COLORADO
MODEL CONTENT STANDARDS
FOR
READING AND WRITING

STANDARD 1:

Students read and understand a variety of materials. In order to meet this standard, students will

• use comprehension skills such as previewing, predicting, inferring, comparing and contrasting, re-reading and self-monitoring, summarizing, identifying the author's purpose, determining the main idea, and applying knowledge of foreshadowing, metaphor, simile, symbolism, and other figures of speech;
• make connections between their reading and what they already know, and identify what they need to know about a topic before reading about it;
• adjust reading strategies for different purposes such as reading carefully, idea by idea; skimming and scanning; fitting materials into an organizational pattern, such as reading a novel chronologically; finding information to support particular ideas; and finding the sequence of steps in a technical publication;
• use word recognition skills and resources such as phonics, context clues, picture clues, word origins, and word order clues; reference guides; roots, prefixes, and suffixes of words for comprehension; and
• use information from their reading to increase vocabulary and enhance language usage.

RATIONALE:

STANDARD 2:

Students write and speak for a variety of purposes and audiences. In order to meet this standard, students will

• write and speak for a variety of purposes such as telling stories, presenting analytical responses to literature, conveying technical information, explaining concepts and procedures, and persuading;
• write and speak for audiences such as peers, teachers, and the community;
• plan, draft, revise, proofread, and edit written communications;
• use a variety of devices such as figurative language, symbolism, dialect, and precise vocabulary to convey meaning;
• organize written and oral presentations using strategies such as lists, outlining, cause/effect relationships, comparison/contrast, problem/solution, and narration; and
• use handwriting and at the most appropriate time, word processing to produce a product that is legible.

RATIONALE:

GRADES K-4

• generating topics and developing ideas for a variety of writing and speaking purposes (for example, telling a story, publishing a class newsletter, writing a letter to an adult, writing or orally presenting a book report, creating and producing a play, introducing a speaker or an event, narrating a presentation);
• organizing their speaking and writing;
• choosing vocabulary that communicates their messages clearly and precisely;
• revising and editing speech and writing; and
• creating readable documents with legible handwriting or word processing at the appropriate time.

GRADES 5-8

• writing stories, letters, and reports with greater detail and supporting material;
• choosing vocabulary and figures of speech that communicate clearly;
• drafting, revising, editing, and proofreading for a legible final copy;
• applying skills in analysis, synthesis, evaluation, and explanation to their writing and speaking;
• incorporating source materials into their speaking and writing (for example, interviews, news articles, encyclopedia information);
• writing and speaking in the content areas (for example, science, geography, history, literature), using the technical vocabulary of the subject accurately; and
• recognizing stylistic elements such as voice, tone, and style.

GRADES 9-12

• using fictional, dramatic, and poetic techniques in writing;
• conveying technical information in a written form appropriate to the audience;
• supporting an opinion using various forms of persuasion (factual or emotional) in speaking and writing;
• incorporating material from a wider range of sources (for example, newspapers, magazines, interviews, technical publications, books) in their writing and speaking;
• selecting a focused topic and drafting, revising, editing, and proofreading a legible final copy;
• writing in various specialized fields such as career and academic interest areas (for example, scientific, technical, business communications); and
• experimenting with stylistic elements such as voice, tone, and style.

• writing longer, formal papers using sources such as technical journals and government publications to support an original thesis;
• making oral presentations for audiences within or outside the school in a variety of media;
• using style books or technical manuals to become self-evaluators of their writing; and
• analyzing, synthesizing, and evaluating a variety of written and spoken material.

STANDARD 3:

Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling. In order to meet this standard, students will

• know and use correct grammar in speaking and writing;
• apply correct usage in speaking and writing;
• use correct sentence structure in writing; and
• demonstrate correct punctuation, capitalization, and spelling.

RATIONALE:

GRADES K-4

• knowing and using subject/verb agreement;
• knowing and using correct modifiers;
• knowing and using correct capitalization, punctuation, and abbreviations; and
• spelling frequently used words correctly using phonics rules and exceptions.

GRADES 5-8

• identifying the parts of speech such as nouns, pronouns, verbs, adverbs, adjectives, conjunctions, prepositions, and interjections;
• using correct pronoun case, regular and irregular noun and verb forms, and subject-verb agreement involving comparisons in writing and speaking;
• using modifiers, homonyms, and homophones in writing and speaking;
• using simple, compound, complex, and compound/complex sentences in writing and speaking;
• punctuating and capitalizing titles and direct quotations, using possessives, and correct paragraphing in writing;
• using prefixes, root words, and suffixes correctly in writing and speaking;
• expanding spelling skills to include more complex words;
• demonstrating use of conventional spelling in their published works; and
• using resources such as spell checkers, dictionaries, and charts to monitor their spelling accuracy.

GRADES 9-12

• using pronoun reference correctly in writing and speaking;
• using phrases and clauses for purposes of modification and parallel structure in writing and speaking;
• using internal capitalization and punctuation of secondary quotations in writing;
• using manuscript forms specified in various style manuals for writing (for example, indenting for extended quotations, precise placement and form of page numbers, appropriate line spacing); and
• refining spelling and grammatical skills and becoming a self-evaluator of their writing and speaking.

STANDARD 4:

Students apply thinking skills to their reading, writing, speaking, listening, and viewing. In order to meet this standard, students will

• make predictions, analyze, draw conclusions, and discriminate between fact and opinion in writing, reading, speaking, listening, and viewing;
• use reading, writing, speaking, listening, and viewing to define and solve problems;
• recognize, express, and defend points of view orally and in writing;
• identify the purpose, perspective, and historical and cultural influences of a speaker, author, or director; and
• evaluate the reliability, accuracy, and relevancy of information.

RATIONALE:

GRADES K-4

• recognizing an author's point of view;
• predicting and drawing conclusions about stories;
• differentiating between fact and opinion in written and spoken forms;
• using reading, writing, speaking, and listening to define and solve problems;
• responding to written and oral presentations as a reader, listener, and articulate speaker;
• formulating questions about what they read, write, hear, and view; and
• using listening skills to understand directions.

GRADES 5-8

• recognizing an author's or speaker's point of view and purpose, separating fact from opinion;
• using reading, writing, speaking, listening, and viewing skills to solve problems and answer questions;
• making predictions, drawing conclusions, and analyzing what they read, hear, and view;
• recognizing, expressing, and defending a point of view orally in an articulate manner and in writing; and
• determining literary quality based on elements such as the author's use of vocabulary, character development, plot development, description of setting, and realism of dialogue.

GRADES 9-12

• recognizing an author's point of view, purpose, and historical and cultural context;
• using reading, writing, listening, articulate speaking, and viewing to solve problems;
• knowing what constitutes literary quality based on elements such as the author's point of view, the author's selection of significant details, theme development, and the author's reflection of events and ideas of his or her lifetime; and
• critiquing the content of written work and oral presentations.

STANDARD 5:

Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources. In order to meet this standard, students will

• select relevant material for reading, writing, and speaking purposes;
• understand the structure, organization, and use of various media, reference, and technological sources as they select information for their reading and writing;
• paraphrase, summarize, organize, and synthesize information;
• give credit for others' ideas, images, or information; and
• use information to produce a quality product.

RATIONALE:

Knowing how to locate, evaluate, and make use of an ever-increasing amount of information demands a broader repertoire of reading strategies. This implies an expanded definition of literacy that includes reading for information in a technological age. Students need to become discerning consumers of information.

GRADES K-4

• using organizational features of printed text (for example, page numbering, alphabetizing, glossaries, chapter heading, tables of contents, indexes, captions);
• recognizing organizational features of electronic information (for example, pull-down menus, icons, key word searches);
• using organizational features to locate media or electronic information (for example, passwords, entry menu features, pull-down menus, icons, key word searches);
• taking notes, outlining, and identifying main ideas in resource materials;
• sorting information as it relates to a specific topic or purpose; and
• giving credit for borrowed information by telling or listing sources.

GRADES 5-8

• using organizational features of printed text such as prefaces, afterwords, and appendices;
• using organizational features of electronic information (for example, microfiche headings and numbering, headings for accessing nested information in hypertext media, electronic media CD-ROM, laser disc), and library and interlibrary catalog databases;
• locating and selecting relevant information;
• using available technology to research and produce an end-product that is accurately documented; and
• giving credit for borrowed information in a bibliography.

GRADES 9-12

• using organizational features of printed text such as citations, end notes, and bibliographic references to locate relevant information;
• evaluating information in light of what they know and their specific needs;
• using organizational features of electronic text such as bulletin boards, database keyword searches, and e-mail addresses to locate information when technology is available;
• using strategies to gain information from journals, research studies, and technical documents; and
• using available technology to access information, conduct research, and produce a carefully documented product.

• understanding and applying knowledge of the structure, organization, and use of various media, reference, and technological information sources in their reading and writing as they meet academic, personal, and professional challenges;
• locating information appropriate for their reading and writing purposes such as career and academic interest, leisure time, and self-improvement;
• using information from various resources, both primary and secondary, as a vehicle for expressing their own thoughts, impressions, and ideas;
• giving precise, formal credit for others' ideas, images, or information; and
• planning and presenting multimedia presentations.

STANDARD 6:

Students read and recognize literature as a record of human experience. In order to meet this standard, students will

• know and use literary terminology;
• read literature to investigate common issues and interests;
• read literature to understand places, people, events, and vocabulary, both familiar and unfamiliar;
• read literature that reflects the uniqueness and integrity of the American experience;
• read classic and contemporary literature, representing various cultural and ethnic traditions from throughout the world; and
• read classic and contemporary literature of the United States about the experiences and traditions of diverse ethnic groups.

RATIONALE: