Unit of Academic Standards - Colorado Academic Standards

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New Colorado P-12 Academic Standards Content Area: Reading, Writing and Communicating

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Content Area: Reading, Writing and Communicating Grade Level Expectations: Eleventh Grade Standard: 2. Reading for All Purposes Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter) Demonstrate comprehension of a variety of informational, literary, and persuasive texts Concepts and skills students master: 2. Ideas synthesized from informational texts serve a specific purpose Evidence Outcomes

21st Century Skill and Readiness Competencies

Students Can:

Inquiry Questions:

a. Use Key Ideas and Details to: 1. Does a periodical's headline affect an argument differently? i. Cite strong and thorough textual evidence to support analysis 2. When people's ideas are challenged, does their ego or instinct of what the text says explicitly as well as inferences drawn respond first? from the text, including determining where the text leaves 3. What is the greatest authoritative position from which to write for a matters uncertain. (CCSS: RI.11-12.1) specific purpose? ii. Determine two or more central ideas of a text and analyze 4. Describe an author's belief that you can cite from the text. Why do their development over the course of the text, including how you suppose the author holds that belief? Do you share that same they interact and build on one another to provide a complex belief? Why or why not? analysis; provide an objective summary of the text. (CCSS: Relevance & Application: RI.11-12.2) iii. Analyze a complex set of ideas or sequence of events and 1. Pharmacists require the ability to compare and synthesize ideas explain how specific individuals, ideas, or events interact and from informational texts to prevent unnecessary deaths. develop over the course of the text. (CCSS: RI.11-12.3) 2. Mechanics use informational texts when making repairs to assess iv. Designate a purpose for reading expository texts and use new the sufficiency of a specific "fixing" function. learning to complete a specific task (such as convince an 3. Air quality commissioners depend and must discern many research audience, shape a personal opinion or decision, or perform an texts to make difficult and specific decisions. activity) 4. Trusted Web sites are used to seek out visual and multimedia v. Predict the impact an informational text will have on an representations of printed text to enhance understanding. audience and justify the prediction b. Use Craft and Structure to: Nature Of: i. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical 1. Readers use relevant background knowledge and consistently apply meanings; analyze how an author uses and refines the it to what they are reading to better facilitate drawing conclusions meaning of a key term or terms over the course of a text and increase comprehensibility of the text. (e.g., how Madison defines faction in Federalist No. 10). 2. Reading Standards for Literacy in Science and Technical Subjects, (CCSS: RI.11-12.4) Grades 11-12. (CCSS: RST.11-12.1-10) ii. Use text features and graphical representations to 3. Reading Standards for Literacy in History/Social Studies, Grades 11complement comprehension and enhance critical analysis of 12. (CCSS: RH.11-12.1-10) a text iii. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. (CCSS: RI.11-12.5) c. Use Integration of Knowledge and Ideas to: i. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). (CCSS: RI.11-12.8) ii. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features. (CCSS: RI.11-12.9) d. Use Range of Reading and Complexity of Text to: i. By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RI.11-12.10)

Content Area: Reading, Writing and Communicating Grade Level Expectations: Ninth Grade Standard: 2. Reading for All Purposes Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter) Demonstrate comprehension of a variety of informational, literary, and persuasive texts Concepts and skills students master: 2. Increasingly complex informational texts require mature interpretation and study Evidence Outcomes

21st Century Skill and Readiness Competencies

Students Can:

Inquiry Questions:

a. Determine a central idea of a text and analyze its development over 1. How does an author work to persuade readers to change their the course of the text, including how it emerges and is shaped and opinions? refined by specific details; provide an objective summary of the text. 2. How does an author alter readers' thoughts as they read a text? (CCSS. RI.9-10.2) 3. What visual imagery does the author create to activate one or more b. Analyze in detail how an author's ideas or claims are developed and of the readers' emotions? refined by particular sentences, paragraphs, or larger portions of a 4. What is the difference between text that is explicitly accurate and text (e.g., a section or chapter). (CCSS: RI.9-10.5) text that is explicitly logical? c. Evaluate clarity and accuracy of information through close text study Relevance & Application: and investigation via other sources d. Analyze how the author unfolds an analysis or series of ideas or 1. Companies and organizations like to use influential people in their events, including the order in which the points are made, how they advertisements to sell their products. are introduced and developed, and the connections that are drawn 2. With constant exposure to graphics and multimedia in our world, between them. (CCSS: RI.9-10.3) people need to be conscious of how these images influence thinking. e. Use flexible reading and note-taking strategies (outlining, mapping 3. Reading newspaper (or online blogs) editorials can affect the way in systems, skimming, scanning, key word search) to organize which people perceive information (mob mentality or bandwagon information and make connections within and across informational effect). texts f. Critique author's choice of expository, narrative, persuasive, or Nature Of: descriptive modes to convey a message g. Delineate and evaluate the argument and specific claims in a text, 1. Reading Standards for Literacy in Science and Technical Subjects, assessing whether the reasoning is valid and the evidence is Grades 9-10. (CCSS: RST.9-10.1-10) relevant and sufficient; identify false statements and fallacious 2. Reading Standards for Literacy in History/Social Studies, Grades 9reasoning. (CCSS: RI.9-10-8) 10. (CCSS: RH. 9-10.1-10) h. By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RI.9-10.10)

Content Area: Reading, Writing and Communicating Grade Level Expectations: Fifth Grade Standard: 2. Reading for All Purposes Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter) Demonstrate comprehension of a variety of informational, literary, and persuasive texts Evaluate how an author uses words to create mental imagery, suggest mood, and set tone Concepts and skills students master: 1. Literary texts are understood and interpreted using a range of strategies Evidence Outcomes

21st Century Skill and Readiness Competencies

Students Can:

Inquiry Questions:

a. Use pre-reading strategies, such as identifying a purpose for reading, 1. When are thinking strategies important? generating questions to answers while reading, previewing sections 2. How do readers adjust reading strategies to better understand of texts and activating prior knowledge different texts? What does it mean to be flexible? b. Use Key Ideas and Details to: 3. How are literary texts similar? How are they different? i. Quote accurately from a text when explaining what the text 4. Why does point of view matter? How does it contribute to conflict? says explicitly and when drawing inferences from the text. How can understanding point of view reduce conflict? (CCSS: RL.5.1) 5. If readers could remove inference skills from a person, what would ii. Determine a theme of a story, drama, or poem from details in be the consequences? the text, including how characters in a story or drama respond Relevance & Application: to challenges or how the speaker in a poem reflects upon a topic; summarize the text. (CCSS: RL.5.2) 1. Comprehension skills help us question the author's purpose and view iii. Compare and contrast two or more character's points of view, the world with a critical eye (using persuasion to influence our settings, or events in a story or drama, drawing on specific decisions and choices). details in the text (e.g., how characters interact). (CCSS: 2. Acknowledging multiple points of view help people as they meet and RL.5.3) work with others. c. Use Craft and Structure to: 3. Foreshadowing is a skill that helps people prepare for future events i. Determine the meaning of words and phrases as they are because it creates a fundamental readiness. used in a text, including figurative language such as 4. Authors use words to create pictures for the reader. As readers metaphors and similes. (CCSS: RL.5.4) become aware of visual imagery, they increase their comprehension ii. Use the relationship between particular words (e.g., and use of metacognition. synonyms, antonyms, homographs) to better understand 5. Graphical and multimedia elements of online text provide additional each of the words. (CCSS: L.5.5c) context and structural clues to increase comprehension. iii. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, Nature Of: drama, or poem. (CCSS: RL.5.5) iv. Describe how a narrator's or speaker's point of view 1. Readers think about the characters and their traits and how they influences how events are described. (CCSS: RL.5.6) relate to each other. v. Locate information to support opinions, predictions, 2. Readers recognize big ideas in literary text that reflect the human inferences, and identification of the author's message or experience. theme 3. Readers are always thinking about the words the author uses to paint vi. Compare and contrast the varieties of English (e.g. dialects, pictures. registers) used in stories, dramas, or poems. (CCSS: L.5.3b) d. Use Integration of Knowledge and Ideas to: i. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). (CCSS: RL.5.7) ii. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. (CCSS: RL.5.9) iii. Use knowledge of literary devices (such as imagery, rhythm, foreshadowing, simple metaphors) to understand and respond to text. e. Use Range of Reading and Complexity of Text to: i. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently. (CCSS: RL.5.10)

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter) Demonstrate comprehension of a variety of informational, literary, and persuasive texts Engage in a wide range of nonfiction and real-life reading experiences to solve problems, judge the quality of ideas, or complete daily tasks Concepts and skills students master: 2. Ideas found in a variety of informational texts need to be compared and understood Evidence Outcomes

21st Century Skill and Readiness Competencies

Students Can:

Inquiry Questions:

a. Use Key Ideas and Details to: i. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS: RI.5.1) ii. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. (CCSS: RI.5.2) iii. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. (CCSS: RI.5.3) iv. Distinguish between fact and opinion, providing support for judgments made b. Use Craft and Structure to: i. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 5 topic or subject area. (CCSS: RI.5.4) ii. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. (CCSS: RI.5.5) iii. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (CCSS: RI.5.6) iv. Use informational text features (such as bold type, headings, graphic organizers, numbering schemes, glossary) and text structures to organize or categorize information, to answer questions, or to perform specific tasks c. Use Integration of Knowledge and Ideas to: i. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (CCSS: RI.5.7) ii. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). (CCSS: RI.5.8) iii. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (CCSS: RI.5.9) d. Use Range of Reading and Complexity of Text to: i. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. (CCSS: RI.5.10)

1. How and when do readers adjust reading strategies to better understand different types of text? 2. What text features are most helpful and why? How do text features help readers access information quickly? 3. Why do authors use specific text features to convey a message? Relevance & Application: 1. Text features communicate key concepts. 2. Skimming and scanning are important elements of learning and gathering information. 3. The information age requires readers to process lots of information quickly and to determine importance. 4. Online reading makes it challenging for students to learn to focus and follow hyperlinked texts only as appropriate to the information seeking task Nature Of: 1. Readers automatically retrieve information while they skim and scan text. 2. Readers use text features before, during, and after reading to increase connections and comprehension.

Content Area: Reading, Writing and Communicating Grade Level Expectations: Fourth Grade Standard: 2. Reading for All Purposes Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter) Demonstrate comprehension of a variety of informational, literary, and persuasive texts Concepts and skills students master: 1. Comprehension and fluency matter when reading literary texts in a fluent way Evidence Outcomes

21st Century Skill and Readiness Competencies

Students Can:

Inquiry Questions:

a. Use Key Ideas and Details to: 1. How do people use different reading strategies to better understand i. Refer to details and examples in a text when explaining what different genres (poetry, stories, nonfiction)? the text says explicitly and when drawing inferences from the 2. What can readers infer about the main character of a text? text. (CCSS: RL.4.1) 3. How are you similar or different from the characters in the text? ii. Identify and draw inferences about setting, characters (such 4. How did the author use events to prepare the reader for the ending? as motivations, personality traits), and plot. (CCSS: RL.4.2) 5. How would the story be different if the author changed the setting? iii. Determine a theme of a story, drama, or poem from details in Relevance & Application: the text; summarize the text. (CCSS: RL.4.3) iv. Describe in depth a character, setting, or event in a story or 1. The skills used in reading comprehension transfers to readers' ability drama, drawing on specific details in the text (e.g., a to understand and interpret events. character's thoughts, words, or actions). (CCSS: RL.4.4) 2. Analyzing character traits supports working relationships in the v. Describe the development of plot (such as the origin of the workplace. central conflict, the action of the plot, and how the conflict is 3. It is important to be able to identify conflict and how it occurs and to resolved) look for strategies to deal with conflict. b. Use Craft and Structure to: 4. Reading with prosody increases comprehension and fluency. These i. Determine the meaning of words and phrases as they are are skills of proficient readers. used in a text, including those that allude to significant 5. Use of voice recording software to record, listen to and follow along characters found in mythology (e.g., Herculean). (CCSS: with words and texts can enhance understanding RL.4.4) ii. Explain major differences between poems, drama, and prose, Nature Of: and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, 1. Readers think about the tone and message of the text. They use the descriptions, dialogue, stage directions) when writing or expression to make reading clear. speaking about a text. (CCSS: RL.4.5) 2. Readers continually monitor their thinking as they read. iii. Compare and contrast the point of view from which different 3. Readers think about how the setting of a story can completely stories are narrated, including the difference between firstchange how they think about the plot. Readers think about how the and third-person narrations. (CCSS: RL.4.6) story would have been different in a different setting. c. Use Integration of Knowledge and Ideas to: i. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. (CCSS: RL.4.7) ii. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. (CCSS: RL.4.9) iii. Summarize text by identifying important ideas and sequence and by providing supporting details, while maintaining sequence. d. Use Range of Reading and Complexity of Text to: i. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RL.4.10) ii. Read familiar texts orally with fluency, accuracy, and prosody (expression)

Content Area: Reading, Writing and Communicating Grade Level Expectations: Third Grade Standard: 2. Reading for All Purposes Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter) Demonstrate comprehension of a variety of informational, literary, and persuasive texts Concepts and skills students master: 1. Strategies are needed to make meaning of various types of literary genres Evidence Outcomes

21st Century Skill and Readiness Competencies

Students Can:

Inquiry Questions:

a. Use Key Ideas and Details to: 1. How do readers use different reading strategies to better understand i. Ask and answer questions to demonstrate understanding of a a variety of texts? text, referring explicitly to the text as the basis for the 2. How is accuracy in reading like accuracy in mathematics? answers. (CCSS: RL.3.1) 3. What would reading be like if readers had no signal words to assist ii. Use a variety of comprehension strategies to interpret text them? (attending, searching, predicting, checking, and self4. What was one prediction that you made that changed after you read correcting) the text? iii. Recount stories, including fables, folktales, and myths from Relevance & Application: diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in 1. The skills used in reading comprehension transfer to readers' ability the text. (CCSS: RL.3.2) to understand and interpret information. iv. Describe and draw inferences about the elements of plot, 2. Poets give readers literature with specific structure for styled character, and setting in literary pieces, poems, and plays meaning. v. Describe characters in a story (e.g., their traits, motivations, 3. School plays require a plot and settings to be interesting. or feelings) and explain how their actions contribute to the 4. Publishing podcasts online provide an authentic audience for sequence of events. (CCSS: RL.3.3) students to help them in practicing fluency. b. Use Craft and Structure to: i. Determine the meaning of words and phrases as they are Nature Of: used in a text, distinguishing literal from nonliteral language. (CCSS: RL.3.4) 1. Using what they know about phrasing and punctuation helps readers ii. Use signal words (such as before, after, next) and text read proficiently and get more meaning from a text. structure (narrative, chronology) to determine the sequence of 2. Reading helps people understand themselves and makes major events connections to the world. iii. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. (CCSS: RL.3.5) iv. Distinguish their own point of view from that of the narrator or those of the characters. (CCSS: RL.3.6) c. Use Integration of Knowledge and Ideas to: i. Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). (CCSS: RL.3.7) ii. Summarize central ideas and important details from literary text iii. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). (CCSS: RL.3.9) d. Use Range of Reading and Complexity of Text to: i. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. (CCSS: RL.3.10) e. Read grade level text accurately and fluently, attending to phrasing, intonation, and punctuation

Content Area: Reading, Writing and Communicating Grade Level Expectations: Second Grade Standard: 2. Reading for All Purposes Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter) Demonstrate comprehension of a variety of informational, literary, and persuasive texts Concepts and skills students master: 1. Fluent reading depends on specific skills and approaches to understanding strategies when reading literary text Evidence Outcomes

21st Century Skill and Readiness Competencies

Students Can:

Inquiry Questions:

a. Use Key Ideas and Details to: 1. Why is it important to read the title before reading the text? i. Demonstrate use of self-monitoring comprehension 2. What would happen to comprehension if readers never went back strategies: rereading, checking context clues, predicting, and re-read something they did not understand? questioning, clarifying, activating schema/background 3. Why is it important to read accurately and fluently? knowledge to construct meaning and draw inferences 4. What would a summary look like if a writer did not stick to the ii. Ask and answer such questions as who, what, where, when, important details? why, and how to demonstrate understanding of key details in Relevance & Application: a text. (CCSS: RL.2.1) iii. Recount stories, including fables and folktales from diverse 1. Read stories and text to others using appropriate phrasing, cultures, and determine their central message, lesson, or intonation, rate, and attention to punctuation. moral. (CCSS: RL.2.2) 2. Distinguish different literary forms (i.e., poetry, narrative, fiction). iv. Describe how characters in a story respond to major events 3. Interpret the intended message in various genres (such as fables, and challenges. (CCSS: RL.2.3) billboards, web pages, poetry, and posters). b. Use Craft and Structure to: 4. Listening and reading along with the text of digital audio stories of i. Describe how words and phrases (e.g., regular beats, multiple genres aid in comprehension and fluency. alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (CCSS: RL.2.4) Nature Of: ii. Read high-frequency words with accuracy and speed iii. Describe the overall structure of a story, including describing 1. Reading helps people understand themselves and make connections how the beginning introduces the story and the ending to the world. concludes the action. (CCSS: RL.2.5) 2. Readers use comprehension strategies automatically without iv. Acknowledge differences in the points of view of characters, thinking about them. including by speaking in a different voice for each character when reading dialogue aloud. (CCSS: RL.2.6) v. Identify how word choice (sensory details, figurative language) enhances meaning in poetry c. Use Integration of Knowledge and Ideas to: i. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (CCSS: RL.2.7) ii. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. (CCSS: RL.2.9) d. Use Range of Reading and Level of Text Complexity to: i. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RL.2.10) e. Compare formal and informal uses of English. (CCSS: L.2.3a)

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter) Demonstrate comprehension of a variety of informational, literary, and persuasive texts Concepts and skills students master: 2. Fluent reading depends on specific skills and approaches to understanding strategies when reading informational text Evidence Outcomes

21st Century Skill and Readiness Competencies

Students Can:

Inquiry Questions:

a. Use Key Ideas and Details to: 1. What text features are most useful when reading informational texts? i. Ask and answer such questions as who, what, where, when, Why? why, and how to demonstrate understanding of key details in 2. How does using the table of contents save a reader time? a text. (CCSS: RI.2.1) 3. What are two or more uses of the bold key words in the text? ii. Identify the main topic of a multiparagraph text as well as the 4. How do captions assist a reader in gathering information? focus of specific paragraphs within the text. (CCSS: RI.2.2) Relevance & Application: iii. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical 1. Use background knowledge and connect it to new information to procedures in a text. (CCSS: RI.2.3) learn many new concepts or ideas. iv. Summarize the main idea using relevant and significant detail 2. Identifying features of online websites help one navigate and in a variety of texts read or read aloud understand saving time and increasing comprehension. b. Use Craft and Structure to: i. Determine the meaning of words and phrases in a text Nature Of: relevant to a grade 2 topic or subject area. (CCSS: RI.2.) ii. Know and use various text features (e.g., captions, bold print, 1. Readers gather information from multiple sources. Comparing what subheadings, glossaries, indexes, electronic menus, icons) to they know to what they want to learn helps construct new meaning. locate key facts or information in a text efficiently. (CCSS: 2. Readers read for enjoyment and information. RI.2.5) iii. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (CCSS: RI.2.6) iv. Read text to perform a specific task (such as follow a recipe, play a game) c. Use Integration of Knowledge and Ideas to: i. Explain how specific images (e.g., a diagram showing how a 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. (CCSS: RI.2.8) iii. Compare and contrast the most important points presented by two texts on the same topic. (CCSS: RI.2.9) d. Use Range of Reading and Level of Text Complexity to: i. Adjust reading rate according to type of text and purpose for reading ii. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RI.2.10) e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. (CCSS: L.2.4e)

Content Area: Reading, Writing and Communicating Grade Level Expectations: First Grade Standard: 2. Reading for All Purposes Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter) Demonstrate comprehension of a variety of informational, literary, and persuasive texts Concepts and skills students master: 1. Comprehending and fluently reading a variety of literary texts are the beginning traits of readers Evidence Outcomes

21st Century Skill and Readiness Competencies

Students Can:

Inquiry Questions:

a. Use Key Ideas and Details to: 1. How does a reader picture the character? i. Ask and answer questions about key details in a text. (CCSS: 2. How does a reader explain a character's actions? RL.1.1) Relevance & Application: ii. Retell stories, including key details, and demonstrate understanding of their central message or lesson. (CCSS: 1. Readers can use a graphic organizer to sequence key events/details RL.1.2) in a literary or informational text. iii. Describe characters, settings, and major events in a story, 2. Readers want to pay attention to punctuation marks to help them using key details. (CCSS: RL.1.3) with the meaning of the story. iv. Make predictions about what will happen in the text and explain whether they were confirmed or not and why Nature Of: b. Use Craft and Structure to: i. Identify words and phrases in stories or poems that suggest 1. Reading fluently helps people comprehend what they have read. feelings or appeal to the senses. (CCSS: RL.1.4) 2. Identifying the problem in a story also helps readers think about the ii. Explain major differences between books that tell stories and solution. books that give information, drawing on a wide reading of a range of text types. (CCSS: RL.1.5) iii. Identify who is telling the story at various points in a text. (CCSS: RL.1.6) iv. Follow and replicate patterns in predictable poems. 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) d. Use Range of Reading and Level of Text Complexity to: i. With prompting and support, read prose and poetry of appropriate complexity for grade 1. (CCSS: RL.1.10) e. Read with sufficient accuracy and fluency to support comprehension: (CCSS: RF.1.4) i. Read grade-level text with purpose and understanding. (CCSS: RF.1.4a) ii. Read grade-level text orally with accuracy, appropriate rate, and expression. (CCSS: RF.1.4b) iii. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.1.4c)

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter) Demonstrate comprehension of a variety of informational, literary, and persuasive texts Concepts and skills students master: 2. Comprehending and fluently reading a variety of informational texts are the beginning traits of readers Evidence Outcomes

21st Century Skill and Readiness Competencies

Students Can:

Inquiry Questions:

a. Use Key Ideas and Details to: 1. What is the author saying with different punctuation marks? i. Ask and answer questions about key details in a text. (CCSS: 2. How does a reader's voice change when a sentence uses a specific RI.1.1) punctuation mark? ii. Identify the main topic and retell key details of a text. (CCSS: 3. In informational text, why is the main idea important? How do the RI.1.2) details support the main idea? iii. Describe the connection between two individuals, events, Relevance & Application: ideas, or pieces of information in a text. (CCSS: RI.1.3) iv. Activate schema and background knowledge to construct 1. Readers can use a graphic organizer to sequence key events/details meaning in a literary or informational text. b. Use Craft and Structure to: 2. Authors help readers make connections to the world. i. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (CCSS: RI.1.4) Nature Of: ii. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key 1. Reading fluently helps people comprehend what they have read. facts or information in a text. (CCSS: RI.1.5) 2. Readers can share facts after reading an informational text. iii. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (CCSS: RI.1.6) c. Use Integration of Knowledge and Ideas to: i. Use the illustrations and details in a text to describe its key ideas. (CCSS: RI.1.7) ii. Identify the reasons an author gives to support points in a text. (CCSS: RI.1.8) iii. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). (CCSS: RI.1.9) d. Use Range of Reading and Level of Text Complexity to: i. With prompting and support, read informational texts appropriately complex for grade 1. (CCSS: RI.1.10) e. Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.1.4) i. Read grade-level text with purpose and understanding. (CCSS: RF.1.4a) ii. Read grade-level text orally with accuracy, appropriate rate, and expression. (CCSS: RF.1.4b) iii. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.1.4c)

Content Area: Reading, Writing and Communicating Grade Level Expectations: Kindergarten Standard: 2. Reading for All Purposes Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter) Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary Demonstrate comprehension of a variety of informational, literary, and persuasive texts Concepts and skills students master: 1. A concept of print to read and a solid comprehension of literary texts are the building blocks for reading Evidence Outcomes

21st Century Skill and Readiness Competencies

Students Can:

Inquiry Questions:

a. Use Key Ideas and Details to: 1. During a picture-walk through a book, what do readers predict? Why? i. With prompting and support, ask and answer questions about 2. What words can readers use to describe the main character in a key details in a text. (CCSS: RL.K.1) story? ii. With prompting and support, retell familiar stories, including 3. Was the title of this story a good title? What could be another title? key details. (CCSS: RL.K.2) iii. With prompting and support, identify characters, settings, and Relevance & Application: major events in a story. (CCSS: RL.K.3) 1. Thinking about the characters in a story helps make a connection to b. Use Craft and Structure to: them. i. Ask and answer questions about unknown words in a text. 2. Online games and computer software provide a means to practice (CCSS: RL.K.4) identifying main characters, setting, key events, arranging events in ii. Recognize common types of texts (e.g., storybooks, poems). order. (CCSS: RL.K.5) iii. With prompting and support, name the author and illustrator of Nature Of: a story and define the role of each in telling the story. (CCSS: RL.K.6) 1. Reading helps people understand themselves and make connections c. Use Integration of Knowledge and Ideas to: to the world. i. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what 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)

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter) Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary Demonstrate comprehension of a variety of informational, literary, and persuasive texts Concepts and skills students master: 2. A concept of print to read and a solid comprehension of informational text are the building blocks for reading Evidence Outcomes

21st Century Skill and Readiness Competencies

Students Can:

Inquiry Questions:

a. Use Key Ideas and Details to: 1. How do the illustrations help you figure out the meaning of the text? i. With prompting and support, ask and answer questions about 2. Explain why informational text is not read like a literary text. key details in a text. (CCSS: RI.K.1) ii. With prompting and support, identify the main topic and retell Relevance & Application: key details of a text. (CCSS: RI.K.2) 1. Environmental print, signs, or symbols help people follow directions iii. With prompting and support, describe the connection between (such as walk or wait street crossing signs, routine schedules). two individuals, events, ideas, or pieces of information in a 2. Environmental print, signs, or symbols help to organize daily life (put text. (CCSS: RI.K.3) materials or toys away). b. Use Craft and Structure to: 3. When readers read or hear information, they remember what is i. With prompting and support, ask and answer questions about learned and share information with others. unknown words in a text. (CCSS: RI.K.4) ii. Identify the front cover, back cover, and title page of a book. Nature Of: (CCSS: RI.K.5) iii. Name the author and illustrator of a text and define the role of 1. Readers make connections to what they are reading each in presenting the ideas or information in a text. (CCSS: RI.K.6) c. Use Integration of Knowledge and Ideas to: i. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). (CCSS: RI.K.7) 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 (e.g., in illustrations, descriptions, or procedures). (CCSS: RI.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: RI.K.10)



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Unit of Academic Standards - Colorado Academic Standards

New Colorado P-12 Academic Standards Content Area: Reading, Writing and Communicating Grade Level: All Current Display Filter: Reading, Writing and ...

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