Grade 1
Other Colorado Extended Evidence Outcomes: Reading, Writing, Communicating sets
Other Colorado Extended Evidence Outcomes: Reading, Writing, Communicating sets
Communicate using verbal and nonverbal language to express and receive information.1.1
- 1
Communicate using verbal and nonverbal language to express and receive information.1.1
With guidance and support students can:
- a
Participate in conversations with adults (EE.SL.1.1).1.1.a
- i
Engage in multiple-turn exchanges with supportive adults (EE.SL.1.1a).1.1.a.i
- ii
Build on comments or topics initiated by an adult (EE.SL.1.1b).1.1.a.ii
- iii
Uses one or two words to ask questions related to personally relevant topics (EE.SL.1.1c).1.1.a.iii
- i
- b
During shared reading activities, answer questions about details presented orally or through other media (EE.SL.1.2).1.1.b
- c
Communicate confusion or lack of understanding (e.g., “I don’t know.”) (EE.SL.1.3).1.1.c
Use multiple strategies to develop and expand oral communication. 1.2
- 2
Use multiple strategies to develop and expand oral communication. 1.2
With guidance and support students can:
- a
Describe familiar people, places, things, and feelings with at least one detail.1.2.a
- b
Add drawing, visual display, or other media to clarify writing products or oral discussions.1.2.b
- c
Produce a sentence when appropriate to a task or situation.1.2.c
- d
Follow simple two-step directions.1.2.d
Apply foundational reading strategies to fluently read and comprehend literary texts.1.3
- 3
Apply foundational reading strategies to fluently read and comprehend literary texts.1.3
With guidance and support students can:
- a
Identify details in familiar stories (EE.RL.1.1).1.3.a
- i
Recount major events in familiar stories (EE.RL.1.2).1.3.a.i
- ii
Identify characters and settings in a familiar story (EE.Rl.1.3).1.3.a.ii
- iii
Make predictions about what will happen in a text.1.3.a.iii
- i
- b
Match a picture to an activity (EE.RL.1.4).1.3.b
- i
Identify a text as telling a story (EE.RL.1.5).1.3.b.i
- ii
Identify a speaker within a familiar story (EE.RL.1.6).1.3.b.ii
- i
- c
Identify illustrations or objects/tactual information that go with a familiar story (EE.RL.1.7).1.3.c
- i
Identify adventures or experiences of characters in a story as same or different (EE.RL.1.9)1.3.c.i
- i
- d
Actively engage in shared reading for a clearly stated purpose (EE.RL.1.10).1.3.d
Apply foundational reading strategies to fluently read and comprehend informational texts.1.4
- 4
Apply foundational reading strategies to fluently read and comprehend informational texts.1.4
With guidance and support students can:
- a
Identify details in familiar text (EE.RI.1.1).1.4.a
- i
Identify details related to the topic of a text (EE.RI.1.2)1.4.a.i
- ii
Identify individuals, events, or details in a familiar informational text (EE.RI.1.3).1.4.a.ii
- i
- b
Ask a reader to clarify the meaning of a word in a text (EE.RI.1.4).1.4.b
- i
Locate the front cover, back cover, and title page of a book (EE.RI.1.5). 1.4.b.i
- ii
Distinguish between words and illustrations in a text (EE.RI.1.6).1.4.b.ii
- i
- c
Identify illustrations or objects/tactual information that go with a familiar text (EE.RI.1.7).1.4.c
- i
Identify points the author makes in a familiar informational text (EE.RI.1.8).1.4.c.i
- ii
Match similar parts of two texts on the same topic (EE.RI.1.9).1.4.c.ii
- i
- d
Actively engage in shared reading of informational text (EE.RI.1.10).1.4.d
Refine foundational reading skills through understanding word structure, word relationships, and word families.1.5
- 5
Refine foundational reading skills through understanding word structure, word relationships, and word families.1.5
With guidance and support students can:
- a
Demonstrate emerging understanding of the organization of print (EE.RF.1.1).1.5.a
- i
Demonstrate understanding of the organization and basic features of print (e.g., left-to-right, one-to-one correspondence between written and spoken word) (EE.RF.1.1a).1.5.a.i
- i
- b
Demonstrate understanding of spoken words, syllables, and sounds (phonemes) (EE.RF.1.2).1.5.b
- i
Recognize rhyming words (EE.RF.1.2a).1.5.b.i
- ii
Match orally presented segmented phonemes (e.g., C-A-T) to pictures or words illustrating the corresponding word (EE.RF.1.2b).1.5.b.ii
- iii
Identify a single syllable spoken word with the same onset (beginning sound) as a familiar word (EE.RF.1.2c).1.5.b.iii
- iv
Substitute individual sounds (phonemes) in simple, one-syllable words to make new words (EE.RF.1.2d).1.5.b.iv
- i
- c
Demonstrate emerging letter and word identification skills (EE.RF.1.3).1.5.c
- i
Identify upper case letters of the alphabet (EE.RF.1.3a).1.5.c.i
- ii
Recognize familiar words that are used in everyday routines (EE.RF.1.3b).1.5.c.ii
- i
- d
Begin to attend to words in print (EE.RF.1.4).1.5.d
- i
Engage in sustained, independent study of books (EE.RF.1.4a).1.5.d.i
- ii
Participate in shared reading of a variety of reading materials reflecting a variety of text genre (EE.RF.1.4b).1.5.d.ii
- i
- e
Demonstrate of emerging knowledge of word meanings (EE.L.1.4).1.5.e
- i
Demonstrate understanding of words used in every day routines (EE.L.1.4a).1.5.e.i
- i
- f
Demonstrate understanding of words used in every day routines (EE.L.1.5).1.5.f
- i
Sort common objects into familiar categories (EE.L.1.5a).1.5.f.i
- ii
Identify attributes of familiar words (EE.L.1.5b).1.5.f.ii
- iii
Demonstrate understanding of words by identifying real-life connections between words and their use (EE.L.1.5c).1.5.f.iii
- i
- g
Use words acquired through conversations, being read to, and during shared reading activities (EE.L.1.6).1.5.g
Write an opinion supported by reasons.1.6
- 6
Write an opinion supported by reasons.1.6
With guidance and support students can:
- a
When writing about a topic or book, identify the topic or name of the book.1.6.a
- b
Select a familiar book and use drawing, dictating, or writing to state an opinion about it (EE.W.1.1).1.6.b
- c
Identify a reason for an opinion about a book or topic.1.6.c
- d
Identify a closure statement.1.6.d
Write informative/explanatory texts by naming a topic, providing related details, and giving the audience a sense of closure.1.7
- 7
Write informative/explanatory texts by naming a topic, providing related details, and giving the audience a sense of closure.1.7
With guidance and support students can:
- a
Select a topic when given choices.1.7.a
- b
Select a familiar topic and use drawing, dictating, or writing to share information about it (EE.W.1.2).1.7.b
- c
Select a closure statement from a list.1.7.c
Recount real or imagined, sequenced events that include details and a sense of closure.1.8
- 8
Recount real or imagined, sequenced events that include details and a sense of closure.1.8
With guidance and support students can:
- a
Select an event and use drawing, dictating, or writing to share information about it (EE.W.1.3).1.8.a
- b
Select at least two details about an event.1.8.b
- c
Select a closure statement about an event.1.8.c
Use appropriate grammar, spelling, capitalization, and punctuation.1.9
- 9
Use appropriate grammar, spelling, capitalization, and punctuation.1.9
With guidance and support students can:
- a
Demonstrate emerging understanding of letter and word use (EE.L.1.1).1.9.a
- i
Write letters from own name (EE.L.1.1a).1.9.a.i
- ii
Use frequently occurring nouns in communication (EE.L.1.1b).1.9.a.ii
- iii
Use familiar personal pronouns (e.g., I, me, and you) (EE.L.1.1d).1.9.a.iii
- iv
Use familiar present tense verbs (EE.L.1.1e).1.9.a.iv
- v
Use familiar frequently occurring adjectives (e.g., big, hot) (EE.L.1.1f).1.9.a.v
- vi
Use common prepositions (e.g., on, off, in, out) (EE.L.1.1i).1.9.a.vi
- vii
Use simple question words (interrogatives) (e.g., who, what) (EE.L1.1j).1.9.a.vii
- i
- b
During shared writing, put a period at the end of a sentence (EE.L.1.2b).1.9.b
- i
Use letters to create words (EE.L.1.2d).1.9.b.i
- ii
During shared writing, identify the letters that represent sounds needed to spell words (EE.L.1.2e).1.9.b.ii
- i
- c
During shared writing, adds a detail, to strengthen writing based on guided peer feedback.1.9.c
- d
During shared writing, use a variety of digital tools to produce and publish writing, including guided collaboration with peers.1.9.d
Participate in shared research and inquiry projects, writing, recalling, or gathering information to answer questions.1.10
- 10
Participate in shared research and inquiry projects, writing, recalling, or gathering information to answer questions.1.10
With guidance and support students can:
- a
During shared writing, actively participates in group writing projects.1.10.a
- b
Creates questions about a topic that was discussed in class.1.10.b
- c
Use a variety of provided resources to answer questions of interest throughout guided inquiry with peers.1.10.c
- d
Locate text features (e.g., title, author, illustrator, cover).1.10.d
- e
Participate in shared research and writing projects (EE.W.1.7).1.10.e
- f
Identify information related to personal experiences and answer simple questions about those experiences (EE.W.1.8).1.10.f
Frequently asked questions
- What grade levels do these standards cover?
- Grade 1
- Where can I read the official document?
- READING, WRITING, AND COMMUNICATING
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Keep exploring Extended Evidence Outcomes: Reading, Writing, Communicating standards
Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.