1 Colo. Code Regs. § 301-42.2207501-R-3.0

Current through Register Vol. 47, No. 22, November 25, 2024

Rule 1 CCR 301-42.2207501-R-3.0 - Proficiency levels

Learning to read develops over time as a result of quality instruction and appropriate practice. Thus, the levels of proficiency must be aligned to Colorado Model Content Standards. As a result, continuity in literacy instruction is maintained from Kindergarten through third grade.

3.01Kindergarten proficiency

3.01(1) By the end of Kindergarten, students will demonstrate a foundation of reading strategies that prepares them for reading at higher levels. This requires knowing:

3.01(1)(a) A sense of story that shall include, but not necessarily be limited to, students being able to do the following:

3.01(1)(a)(i) Tell a simple story with a beginning, middle, and end.

3.01(1)(a)(ii) Retell a known story in own words and in correct sequence.

3.01(1)(a)(iii) Listen to and comprehend a variety of genres.

3.01(1)(a)(iv) Generate a picture/written response to text listened to or read.

3.01(1)(a)(v) Connect information and events in texts to life experiences.

3.01(1)(a)(vi) Identify characters, setting, and key events in a text.

3.01(1)(b) Concepts about print that shall include, but not necessarily be limited to, students being able to do the following:

3.01(1)(b)(i) Handle books correctly.

3.01(1)(b)(ii) Understand directionality of print.

3.01(1)(b)(iii) Focus on word after word in sequence (voice-print match).

3.01(1)(b)(iv) Use pictures to predict print.

3.01(1)(b)(v) Realize that print carries meaning.

3.01(1)(c) Phonological and phonemic awareness that shall include, but not necessarily be limited to students being able to do the following:

3.01(1)(c)(i) Recognize, hear, and produce patterns of sound in oral language (i.e., rhyming words).

3.01(1)(c)(ii) Identify, blend, and segment the phonemes of most one-syllable words (e.g., dog, /d/ /o/ /g/).

3.01(1)(d) Letter and word recognition that shall include, but not necessarily be limited to, students being able to do the following:

3.01(1)(d)(i) Recognize and name all letters.

3.01(1)(d)(ii) Apply knowledge of letter-sounds to decode single-syllable words (e.g., dog, cat).

3.01(1)(d)(iii) Know letter sounds.

3.01(1)(d)(iv) Read simple words including a few sight words (e.g., a, the, i, my, you, is, and, are, and simple words used in a child's oral language).

3.01(1)(e) Vocabulary that shall include, but not necessarily be limited to, students being able to do the following:

3.01(1)(e)(i) Talk about words and word meaning as encountered in books and conversation.

3.01(1)(e)(ii) Identify and sort common words within basic categories (e.g., colors, shapes, food).

3.01(1)(f) Fluency that shall include, but not necessarily be limited to, students being able to do the following:

3.01(1)(f)(i) Read orally simple text containing familiar word patterns.

3.01(1)(f)(ii) Express knowledge of words used in instruction such as prepositions, common nouns, verbs, and pronouns.

3.02First grade proficiency

3.02(1) By the end of first grade, students will use reading strategies to gain meaning from print at the first grade level. These strategies will prepare them for reading narrative and expository material beyond the first grade level. This requires:

3.02(1)(a) An understanding of text read aloud to the child or read by the child, that shall include, but not necessarily be limited to, students being able to do the following:

3.02(1)(a)(i) Use a range of strategies efficiently when constructing meaning from text being listened to or read.

3.02(1)(a)(ii) Activate schema/background knowledge.

3.02(1)(a)(iii) Ask questions.

3.02(1)(a)(iv) Retell, summarize, and/or synthesize important information.

3.02(1)(a)(v) Create mental images of places, characters, and events.

3.02(1)(a)(vi) Draw inferences.

3.02(1)(a)(vii) Use a variety of strategies to monitor and maintain comprehension.

3.02(1)(a)(viii) Read, comprehend, and listen to a range of genres: narrative texts (e.g., stories, songs, poems, plays) and expository texts (e.g., trade books, how-to books).

3.02(1)(a)(ix) Retell narrative text using characters, setting, and sequence of events.

3.02(1)(a)(x) Retell expository text using main idea and some supporting details.

3.02(1)(a)(xi) Generate a written or oral response to what has been read.

3.02(1)(a)(xii) Connect information and events in texts to life experiences.

3.02(1)(b) Phonemic awareness that shall include, but not necessarily be limited to, students being able to do the following:

3.02(1)(b)(i) Use onset and rime to create new words that include blends and digraphs.

3.02(1)(b)(ii) Hear and identify initial, medial, and final sounds of a given word.

3.02(1)(b)(iii) Hear the similarities of sounds in words and rhythmical patterns in a sequence.

3.02(1)(b)(iv) Recognize alliteration.

3.02(1)(c) Letter and word recognition that shall include, but not necessarily be limited to, students being able to do the following:

3.02(1)(c)(i) Recognize and apply knowledge of letter-sound relationships, including consonants, consonant blends, digraphs, common short and long vowel patterns to decode words.

3.02(1)(d) Vocabulary that shall include, but not necessarily be limited to, students being able to do the following:

3.02(1)(d)(i) Demonstrate a reading vocabulary of 300-500 words, including sight words and one and two syllable words.

3.02(1)(d)(ii) Use sentence structure and background knowledge to understand word meanings.

3.02(1)(d)(iii) Understand and generate vocabulary specific to content.

3.02(1)(e) Fluency that shall include, but not necessarily be limited to, students being able to do the following:

3.02(1)(e)(i) Read orally grade level materials, attending to phrasing, intonation, and punctuation.

3.03Second grade proficiency

3.03(1) By the end of second grade, students will use strategies independently to gain meaning from print at the second grade level. These strategies will prepare them for reading narrative and expository material beyond second grade level.

3.03(1)(a) Efficient use of a range of strategies when constructing meaning from text, that shall include, but not necessarily be limited to, students being able to do the following:

3.03(1)(a)(i) Activate schema/background knowledge.

3.03(1)(a)(ii) Determine importance of information.

3.03(1)(a)(iii) Ask questions.

3.03(1)(a)(iv) Retell, summarize, and/or synthesize important information.

3.03(1)(a)(v) Create mental images of characters, events, and places.

3.03(1)(a)(vi) Draw inferences.

3.03(1)(a)(vii) Use a variety of strategies to monitor and maintain comprehension.

3.03(1)(a)(viii) Read, comprehend, and listen to a range of genres: narrative texts (e.g., stories, sounds, poems, plays) and expository texts (e.g., trade books, how-to books).

3.03(1)(a)(ix) Retell narrative text using characters, setting, and sequence of events.

3.03(1)(a)(x) Retell expository text using main idea and some supporting details.

3.03(1)(a)(xi) Generate a written or oral response to what has been read.

3.03(1)(a)(xii) Connect information and events in texts to life experiences.

3.03(1)(a)(xiii) State the purpose for reading.

3.03(1)(a)(xiv) Interpret information from simple diagrams, charts, and graphs.

3.03(1)(a)(xv) Read and follow simple written directions.

3.03(1)(b) Phonemic awareness that shall include, but not necessarily be limited to, students being able to do the following:

3.03(1)(b)(i) Use knowledge of blending, segmenting, and manipulating phonemes in one or more syllable words.

3.03(1)(b)(ii) Identify the presence of word endings (e.g., -ed, -s, -ing).

3.03(1)(b)(iii) Recognize alliteration.

3.03(1)(c) Letter and word recognition that shall include, but not necessarily be limited to, students being able to do the following:

3.03(1)(c)(i) Recognize and use knowledge of letter-sound relationships, including diphthongs, common vowel patterns, and common word endings to decode unknown words.

3.03(1)(c)(ii) Demonstrate a reading vocabulary of 1,000 words, including sight words and multisyllabic words.

3.03(1)(d) Vocabulary that shall include, but not necessarily be limited to, students being able to do the following:

3.03(1)(d)(i) Use sentence structure and background knowledge to understand word meanings.

3.03(1)(d)(ii) Understand and generate vocabulary specific to content.

3.03(1)(e) Fluency that shall include, but not necessarily be limited to, students being able to do the following:

3.03(1)(e)(i) Orally read grade level materials attending to phrasing, intonation, and punctuation.

3.03(1)(e)(ii) Adjust reading pace to accommodate purpose, style, and difficulty of text.

3.04Third grade proficiency

3.04(1) By the end of third grade, students will be fluent readers with a full range of reading strategies to apply to reading a wide variety of increasingly difficult narrative and expository text at the third grade level. This requires:

3.04(1)(a) An understanding of the text that shall include, but not necessarily be limited to, students being able to do the following:

3.04(1)(a)(i) Use a range of strategies efficiently when constructing meaning from text.

3.04(1)(a)(ii) Retell, summarize, and/or synthesize important information.

3.04(1)(a)(iii) Apply information and make connections from reading.

3.04(1)(a)(iv) Activate schema/background knowledge.

3.04(1)(a)(v) Determine importance.

3.04(1)(a)(vi) Ask questions.

3.04(1)(a)(vii) Create images.

3.04(1)(a)(viii) Draw inferences.

3.04(1)(a)(ix) Use a variety of strategies to monitor and maintain comprehension.

3.04(1)(a)(x) Read and understand a wide range of genres (e.g., directions, poems, biographies, historical fiction, expository texts, narratives).

3.04(1)(a)(xi) Retell narrative text using characters, setting, and sequence of events.

3.04(1)(a)(xii) Retell expository text using main idea and some supporting details.

3.04(1)(a)(xiii) Generate a response to reading citing examples from text.

3.04(1)(a)(xiv) Connect information and events in texts to life experiences.

3.04(1)(a)(xv) State the purpose for reading.

3.04(1)(a)(xvi) Interpret information from simple diagrams, charts, and graphs.

3.04(1)(a)(xvii) Read and follow simple written directions.

3.04(1)(a)(xviii) Summarize text passages.

3.04(1)(a)(xix) Understand literary elements (e.g., content, plot, setting, problem/solution, character development).

3.04(1)(a)(xx) Compare one text to another.

3.04(1)(b) Letter and word recognition that shall include, but not necessarily be limited to, students being able to do the following:

3.04(1)(b)(i) Apply knowledge of letter-sound relationships and syllable spelling patterns to decode words in order to comprehend connected text.

3.04(1)(c) Vocabulary that shall include, but not necessarily be limited to, students being able to do the following:

3.04(1)(c)(i) Understand vocabulary essential to text.

3.04(1)(c)(ii) Understand and generate vocabulary specific to content.

3.04(1)(c)(iii) Use a range of strategies (e.g., context, prefixes, suffixes, roots).

3.04(1)(c)(iv) Use a range of resources (e.g., reference guides).

3.04(1)(c)(vi) Recognize common prefixes, suffixes, and roots in multisyllabic words.

3.04(1)(d) Fluency that shall include, but not necessarily be limited to, students being able to do the following:

3.04(1)(d)(i) Read grade level materials attending to phrasing, intonation, and punctuation.

3.02(1)(d)(ii) Read silently and often for extended period of time.

3.04(1)(d)(iii) Adjust reading pace to accommodate purpose and difficulty of text.

1 CCR 301-42.2207501-R-3.0