1 Colo. Code Regs. § 301-92-5.00

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

Section 1 CCR 301-92-5.00 - Minimum Reading Competency Skill Levels

The following competency skill levels guide literacy instruction and interventions for students. These competency skill levels are based on the scores attained on the approved reading assessments identified in section 9.00 of these rules and the Colorado Academic Standards, and have a significant correlation to reading on grade level. Students in second and third grades may demonstrate that they have attained the minimum reading skill levels primarily through scores from a state board approved interim reading assessment. The state board shall review the minimum reading competency skill levels on or before July 1, 2019, and every four years thereafter and update them as necessary.

5.01 Kindergarten Minimum Reading Competency Skill Levels:

5.01(A) Phonological Awareness.

5.01(A)(1) Recognize and produce rhyming words;

5.01(A)(2) Identify and produce groups of words that begin with the same sound (alliteration);

5.01(A)(3) Count, pronounce, blend, and segment syllables in spoken words.

5.01(B) Phonemic Awareness.

5.01(B)(1) Blend and segment the onset and rime of single syllable spoken words;

5.01(B)(2) Identify phonemes for letters;

5.01(B)(3) Identify the initial, medial, and final phoneme of spoken words;

5.01(B)(4) Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words;

5.01(B)(5) Add or substitute individual sounds in simple, one-syllable words to make new words.

5.01(C) Concept of print.

5.01(C)(1) Demonstrate understanding of the organization and basic features of print;

5.01(C)(2) Understand that words are separated by spaces in print, also known as concept of word;

5.01(C)(3) Identify the front cover, back cover, and title page of a book; while significant, this skill is a lower indicator of future reading success and should not be weighed as heavily as the other skills when determining if a child has attained mastery of the Minimum Reading Competency Skill Levels;

5.01(C)(4) Recognize that spoken words are represented in written language by specific sequences of letters.

5.01(D) Alphabetic Principle.

5.01(D)(1) Recognize and name all upper- and lowercase letters of the alphabet..

5.01(E) Phonics.

5.01(E)(1) Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant;

5.01(E)(2) Distinguish between similarly spelled words by identifying the sounds of the letters that differ;

5.01(E)(3) Associate the long and short sounds with the common spellings for the five major vowels;

5.01(E)(4) Read text consisting of short sentences comprised of learned sight words and consonant-vowel-consonant (CVC) words and may also include rebuses that represent words that cannot be decoded or recognized.

5.01(F) Vocabulary Development.

5.01(F)(1) Identify new meanings for familiar words and apply them accurately;

5.01(F)(2) Use the most frequently occurring inflections and affixes;

5.01(F)(3) Use new vocabulary that is directly taught through reading, speaking, and listening; while significant, this skill is a lower indicator of future reading success and should not be weighed as heavily as the other skills when determining if a child has attained mastery of the Minimum Reading Competency Skill Levels;

5.01(F)(4) Relate new vocabulary to prior knowledge; while significant, this skill is a lower indicator of future reading success and should not be weighed as heavily as the other skills when determining if a child has attained mastery of the Minimum Reading Competency Skill Levels.

5.01(G) Oral Language.

5.01(G)(1) Use words and phrases acquired through conversations, reading and being read to, and responding to texts;

5.01(G)(2) Confirm understanding of a text read aloud or information presented orally or through other media by answering questions about key details and requesting clarification if something is not understood;

5.01(G)(3) Ask and answer questions in order to seek help, get information, or clarify something that is not understood;

5.01(G)(4) Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and large groups; while significant, this skill is a lower indicator of future reading success and should not be weighed as heavily as the other skills when determining if a child has attained mastery of the Minimum Reading Competency Skill Levels;

5.01(G)(5) Listen with comprehension to follow two-step directions; while significant, this skill is a lower indicator of future reading success and should not be weighed as heavily as the other skills when determining if a child has attained mastery of the Minimum Reading Competency Skill Levels.

5.01(H) Listening Comprehension.

5.01(H)(1) With prompting and support, answer questions about key details in a text;

5.01(H)(2) With prompting and support, identify characters, settings, and major events in a story;

5.01(H)(3) Recognize common types of texts.

5.02 First Grade Minimum Reading Competency Skill Levels.

5.02(A) Phonemic Awareness.

5.02(A)(1) Orally produce single-syllable words by blending sounds, including blends;

5.02(A)(2) Segment spoken single-syllable words into their complete sequence of individual sounds;

5.02(A)(3) Distinguish long from short vowel sounds in spoken single-syllable words.

5.02(B) Concept of Print

5.03(B)(1) Recognize the distinguishing features of a sentence.

5.02(C) Phonics

5.02(C)(1) Know the spelling-sound correspondences for common consonant digraphs;

5.02(C)(2) Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word;

5.02(C)(3) Decode two-syllable words following basic patterns by breaking words into syllables;

5.02(C)(4) Know final-e and common vowel team conventions for representing long vowel sounds;

5.02(C)(5) Read words with inflectional endings;

5.02(C)(6) Use onsets and rimes to create new words (ip to make dip, lip, slip, ship);

5.02(C)(7) Accurately decode unknown words that follow a predictable letter/sound relationship

5.02(D) Reading Fluency.

5.02(D)(1) Read grade-appropriate irregularly spelled words;

5.02(D)(2) Read a minimum of 23 words per minute in the winter with fluency; read a minimum of 53 words per minute in the spring with fluency.

5.02(E) Vocabulary Development.

5.02(E)(1) Use sentence level context as a clue to the meaning of a word or phrase;

5.02(E)(2) Identify and understand compound words.

5.02(F) Oral Language.

5.02(F)(1) Use sentence level context as a clue to the meaning of a word or phrase;

5.02(F)(2) Produce complete sentences when appropriate to task and situation.

5.02(G) Reading Comprehension.

5.02(G)(1) Answer questions about key details in a text;

5.02(G)(2) Make predictions about what will happen in the text and explain whether they were confirmed or not and why, providing evidence from the text;

5.02(G)(3) Explain major differences between books that tell stories and books that give information;

5.02(G)(4) Identify who is telling the story at various points in a text;

5.02(G)(5) Describe the connection between two individuals, events, ideas, or pieces of information in a text;

5.02(G)(6) Know and use various text features to locate key factors or information in a text;

5.02(G)(7) Identify the reasons an author gives to support points in a text;

5.02(G)(8) Compare and contrast the adventures and experiences of characters in stories;

5.02(G)(9) Describe characters, settings, and major events in a story, using key details;

5.02(G)(10) Identify basic similarities in and differences between two texts on the same topic.

5.03 Second Grade Minimum Reading Competency Skill Levels.

5.03(A) Phonemic Awareness.

5.03(A)(1) The student must be able to demonstrate all of the phonemic awareness skill competencies outlined in Kindergarten and First grade.

5.03(B) Phonics.

5.03(B)(1) Decode words with common prefixes and suffixes;

5.03(B)(2) Identify words with inconsistent but common spelling-sound correspondences;

5.03(B)(3) Distinguish long and short vowels in regularly spelled one syllable words;

5.03(B)(4) Know spelling-sound correspondences for additional common vowel teams;

5.03(B)(5) Read multisyllabic words accurately and fluently;

5.03(B)(6) Decode regularly spelled two-syllable words with long vowels.

5.03(C) Reading Fluency.

5.03(C)(1) Read grade-appropriate irregularly spelled words;

5.03(C)(2) Read a minimum of 51 words per minute in the fall with fluency; read a minimum of 72 words per minute in the winter with fluency; read a minimum of 89 words per minute in the spring with fluency;

5.03(C)(3) Read grade level text accurately and fluently, attending to phrasing, intonation, and punctuation.

5.03(D) Vocabulary Development.

5.03(D)(1) Determine the meaning of a new word formed when a known prefix is added to a known word;

5.03(D)(2) Use a known root word as a clue to the meaning of an unknown word with the same root;

5.03(D)(3) Create new words by combining base words with affixes to connect known words to new words;

5.03(D)(4) Use knowledge of the meaning of individual words to predict the meaning of compound words.

5.03(E) Oral Language.

5.03(E)(1) Use content specific vocabulary to ask questions and provide information;

5.03(E)(2) Recount or describe key ideas or details from a text read aloud.

5.03(F) Reading Comprehension.

5.03(F)(1) Recount or describe key ideas or details from a text read aloud;

5.03(F)(2) Use context to confirm or self-correct word recognition and understanding, rereading as necessary;

5.03(F)(3) Answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text;

5.03(F)(4) Summarize the main idea using relevant and significant details in a variety of texts;

5.03(F)(5) Know and use various text features to locate key factors or information in a text efficiently;

5.03(F)(6) Identify the main purpose of a text, including what the author wants to answer, explain, or describe;

5.03(F)(7) Read text to perform a specific task such as follow a recipe or play a game;

5.03(F)(8) Explain how specific images contribute to and clarify a text;

5.03(F)(9) Compare and contrast the most important points presented by two texts on the same topic;

5.03(F)(10) Read and comprehend informational texts, including history/social studies, science, and technical texts;

5.03(F)(11) Describe how characters in a story respond to major events and challenges;

5.03(F)(12) Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the story;

5.03(F)(13) Compare and contrast two or more versions of the same story by different authors or by different cultures.

5.04 Third Grade Minimum Reading Competency Skills.

5.04(A) Phonemic Awareness.

5.04(A)(1) The student must be able to demonstrate all of the phonemic awareness skill competencies outlined in Kindergarten and First grade.

5.04(B) Phonics.

5.04(B)(1) Identify and know the meaning of the most common prefixes and derivational suffixes;

5.04(B)(2) Decode words with common Latin suffixes;

5.04(B)(3) Decode multisyllabic words;

5.04(C) Reading Fluency.

5.04(C)(1) Read grade-appropriate irregularly spelled words.

5.04(C)(2) Read a minimum of 71 words per minute in the fall with fluency; read a minimum of 92 words per minute in the winter with fluency; read a minimum of 107 words per minute in the spring with fluency;

5.04(C)(3) Read grade level text accurately and fluently, attending to phrasing, intonation, and punctuation.

5.04(D) Vocabulary Development.

5.04(D)(1) Determine the meaning of a new word formed when a known affix is added to a known word;

5.04(D)(2) Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language;

5.04(D)(3) Use sentence-level context as a clue to the meaning of a word or phrase;

5.04(D)(4) Use knowledge of word relationships to identify antonyms or synonyms to clarify meaning;

5.04(D)(5) Use a known root word as a clue to the meaning of an unknown word with the same root;

5.04(D)(6) Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

5.04(E) Reading Comprehension.

5.04(E)(1) Identify a main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text;

5.04(E)(2) Answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers;

5.04(E)(3) Use a variety of comprehension strategies to interpret text (attending, searching, predicting, checking, and self-correcting);

5.04(E)(4) Determine the main idea of a text; recount the key details and explain how they support the main idea;

5.04(E)(5) Summarize central ideas and important details from a text;

5.04(E)(6) Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters;

5.04(E)(7) Use semantic cues and signal words (because, although) to identify cause/effect and compare/contrast relationships;

5.04(E)(8) Describe the logical connection between particular sentences and paragraphs in a text;

5.04(E)(9) Read and comprehend informational texts, including history/social studies, science, and technical texts;

5.04(E)(10) Compare and contrast the most important points and key details presented in two texts on the same topic;

5.04(E)(11) Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

1 CCR 301-92-5.00

38 CR 11, June 10, 2015, effective 6/30/2015

39 CR 07, April 10, 2016, effective 4/30/2016

40 CR 21, November 10, 2017, effective 11/30/2017

43 CR 07, April 10, 2020, effective 4/30/2020

43 CR 07, April 10, 2020, effective 4/30/2020

45 CR 23, December 10, 2022, effective 12/30/2022