Common Planner
K–12 Standards

Grade 1

Other Colorado Reading, Writing and Communicating sets

Oral Expression and ListeningOL.1

  • 1.

    Communicate using verbal and nonverbal language to express and receive information.1.1.1

    1. a.

      Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.1.1.1.a

      1. i.

        Follow agreed-upon rules for discussions (for example: listening to others with care, speaking one at a time about the topics and texts under discussion).1.1.1.a.i

      2. ii.

        Build on others' talk in conversations by responding to the comments of others through multiple exchanges.1.1.1.a.ii

      3. iii.

        Ask questions to clear up any confusion about the topics and texts under discussion.1.1.1.a.iii

    2. b.

      Ask and answer questions about key details in a text read aloud or information presented orally or through other media.1.1.1.b

    3. c.

      Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.1.1.1.c

  • 2.

    Use multiple strategies to develop and expand oral communication.1.1.2

    1. a.

      Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.1.1.2.a

    2. b.

      Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.1.1.2.b

    3. c.

      Produce complete sentences when appropriate to task and situation.1.1.2.c

    4. d.

      Give and follow simple two-step directions.1.1.2.d

Reading for All PurposesRAP.2

  • 1.

    Apply foundational reading strategies to fluently read and comprehend literary texts.1.2.1

    1. a.

      Use Key Ideas and Details to:1.2.1.a

      1. i.

        Ask and answer questions about key details in a text.1.2.1.a.i

      2. ii.

        Retell stories, including key details, and demonstrate understanding of their central message or lesson.1.2.1.a.ii

      3. iii.

        Describe characters, settings, and major events in a story, using key details.1.2.1.a.iii

      4. iv.

        Make predictions about what will happen in the text and explain whether they were confirmed or not and why, providing evidence from the text.1.2.1.a.iv

    2. b.

      Use Craft and Structure to:1.2.1.b

      1. i.

        Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.1.2.1.b.i

      2. ii.

        Explain major differences between books that tell stories and books that give information.1.2.1.b.ii

      3. iii.

        Identify who is telling the story at various points in a text.1.2.1.b.iii

      4. iv.

        Follow and replicate patterns in predictable poems.1.2.1.b.iv

    3. c.

      Use Integration of Knowledge and Ideas to:1.2.1.c

      1. i.

        Use illustrations and details in a story to describe its characters, setting, or events.1.2.1.c.i

      2. ii.

        Compare and contrast the adventures and experiences of characters in stories.1.2.1.c.ii

    4. d.

      Use Range of Reading and Level of Text Complexity to:1.2.1.d

      1. i.

        With prompting and support, read prose and poetry of appropriate complexity for grade 1.1.2.1.d.i

  • 2.

    Apply foundational reading strategies to fluently read and comprehend informational texts.1.2.2

    1. a.

      Use Key Ideas and Details to:1.2.2.a

      1. i.

        Ask and answer questions about key details in a text.1.2.2.a.i

      2. ii.

        Identify the main topic and retell key details of a text.1.2.2.a.ii

      3. iii.

        Describe the connection between two individuals, events, ideas, or pieces of information in a text.1.2.2.a.iii

      4. iv.

        Activate schema and background knowledge to construct meaning1.2.2.a.iv

    2. b.

      Use Craft and Structure to:1.2.2.b

      1. i.

        Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.1.2.2.b.i

      2. ii.

        Know and use various text features (for example: headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.1.2.2.b.ii

      3. iii.

        Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.1.2.2.b.iii

    3. c.

      Use Integration of Knowledge and Ideas to:1.2.2.c

      1. i.

        Use the illustrations and details in a text to describe its key ideas.1.2.2.c.i

      2. ii.

        Identify the reasons an author gives to support points in a text.1.2.2.c.ii

      3. iii.

        Identify basic similarities in and differences between two texts on the same topic (for example: in illustrations, descriptions, or procedures).1.2.2.c.iii

    4. d.

      Use Range of Reading and Level of Text Complexity to:1.2.2.d

      1. i.

        With prompting and support, read informational texts appropriately complex for grade 1.1.2.2.d.i

  • 3.

    Refine foundational reading skills through understanding word structure, word relationships, and word families.1.2.3

    1. a.

      Demonstrate understanding of the organization and basic features of print.1.2.3.a

      1. i.

        Recognize the distinguishing features of a sentence (for example: first word, capitalization, ending punctuation).1.2.3.a.i

    2. b.

      Demonstrate understanding of spoken words, syllables, and sounds (phonemes).1.2.3.b

      1. i.

        Distinguish long from short vowel sounds in spoken single-syllable words.1.2.3.b.i

      2. ii.

        Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.1.2.3.b.ii

      3. iii.

        Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.1.2.3.b.iii

      4. iv.

        Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).1.2.3.b.iv

    3. c.

      Know and apply grade-level phonics and word analysis skills in decoding words.1.2.3.c

      1. i.

        Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).1.2.3.c.i

      2. ii.

        Decode regularly spelled one-syllable words.1.2.3.c.ii

      3. iii.

        Know final -e and common vowel team conventions for representing long vowel sounds.1.2.3.c.iii

      4. iv.

        Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.1.2.3.c.iv

      5. v.

        Decode two-syllable words following basic patterns by breaking the words into syllables.1.2.3.c.v

      6. vi.

        Read words with inflectional endings.1.2.3.c.vi

      7. vii.

        Read grade-appropriate irregularly spelled words.1.2.3.c.vii

      8. viii.

        Use onsets and rimes to create new words (for example: ip to make dip, lip, slip, ship)1.2.3.c.viii

      9. ix.

        Accurately decode unknown words that follow a predictable letter/sound relationship1.2.3.c.ix

    4. d.

      Read with sufficient accuracy and fluency to support comprehension:1.2.3.d

      1. i.

        Read grade-level text with purpose and understanding.1.2.3.d.i

      2. ii.

        Read grade-level text orally with accuracy, appropriate rate, and expression.1.2.3.d.ii

      3. iii.

        Use context to confirm or self-correct word recognition and understanding, rereading as necessary.1.2.3.d.iii

    5. e.

      Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.1.2.3.e

      1. i.

        Use sentence-level context as a clue to the meaning of a word or phrase.1.2.3.e.i

      2. ii.

        Use frequently occurring affixes as a clue to the meaning of a word.1.2.3.e.ii

      3. iii.

        Identify frequently occurring root words (for example: look) and their inflectional forms (for example: looks, looked, looking).1.2.3.e.iii

      4. iv.

        Identify and understand compound words.1.2.3.e.iv

    6. f.

      With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.1.2.3.f

      1. i.

        Sort words into categories (for example: colors, clothing) to gain a sense of the concepts the categories represent.1.2.3.f.i

      2. ii.

        Define words by category and by one or more key attributes (for example: a duck is a bird that swims; a tiger is a large cat with stripes).1.2.3.f.ii

      3. iii.

        Identify real-life connections between words and their use (for example: note places at home that are cozy).1.2.3.f.iii

      4. iv.

        Distinguish shades of meaning among verbs differing in manner (for example: look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (for example: large, gigantic) by defining or choosing them or by acting out the meanings.1.2.3.f.iv

    7. g.

      Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (for example: because).1.2.3.g

Writing and CompositionWC.3

  • 1.

    Write an opinion supported by reasons1.3.1

    1. a.

      Introduce the topic or name the book they are writing about.1.3.1.a

    2. b.

      State an opinion.1.3.1.b

    3. c.

      Supply a reason for the opinion.1.3.1.c

    4. d.

      Provide some sense of closure.1.3.1.d

  • 2.

    Write informative/explanatory texts by naming a topic, providing related details, and giving the audience a sense of closure.1.3.2

    1. a.

      Name a topic.1.3.2.a

    2. b.

      Supply some facts about the topic.1.3.2.b

    3. c.

      Provide some sense of closure.1.3.2.c

  • 3.

    Recount real or imagined, sequenced events that include details and a sense of closure.1.3.3

    1. a.

      Recount two or more appropriately sequenced events.1.3.3.a

    2. b.

      Include some details regarding what happened.1.3.3.b

    3. c.

      Provide some sense of closure.1.3.3.c

  • 4.

    Use appropriate grammar, spelling, capitalization, and punctuation.1.3.4

    1. a.

      Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.1.3.4.a

      1. i.

        Print all upper- and lowercase letters.1.3.4.a.i

      2. ii.

        Use common, proper, and possessive nouns.1.3.4.a.ii

      3. iii.

        Use singular and plural nouns with matching verbs in basic sentences (for example: He hops; We hop).1.3.4.a.iii

      4. iv.

        Use personal, possessive, and indefinite pronouns (for example: I, me, my; they, them, their, anyone, everything).1.3.4.a.iv

      5. v.

        Use verbs to convey a sense of past, present, and future (for example: Yesterday I walked home; Today I walk home; Tomorrow I will walk home).1.3.4.a.v

      6. vi.

        Use frequently occurring adjectives.1.3.4.a.vi

      7. vii.

        Use frequently occurring conjunctions (for example: and, but, or, so, because).1.3.4.a.vii

      8. viii.

        Use determiners (for example: articles, demonstratives).1.3.4.a.viii

      9. ix.

        Use frequently occurring prepositions (for example: during, beyond, toward).1.3.4.a.ix

      10. x.

        Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.1.3.4.a.x

    2. b.

      Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.1.3.4.b

      1. i.

        Write complete simple sentences.1.3.4.b.i

      2. ii.

        Capitalize dates and names of people.1.3.4.b.ii

      3. iii.

        Use end punctuation for sentences.1.3.4.b.iii

      4. iv.

        Use commas in dates and to separate single words in a series.1.3.4.b.iv

      5. v.

        Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.1.3.4.b.v

      6. vi.

        Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.1.3.4.b.vi

    3. c.

      With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.1.3.4.c

    4. d.

      With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.1.3.4.d

Research Inquiry and DesignRID.4

  • 1.

    Participate in shared research and inquiry projects, writing, recalling, or gathering information to answer questions.1.4.1

    1. a.

      Participate in shared research and writing projects. For example: explore a number of "how-to" books on a given topic and use them to write a sequence of instructions.1.4.1.a

    2. b.

      Write or dictate questions for inquiry that arise during instruction.1.4.1.b

    3. c.

      With peers, use a variety of resources (for example: direct observation, trade books, texts read aloud or viewed) to answer questions of interest through guided inquiry.1.4.1.c

    4. d.

      Use text features (for example: titles, illustrations, headings, bold type) to locate, interpret, and use information.1.4.1.d

    5. e.

      Identify a clear and significant purpose for research. (for example: Is my purpose for researching frogs clear and is it important to understanding more about mammals?)1.4.1.e

    6. f.

      With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.1.4.1.f

Frequently asked questions

What grade levels do these standards cover?
Grade 1
When were these standards adopted?
2020

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