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Capital Letters Kindergarten English Language Arts
Counting Syllables Kindergarten English Language Arts
The Alphabet Kindergarten English Language Arts
Capital Letters Kindergarten English Language Arts
Rhyming Words Kindergarten English Language Arts
Alphabetizing First Grade English Language Arts

Colorado Standards for First Grade English Language Arts

CO.1.1. Oral Expression and Listening

1.1.3. Identifying and manipulating phonemes in spoken words allow people to understand the meaning of speech. Students can:

1.1.3.a. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CCSS: RF.1.2)
1.1.3.a.i. Distinguish long from short vowel sounds in spoken single-syllable words. (CCSS: RF.1.2a)
1.1.3.a.ii. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. (CCSS: RF.1.2b)
1.1.3.a.iii. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. (CCSS: RF.1.2c)

CO.1.2. Reading for All Purposes

1.2.1. Comprehending and fluently reading a variety of literary texts are the beginning traits of readers. Students can:

1.2.1.a. Use Key Ideas and Details to:
1.2.1.a.ii. Retell stories, including key details, and demonstrate understanding of their central message or lesson. (CCSS: RL.1.2)
1.2.1.a.iii. Describe characters, settings, and major events in a story, using key details. (CCSS: RL.1.3)
1.2.1.a.iv. Make predictions about what will happen in the text and explain whether they were confirmed or not and why.
1.2.1.b. Use Craft and Structure to:
1.2.1.b.ii. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. (CCSS: RL.1.5)
1.2.1.e. Read with sufficient accuracy and fluency to support comprehension: (CCSS: RF.1.4)
1.2.1.e.iii. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.1.4c)

1.2.2. Comprehending and fluently reading a variety of informational texts are the beginning traits of readers. Students can:

1.2.2.a. Use Key Ideas and Details to:
1.2.2.a.ii. Identify the main topic and retell key details of a text. (CCSS: RI.1.2)
1.2.2.a.iii. Describe the connection between two individuals, events, ideas, or pieces of information in a text. (CCSS: RI.1.3)
1.2.2.b. Use Craft and Structure to:
1.2.2.b.ii. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. (CCSS: RI.1.5)
1.2.2.b.iii. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (CCSS: RI.1.6)
1.2.2.c. Use Integration of Knowledge and Ideas to:
1.2.2.c.i. Use the illustrations and details in a text to describe its key ideas. (CCSS: RI.1.7)
1.2.2.d. Use Range of Reading and Level of Text Complexity to:
1.2.2.d.i. With prompting and support, read informational texts appropriately complex for grade 1. (CCSS: RI.1.10)
1.2.2.e. Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.1.4)
1.2.2.e.iii. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.1.4c)

1.2.3. Decoding words require the application of alphabetic principles, letter sounds, and letter combinations. Students can:

1.2.3.a. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.1.3)
1.2.3.a.i. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). (CCSS: RF.1.3a)
1.2.3.a.iii. Know final -e and common vowel team conventions for representing long vowel sounds. (CCSS: RF.1.3c)
1.2.3.a.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)
1.2.3.a.v. Decode two-syllable words following basic patterns by breaking the words into syllables. (CCSS: RF.1.3e)
1.2.3.a.vi. Read words with inflectional endings. (CCSS: RF.1.3f)
1.2.3.a.vii. Recognize and read grade-appropriate irregularly spelled words. (CCSS: RF.1.3g)
1.2.3.a.viii. Use onsets and rimes to create new words (ip to make dip, lip, slip, ship).

1.2.4. Understanding word structure, word relationships, and word families needs to be demonstrated to begin to read. Students can:

1.2.4.a. 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. (CCSS: L.1.4)
1.2.4.a.i. Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS: L.1.4a)
1.2.4.a.iii. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). (CCSS: L.1.4c)
1.2.4.b. With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. (CCSS: L.1.5)
1.2.4.b.i. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. (CCSS: L.1.5a)
1.2.4.b.ii. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). (CCSS: L.1.5b)
1.2.4.b.iii. Identify real-life connections between words and their use (e.g., note places at home that are cozy). (CCSS: L.1.5c)
1.2.4.b.iv. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. (CCSS: L.1.5d)
1.2.4.d. Demonstrate understanding of the organization and basic features of print. (CCSS: RF.1.1)
1.2.4.d.ii. Create new words by combining base words with affixes to connect known words to new words.
1.2.4.d.iii. Identify and understand compound words.

CO.1.3. Writing and Composition

1.3.2. Appropriate spelling, conventions, and grammar are applied when writing. Students can:

1.3.2.a. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.1.1)
1.3.2.a.ii. Use common, proper, and possessive nouns. (CCSS: L.1.1b)
1.3.2.a.iii. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). (CCSS: L.1.1c)
1.3.2.a.iv. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). (CCSS: L.1.1d)
1.3.2.a.ix. Use frequently occurring prepositions (e.g., during, beyond, toward). (CCSS: L.1.1i)
1.3.2.a.v. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). (CCSS: L.1.1e)
1.3.2.a.vi. Use frequently occurring adjectives. (CCSS: L.1.1f)
1.3.2.b. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.1.2)
1.3.2.b.v. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. (CCSS: L.1.2d)
1.3.2.b.vi. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. (CCSS: L.1.2e)

CO.1.4. Research and Reasoning

1.4.1. A variety of resources leads to locating information and answering questions of interest. Students can:

1.4.1.c. Use text features (titles, illustrations, headings, bold type) to locate, interpret, and use information.

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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