprehension strategies:
ii. Compare and contrast two or more versions of the same story (for
rereading, checking context clues, predicting, questioning, clarifying,
example: Cinderella stories) by different authors or from different
activating schema/background knowledge to construct meaning and
cultures. (CCSS: RL.2.9) *
draw inferences.
ii. Ask and answer such questions as who, what, where, when, why, and
i. By the end of the year, read and comprehend literature, including
how to demonstrate understanding of key details in a text. (CCSS:
stories and poetry, in the grades 2-3 text complexity band proficiently,
RL.2.1) *
with scaffolding as needed at the high end of the range. (CCSS: RL.2.10)
iii. Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral. (CCSS: RL.2.2) Academic Context and Connections
iv. Describe how characters in a story respond to major events and
challenges. (CCSS: RL.2.3)*
2. Demonstrate flexibility, imagination, and inventiveness in taking on tasks
i. Describe how words and phrases (for example: regular beats,
and activities. (Entrepreneurial Skills, Informed Risk Taking)
alliteration, rhymes, repeated lines) supply rhythm and meaning in a
3. Identify and explain multiple perspectives (cultural, global) when exploring
story, poem, or song. (CCSS: RL.2.4)
events, ideas, issues. (Civic/Interpersonal Skills, Global/Cultural Awareness)
ii. Describe the overall structure of a story, including describing how the
4. Ask questions to develop further personal understanding. (Professional
beginning introduces the story and the ending concludes the action.
Skills, Self-Advocacy)
(CCSS: RL.2.5) *
iii. Acknowledge differences in the points of view of characters, including Essential Questions:
by speaking in a different voice for each character when reading 1. Why is it important to read accurately and fluently?
dialogue aloud. (CCSS: RL.2.6) 2. How does rereading help us understand?
iv. Identify how word choice (for example: sensory details, figurative 3. How does structure affect our understanding of a text?
language) enhances meaning in poetry 4. How does comparing two texts help build our understanding?
Second Grade, Standard 2. Reading for All Purposes 2020 Colorado Academic Standards RW.2.2.1
RW.2.2.1
Essential Reasoning Skills: Minimum Skills Competencies:
1. Critical readers ask questions and draw conclusions from pictures and texts. 1. Evidence Outcomes marked with an asterisk (*) are the minimum
Prepared Graduates:
2. Apply specific skills to comprehend and fluently read informational texts.
Evidence Outcomes c. Use Integration of Knowledge and Ideas to:

i. Explain how specific images (for example: a diagram showing how a
Students Can: machine works) contribute to and clarify a text. (CCSS: RI.2.7) *
ii. Describe how reasons support specific points the author makes in a text.
i. Ask and answer such questions as who, what, where, when, why, and
(CCSS: RI.2.8)
how to demonstrate understanding of key details in a text. (CCSS:
iii. Compare and contrast the most important points presented by two
RI.2.1)*
texts on the same topic. (CCSS: RI.2.9) *
ii. Identify the main topic of a multiparagraph text as well as the focus of
specific paragraphs within the text. (CCSS: RI.2.2)
i. Adjust reading rate according to type of text and purpose for reading.
iii. Summarize the main idea using relevant and significant details in a
ii. By the end of year, read and comprehend informational texts, including
variety of texts. *
history/social studies, science, and technical texts, in the grades 2–3 text
iv. Describe the connection between a series of historical events, scientific
complexity band proficiently, with scaffolding as needed at the high end
ideas or concepts, or steps in technical procedures in a text. (CCSS:
of the range. (CCSS: RI.2.10) *
RI.2.3)
b. Use Craft and Structure to: Academic Context and Connections
i. Determine the meaning of words and phrases in a text relevant to a
grade 2 topic or subject area. (CCSS: RI.2.4)
ii. Know and use various text features (for example: captions, bold print,
2. Demonstrate flexibility, imagination, and inventiveness in taking on tasks
subheadings, glossaries, indexes, electronic menus, icons) to locate key
and activities. (Entrepreneurial Skills, Informed Risk Taking)
facts or information in a text efficiently. (CCSS: RI.2.5) *
3. Identify and explain multiple perspectives (cultural, global) when exploring
iii. Identify the main purpose of a text, including what the author wants to
events, ideas, issues. (Civic/Interpersonal Skills, Global/Cultural Awareness)
answer, explain, or describe. (CCSS: RI.2.6) *
4. Articulate the most effective options to access information needed for a
iv. Read text to perform a specific task such as follow a recipe or play a
specific purpose. (Professional Skills, Information Literacy)
game. *
1. Why is it important to read accurately and fluently?
2. How does re-reading help us understand?
3. How does structure affect our understanding of a text?
4. How does comparing two texts help build our understanding?
RW.2.2.2
Essential Reasoning Skills: Minimum Skills Competencies:
1. Critical readers use text features to interpret informational texts. 1. Evidence Outcomes marked with an asterisk (*) are the minimum
Prepared Graduates:
3. Apply knowledge of complex spelling patterns (orthography) and word meanings (morphology) to decode words with accuracy.
Evidence Outcomes c. Compare formal and informal uses of English. (CCSS: L.2.3a)
d. Determine or clarify the meaning of unknown and multiple-meaning words
Students Can: and phrases based on grade 2 reading and content, choosing flexibly from
a. Know and apply grade-level phonics and word analysis skills in decoding
an array of strategies. (CCSS: L.2.4)
words. (CCSS: RF.2.3)
i. Use sentence-level context as a clue to the meaning of a word or
i. Distinguish long and short vowels when reading regularly spelled one-
phrase. (CCSS: L.2.4a)
syllable words. (CCSS: RF.2.3a) *
ii. Determine the meaning of the new word formed when a known prefix is
ii. Know spelling-sound correspondences for additional common vowel
added to a known word (for example: happy/unhappy, tell/retell).
teams. (CCSS: RF.2.3b) *
(CCSS: L.2.4b) *
iii. Read multisyllabic words accurately and fluently. *
iii. Use a known root word as a clue to the meaning of an unknown word
iv. Decode regularly spelled two-syllable words with long vowels. (CCSS:
with the same root (for example: addition, additional). (CCSS: L.2.4c) *
RF.2.3c) *
iv. Use knowledge of the meaning of individual words to predict the
v. Decode words with common prefixes and suffixes. (CCSS: RF.2.3d) *
meaning of compound words (for example: birdhouse, lighthouse,
vi. Identify words with inconsistent but common spelling-sound
housefly; bookshelf, notebook, bookmark). (CCSS: L.2.4d) *
correspondences. (CCSS: RF.2.3e) *
v. Create new words by combining base words with affixes to connect
vii. Read grade-appropriate irregularly spelled words. (adapted from CCSS:
known words to new words. *
RF.2.3f) *
vi. Use glossaries and beginning dictionaries, both print and digital, to
b. Read with sufficient accuracy and fluency to support comprehension. (CCSS:
determine or clarify the meaning of words and phrases. (CCSS: L.2.4e)
RF.2.4)
e. Demonstrate understanding of figurative language, word relationships and
i. Read grade-level text with purpose and understanding. (CCSS: RF.2.4a)
nuances in word meanings. (CCSS: L.2.5)
ii. Read grade-level text orally with accuracy, appropriate rate, and
i. Identify real-life connections between words and their use (for example:
expression. (CCSS: RF.2.4b)
describe foods that are spicy or juicy). (CCSS: L.2.5a)
iii. Use context to confirm or self-correct word recognition and
ii. Distinguish shades of meaning among closely related verbs (for
understanding, rereading as necessary. (CCSS: RF.2.4c) *
example: toss, throw, hurl) and closely related adjectives (for example:
iv. Read grade-level text accurately and fluently, attending to phrasing,
thin, slender, skinny, scrawny). (CCSS: L.2.5b)
intonation, and punctuation. *
RW.2.2.3
f. Use words and phrases acquired through conversations, reading and being Essential Questions:
read to, and responding to texts, including using adjectives and adverbs to 1. How do prefixes and suffixes change the meaning of a word?
describe (for example: When other kids are happy that makes me happy). 2. How does understanding the parts of words help us decide what they
(CCSS: L.2.6) mean?
g. Determine which strategies should be used to decode multisyllabic words. 3. How do we understand what words mean?
Academic Context and Connections Essential Reasoning Skills:

1. Critical readers use appropriate strategies to determine and understand
Colorado Essential Skills: texts.
2. Demonstrate a willingness to try new things. (Entrepreneurial Skills, Minimum Skills Competencies:
Informed Risk Taking) 1. Evidence Outcomes marked with an asterisk (*) are the minimum
3. Handle impulses and behavior with minimal direction. (Personal Skills, competencies identified in the READ Act.
Personal Responsibility)
5. The student must demonstrate all of the phonemic awareness skill
competencies outlined in Kindergarten and First grade. *
Second Grade, Standard 3. Writing and Composition
Prepared Graduates:
1. Write pieces on a topic or book that state opinions and give supporting reasons.

a. Introduce the topic or book they are writing about. (CCSS: W.2.1) 1. Accurately recognize one’s own emotions, thoughts, and values and how
b. State an opinion. (CCSS: W.2.1) they influence behavior. (Personal Skills, Self-Awareness)
c. Supply reasons that support the opinion. (CCSS: W.2.1) 2. Recognize personal characteristics, preferences, thoughts, and feelings.
d. Use linking words (for example: because, and, also) to connect opinion and (Personal Skills, Initiative/Self-Direction)
reasons. (CCSS: W.2.1) 3. Compare attitudes and beliefs as an individual to others.
e. Provide a concluding statement or section. (CCSS: W.2.1) (Civic/Interpersonal Skills, Global/Cultural Awareness)
1. Why is it important for us to know who will be reading our work?
2. What words do we use to convince others of our opinions?
3. How do we structure our writing effectively?
1. Critical writers can convince others of their opinion.
Second Grade, Standard 3. Writing and Composition 2020 Colorado Academic Standards RW.2.3.1
RW.2.3.1
Prepared Graduates:
2. Write informative/explanatory texts organized around main ideas which are supported by relevant details, facts, and definitions.

a. Introduce a topic. (CCSS: W.2.2) 1. Recognize that problems can be identified and possible solutions can be
b. Use facts and definitions to develop points, including relevant details when created. (Entrepreneurial Skills, Critical Thinking/Problem Solving)
writing to questions about texts. (adapted from CCSS: W.2.2) 2. Identify key attributes of a variety of information products (e.g., books,
c. Provide a concluding statement or section. (CCSS: W.2.2) newspapers, online or print articles, social media). (Professional Skills,
d. Write letters and “how-to’s” (for example: procedures, directions, recipes) Information Literacy)
that follow a logical order and appropriate format. 3. Find information through the use of technologies. (Professional Skills, Use
e. Organize informational texts using main ideas and specific supporting Information and Communications Technologies)
details.
f. Apply appropriate transition words to writing.
1. What are different forms of informational writing?
g. Writers use technology to support the writing process.
3. How is report writing different from storytelling?
1. Critical writers can use facts to inform others.
RW.2.3.2
Prepared Graduates:
3. Write real or imagined narratives that describe events in sequence and provide a sense of closure.

a. Include details to describe actions, thoughts, and feelings. (CCSS: W.2.3) 1. Demonstrate curiosity, imagination, and eagerness to learn more.
b. Use temporal words to signal event order. (CCSS: W.2.3) (Entrepreneurial Skills, Creativity/Innovation)
c. Provide a sense of closure. (CCSS: W.2.3) 2. Demonstrate a willingness to try new things. (Entrepreneurial Skills,
d. Write simple, descriptive poems. Inquiry/Analysis)
e. Write with precise nouns, active verbs, and descriptive adjectives. 3. Accurately recognize one’s own emotions, thoughts, and values and how
f. Apply knowledge about structure and craft gained from mentor text to they influence behavior. (Personal Skills, Self-Awareness)
narrative writing.
g. Develop characters both internally (thoughts and feelings) and externally
1. How do literary genres differ in form and substance?
(physical features, expressions, clothing).
3. How do we structure our writing effectively?
1. Critical writers identify the purposes of writing a narrative.
2. Critical writers use text structures to convey meaning.
RW.2.3.3
Prepared Graduates:
4. Use a process to revise and edit so that thoughts and ideas are communicated clearly with appropriate spelling, capitalization, grammar,
and punctuation.
Evidence Outcomes v. Consult reference materials, including beginning dictionaries, as needed

to check and correct spellings. (CCSS: L.2.2e)
Students Can: c. With guidance and support from adults and peers, focus on a topic and
a. Demonstrate command of the conventions of Standard English grammar
strengthen writing as needed by revising and editing. (CCSS: W.2.5)
and usage when writing or speaking. (CCSS: L.2.1)
d. With guidance and support from adults, use a variety of digital tools to
i. Use collective nouns (for example: group). (CCSS: L.2.1a)
ii. Use reflexive pronouns (for example: myself, ourselves). (CCSS: L.2.1c)
W.2.6)
iii. Form and use the past tense of frequently occurring irregular verbs (for
example: sat, hid, told). (CCSS: L.2.1d) Academic Context and Connections
iv. Use adjectives and adverbs, and choose between them depending on
what is to be modified. (CCSS: L.2.1e)
v. Apply accurate subject-verb agreement while writing.
vi. Produce, expand, and rearrange complete simple and compound
2. Articulate task requirements and identify deadlines. (Professional Skills,
sentences (for example: The boy watched the movie; The little boy
Task/Time Management)
watched the movie; The action movie was watched by the little boy).
(CCSS: L.2.1f)
vii. Vary sentence beginnings.
viii. Spell high-frequency words correctly. Essential Questions:
b. Demonstrate command of the conventions of Standard English 1. How can spelling change the meaning of a word?
capitalization, punctuation, and spelling when writing. (CCSS: L.2.2) 2. How can punctuation change the meaning of a sentence?
i. Capitalize holidays, product names, and geographic names. (CCSS: 3. How do we use technology to support the writing process?
L.2.2a) 4. How do authors stay focused on one topic throughout a piece of writing?
ii. Use commas in greetings and closings of letters. (CCSS: L.2.2b) 5. How do we structure our writing effectively?
iii. Use an apostrophe to form contractions and frequently occurring
possessives. (CCSS: L.2.2c) 1. Critical writers utilize the conventions of Standard English to convey their
iv. Generalize learned spelling patterns when writing words (for example: message.
cage → badge; boy → boil). (CCSS: L.2.2d)
RW.2.3.4
Second Grade, Standard 4. Research Inquiry and Design
Prepared Graduates:
questions.
1. Participate in shared research and inquiry, gathering information from a variety of resources to answer questions.

a. Participate in shared research and writing projects. For example: read a 1. Recognize that problems can be identified and possible solutions can be
number of books on a single topic to produce a report; record science created. (Entrepreneurial Skills, Critical Thinking/Problem Solving)
observations. (CCSS: W.2.7) 2. Identify key attributes of a variety of information products (e.g., books,
b. Identify a variety of resources and the information they might contain (for newspapers, online or print articles, social media). (Professional Skills,
example: dictionary, trade book, library databases, internet web page). Information Literacy)
c. Identify a specific question and gather information for purposeful 3. Find information through the use of technologies. (Professional Skills, Use
investigation and inquiry. Information and Communications Technologies)
d. Use text features to locate and interpret information. For example: table of
contents, illustrations, diagrams, headings and bold type.
1. How do we ensure our research is relevant and accurate?
e. Use a variety of multimedia sources to answer questions of interest.
2. Why is it important for us to include others’ points of view in our research?
f. Ask primary questions of depth and breadth.
g. Recall information from experiences or gather information from provided Essential Reasoning Skills:
sources to answer a question. (CCSS: W.2.8) 1. Researchers use information to support their thinking.
2. Researchers use a variety of reference materials to support learning new
information.
3. Researchers analyze critical questions to locate resources to answer
questions.
Second Grade, Standard 4. Research Inquiry and Design 2020 Colorado Academic Standards RW.2.4.1
RW.2.4.1

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Preschool – Second Grade

Reading, Writing, and Communicating Standards Review and

Elementary Team Lead/Co-Chair

Beth Cutter Jessica Keigan

Thomas Fitzgerald Erica Moore

Shawna Fritzler Courtney Parker

Amy Hansen Kimberlee Reed

Alexandria Hibert Erika Tunson

Joyce Rankin (R, Vice Chair) Carla Aguilar, Ph.D.

Jane Goff (D) Donna Goodwin, Ph.D.

Katy Anthes, Ph.D. Raymond Johnson

2020 Colorado Academic Standards Page 3

2020 Colorado Academic Standards Page 4

2020 Colorado Academic Standards Page 5

5. Understand how language functions in different contexts, command a variety of word-learning

6. Craft arguments using techniques specific to the genre.

7. Craft informational/explanatory texts using techniques specific to the genre.

8. Craft narratives using techniques specific to the genre.

2020 Colorado Academic Standards Page 6

1. Oral Expression and Listening

2. Reading for All Purposes

3. Writing and Composition

4. Research Inquiry and Design

2020 Colorado Academic Standards Page 7

2020 Colorado Academic Standards Page 8

Proportion of Informational Text to Literary Text

Early Literacy: Kindergarten through Third Grade

2020 Colorado Academic Standards Page 9

The Teaching of Writing

2020 Colorado Academic Standards Page 10

Grade Level Expectation:

Evidence Outcomes Academic Context and Connections

Academic Context and Connections in Reading, Writing, and Communicating:

2020 Colorado Academic Standards Page 11

Indicators of Progress Examples of Learning/Children May:

Indicators of Progress Examples of High-Quality Teaching and Learning

Indicators of Progress Examples of High-Quality Teaching and Learning

Indicators of Progress Examples of High-Quality Teaching and Learning

Indicators of Progress Examples of High-Quality Teaching and Learning

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes b. Demonstrate command of the conventions of Standard English

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections

Evidence Outcomes Academic Context and Connections