Reading_Writing

COLORADO
MODEL CONTENT STANDARDS
FOR READING AND WRITING

Colorado Model Content Standards for Reading and Writing

The ability to communicate clearly -- to read, write, speak, and listen -- forms the core of human culture. Reading, writing, speaking, and listening skills are essential tools for learning, for success in the workplace, for enriching and expanding our lives, and for responsible citizenship.

Language skills are particularly critical in the area of education. Through language abilities, students understand the academic content areas. Success in learning is grounded in students acquiring solid knowledge and skills in reading, writing, speaking, and listening. The Colorado Model Content Standards set high expectations in these areas for all students.

Reading and writing also have the power to bridge time and place. We remain in contact with people who lived before us through literature and other written records of human experience. We reach toward our future by knowing how to locate, read, and make use of an ever-increasing amount of information.

More than a year of public response and discussion has resulted in these model Reading and Writing standards. These standards express what each student in Colorado should know and be able to do in order to

become fluent readers, writers, and speakers;
be able to communicate effectively, concisely, coherently, and imaginatively;
recognize the power of language and use that power ethically and creatively; and
be at ease communicating in an increasingly technological world.

For the benefit of Colorado students, educators, parents, and communities can now focus their attention and energy on creating the conditions under which all students can meet these expectations. Therefore, it is the responsibility of the education community to intervene at the earliest point in the child's formal educational experience where, through careful observation, it becomes apparent that a child is not progressing in a manner which will lead to the meeting of these standards.

Colorado Model Content Standards

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:
The goal for students at all levels is that they know and can use strategies--various ways of unlocking the meaning of words and larger blocks of text--to become successful readers. The strategies are applied in increasingly difficult reading material at each grade level. At all levels, students should be challenged to read literature and other materials that stimulate their interests and intellectual abilities. Reading from a wide variety of texts, both assigned and student selected, provides experience in gaining information and pleasure from diverse forms and perspectives.

Note: A reference list of sources of book lists can be found at the end of the Reading and Writing Standards. None of these book lists have been endorsed by the Colorado State Board of Education.

GRADES K-4

In grades K-4, what the students know and are able to do includes

using a full range of strategies to comprehend materials such as directions, nonfiction material, rhymes and poems, and stories.

GRADES 5-8

As students in grades 5-8 extend their knowledge, what they know and are able to do includes

using a full range of strategies to comprehend technical writing, newspapers, magazines, poetry, short stories, plays, and novels in addition to the types of reading material mentioned above. Students extend their thinking and understanding as they read stories about people from similar and different backgrounds.

GRADES 9-12

As students in grades 9-12 extend their knowledge, what they know and are able to do includes

using a full range of strategies to comprehend essays, speeches, autobiographies, and first-person historical documents in addition to the types of literature mentioned above.

For students extending their English/Language Arts education beyond the standards, what they know and are able to do may include

using a full range of strategies to comprehend literary criticism and literary analysis, professional and technical journals, and professional-level reading materials that match their career or academic interests.

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:
Writing and speaking are essential tools for learning, for success in the workplace, and for responsible citizenship. Developing a range of writing and speaking abilities requires extensive study, practice, and thinking. Students need frequent opportunities to write and speak for different audiences and purposes, and they need to be able to communicate expressively, informatively, and analytically. Growth in writing and speaking abilities occurs by applying skills to increasingly challenging communication tasks.

GRADES K-4

In grades K-4, what students know and are able to do includes

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

As students in grades 5-8 extend their knowledge, what they know and are able to do includes

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

As students in grades 9-12 extend their knowledge, what they know and are able to do includes

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.

For students extending their English/Language Arts education beyond these standards, what they know and are able to do may include

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:
Students need to know and be able to use standard English. Proficiency in this standard plays an important role in how the writer or speaker is understood and perceived. All skills in this standard are reinforced and practiced at all grade levels and should be monitored by both the teacher and student to develop lifelong learning skills.

GRADES K-4

In grades K-4, what the students know and are able to do includes

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

As students in grades 5-8 extend their knowledge, what they know and are able to do includes

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

As students in grades 9-12 extend their knowledge, what they know and are able to do includes

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:
Students use reading, writing, speaking, listening, and viewing to think and learn. By moving beyond a literal interpretation of text to an analysis of an author's, speaker's, or director's purpose and perspectives, students practice and improve their higher-level thinking skills. Students need to recognize and evaluate different points of view and to follow a line of reasoning to its logical conclusion. Students need to think about their writing and reading skills and work toward improvement.

GRADES K-4

In grades K-4, what students know and are able to do includes

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

As students in grades 5-8 extend their knowledge, what they know and are able to do includes

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

As students in grades 9-12 extend their knowledge, what they know and are able to do includes

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.

For students extending their English/Language Arts education beyond the standard, what they know and are able to do may include

applying principles of formal logic to written and oral texts.

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:
In this age of information and technology, people need reading and information-retrieval skills that will enable them to access facts, images, and text from many sources. The sheer volume of data makes it necessary for information seekers to be able to wade through a maze of facts, figures, and images, and to identify what is useful and relevant.

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

In grades K-4, what students know and are able to do includes

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

As students in grades 5-8 extend their knowledge, what they know and are able to do includes

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

As students in grades 9-12 extend their knowledge, what they know and are able to do includes

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.

For students extending their English/Language Arts education beyond the standards, what they know and are able to do may include

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:
Literature records human expression in such forms as speeches, poems, novels, stories, nonfiction, essays, plays, films, biographies, and autobiographies by male and female speakers and writers. The study of literary traditions offers a perspective on enduring questions, a glimpse into human motives and conflicts, and a sense of the beauty and power of spoken and written language. In addition, literature transmits and transforms culture; it also enables students to think, communicate, and participate in society. The study of literature and writers of the United States honors the heritage and cultures of all people who live or have lived in America, and it thus helps students develop an understanding of our national experience. A comprehensive literature program fosters habits of reading that carry over into adult life.

Note: A reference list of sources of book lists can be found at the end of the Reading and Writing Standards. None of these book lists have been endorsed by the Colorado State Board of Education.

GRADES K-4

In grades K-4, what students know and are able to do includes

reading, responding to, and discussing a variety of literature such as folk tales, legends, myths, fiction, rhymes and poems, non-fiction, and content-area reading;
reading, responding to, and discussing literature as a way to explore the similarities and differences among stories and the ways in which those stories reflect the ethnic background of the author and the culture in which they were written;
recognizing the concept of classic or enduring literature, and reading and listening to classic works;
using literary terminology such as setting, plot, character, problem, and solution; and
using new vocabulary from literature in other context.

GRADES 5-8

As students in grades 5-8 extend their knowledge, what they know and are able to do includes

reading, responding to, and discussing a variety of novels, poetry, short stories, non-fiction, content-area and technical material, and plays;
reading, responding to, and discussing literature that represents points of view from places, people, and events that are familiar and unfamiliar;
distinguishing the elements that characterize and define a literary "classic";
comparing the diverse voices of our national experience as they read a variety of United States literature;
using literary terminology accurately, including setting, character, conflict, plot, resolution, theme, foreshadowing, and figurative language; and
using new vocabulary from literature in other context.

GRADES 9-12

As students in grades 9-12 extend their knowledge, what they know and are able to do includes

reading, responding to, and discussing novels, poetry, short stories, non-fiction, content-area and technical material, plays, essays, and speeches;
using literary terminology accurately, such as theme, mood, diction, idiom, perspective, style, and point of view;
identifying recurrent themes in United States literature; and
developing and supporting a thesis about the craft and significance of particular works of literature, both classic and contemporary, from a variety of ethnic writers. For students extending their English/Language Arts education beyond the standards, what they know and are able to do may include
comparing and contrasting stories, novels, poems, and other forms of literature from different countries, time periods, or cultures;
using novels, poetry, short stories, non-fiction, autobiographies, plays, essays, speeches, literary criticisms and analyses, and any other literature to explore academic, personal, or career issues; and
understanding the common themes in the literature of the United States and in world literature.

REFERENCE LIST OF SOURCES OF BOOK LISTS

Note: None of these book lists have been endorsed by the Colorado State Board of Education.

Cianciolo, Patricia. Picture Books for Children, Third Edition. Chicago: American Library Association, 1990.
Criscoe, Betty L. Award-Winning Books for Children and Young Adults: An Annual Guide. Metuchen, NJ: Scarecrow Press, 1990.
Estell, Douglas, Michele L. Satchwell, and Patricia S. Wright. Reading Lists for College-Bound Students. New York: Preneice Hall, 1993.
Friedbert, Joan Brest, June B. Mullins, and Adelaide Weir Sukiennik. Portraying the Disabled: A Guide to Juvenile Non-Fiction. New York: Bowker, 1991.
Fry, Edward Bernard, Jacqueline E. Kress, and Dona Lee Fountoukidis. The Reading Teacher's Book of Lists. 3rd edition. Englewood Cliffs, NJ: Prentice Hall, 1993.
Gillespie, John T. and Corinne J. Naden, editors. Best Books for Children: Preschool through Grade 6. 4th edition. New York: Bowker, 1990.
Gillespie, John T., editor. Best Books for Junior High Readers. New Providence, NJ: Bowker, 1991.
Gillespie, John Thomas, editor. Best Books for Senior High Readers. New Providence, NJ: Bowker, 1991.
Hirsch, E. D. Cultural Literacy: What Every American Needs to Know. Boston: Houghton Mifflin, 1987.
Horn Book Guide to Children's and Young Adult Books, The. Boston: The Horn Book. Published twice yearly.
Kennedy, Day Ann, et al. Science and Technology in Fact and Fiction: A Guide to Children's Books. New York: Bowker, 1990.
Kobrin, Beverly. Eyeopeners! How to Choose and Use Children's Books about Real People, Places, and Things. New York: Penguin, 1988.
Kruse, Ginny Moore, Kathleen T. Horning, Merri V. Lindgren and Katherine Odahowski. Multicultural Literature for Children and Young Adults: A Selected Listing of Books, 1980-1990, by and about People of Color. 3rd edition. Madison, WI: Cooperative Children's Book Center, University of Wisconsin at Madison: Wisconsin Department of Public Instruction, 1991.
Lipson, Eden Ross. The New York Times Parent's Guide to the Best Books for Children. Revised edition. New York: Times Books, 1991. Miller-Lachmann, Lyn. Our Family, Our Friends, Our World: An Annotated Guide to Significant Multicultural Books for Children and Teenagers. New Providence, NJ: Bowker, 1992.
Minneapolis Public Library, Children's Services Dept. Rainbow Collection: Multicultural Children's Books. 2nd edition. Minneapolis: The Library, 1992.
Nilsen, Alleen Pace, editor, and the Committee on the Junior High and Middle School Booklist of the National Council of Teachers of English. Your Reading: A Booklist for Junior High and Middle School Students. 8th edition, Urbana, IL: NCTE, 1991.
Wilson, George and Joyce Moss. Books for Children to Read Alone: A Guide for Parents and Librarians. New York: Bowker, 1988.
Wilson, George and Joyce Moss. Tried and True: 500 Nonfiction Books Children Want to Read. New York: Bowker, 1992.
Wurth, Shirley, editor, and the Committee on the Senior High School Booklist of the National Council of Teachers of English. 11th edition. Books for You: A Booklist for Senior High Students. Urbana, IL: NCTE, 1992.

Available from American Library Association, 50 E. Huron, Chicago, Illinois 60611: Notable Books for Children (pamphlet); Best Books for Young Adults (pamphlet); Recommended Books for the Young Adult Reader (pamphlet)
Available from Children's Book Council, 568 Broadway, Suite 404, New York, NY 10012 (Annual book list).

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