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Set forth below are the Minimum Reading Competency Skill Levels based on the Colorado Academic Standards that must be attained by the end of the year that have a significant correlation to reading on grade level. Throughout the school year, the teacher must collect a body of evidence in order to determine whether the student demonstrates mastery of the following skills.
[NAME] | First Grade Minimum Reading Competencies | Second Grade Minimum Reading Competencies | Third Grade Minimum Reading Competencies
Phonological & Phonemic Awareness | Phonemic Awareness | Phonemic Awareness | Phonemic Awareness
□  Recognize and produce rhyming words | □  Orally produce single-syllable words by blending sounds, including blends | □  The student must be able to demonstrate all of the phonemic awareness skill competencies outlined in [NAME] and First Grade | □  The student must be able to demonstrate all of the phonemic awareness skill competencies outlined in [NAME] and First Grade
□  Identify and produce groups of words that begin with the same sound   (alliteration) | □  Segment spoken single-syllable words into their complete sequence of individual sounds
[NAME], pronounce, blend, and segment syllables in spoken words | □  Distinguish long from short vowel sounds in spoken single-syllable words
□  Blend and segment the onset and rime of single syllable spoken words
□  Identify phonemes for letters
□  Identify the initial, medial, and final phonemes of spoken words
□  Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words
[NAME] or substitute individual sounds in simple, one-syllable words to make new  words
Concepts of Print | Concepts of Print
□  Demonstrate understanding of the organization and basic features of print | □  Recognize the distinguishing features of a sentence
□  Understand that words are separated by spaces in print, also known as concept of word
□  Identify the front cover, back cover, and title page of a book;
□  Recognize that spoken words are represented in written language by specific sequences of   letters
Alphabetic Principle and Phonics | Phonics | Phonics | Phonics
□  Recognize and name all upper and lowercase letters of the alphabet | □  Know the spelling-sound correspondences for common consonant digraphs | □  Decode words with common prefixes and suffixes | □  Identify and know the meaning of the most common prefixes and derivational suffixes
□  Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant | □  Use knowledge that every syllable must have a vowel sound to determine the number of   syllables in a printed word | □  Identify words with inconsistent but common spelling-sound correspondences | □  Decode words with common Latin suffixes
□  Distinguish between similarly spelled words by identifying the sounds of the letters that differ | □  Decode two-syllable words following basic patterns by breaking words into syllables | □  Distinguish long and short vowels in regularly spelled one syllable words | □  Decode multisyllabic words
□  Associate the long and short sounds with the common spellings for the five major vowels | □  Know fine –e and common vowel team conventions for representing long vowel sounds | □  Distinguish long and short vowels in regularly spelled one syllable words
□  Read Text consisting of short sentences comprised of learned sight words and consonant-   vowel-consonant (CVC) words | □  Read words with inflectional endings | □  Read multisyllabic words accurately and fluently
 | □  Use onsets and rimes to create new words (ip to make dip, lip, slip, ship) | □  Decode regularly spelled two-syllable words with long vowels
 | □  Accurately decode unknown words that follow a predictable letter/sound relationship
Vocabulary Development | Vocabulary Development | Vocabulary Development | Vocabulary Development
□  Identify new meanings for familiar words and apply them accurately | □  Use sentence level context as a clue to the meaning of a word or phrase | □  Determine the meaning of a new word formed when a known prefix is added to a known word | □  Determine the meaning of a new word formed when a known affix is added to a known word
□  Use the most frequently occurring inflections and affixes | □  Identify and understand compound words | □  Use a known root word as a clue to the meaning of an unknown word with the same root | □  Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language
□  Use new vocabulary that is directly taught through reading, speaking and listening; |  | □  Create new words by combining base words with affixes to connect known words to new words | □  Use sentence-level context as a clue to the meaning of a word or phrase
□  Relate new vocabulary to prior knowledge; |  | □  Use knowledge of the meaning of individual words to predict the meaning of compound words | □  Use knowledge of word relationships to identify antonyms or synonyms to clarify meaning
 |  |  | □  Use a known root word as a clue to the meaning of an unknown word with the same root
 |  |  | □  Determine the meaning of general academic and domain-specific words and phrases in a    text relevant to a grade 3 topic or subject area
Comprehension
Oral Language | Oral Language | Oral Language
□  Use words and phrases acquired through conversations, reading and being read to, and responding to texts. | □  Use sentence level context as a clue to the meaning of a word or phrase | □  Use content specific vocabulary to ask questions and provide information
□  Confirm understanding of a text read aloud of information presented orally or through other media by answering questions about key details and requesting clarification if something is  not understood. | □  Produce complete sentences when appropriate to task and situation | □  Recount or describe key ideas or details from a text read aloud
□  Ask and answer questions in order to seek help, get information, or clarify something that is not understood | Reading Fluency | Reading Fluency | Reading Fluency
□  Participate in collaborative conversations with diverse partners about [NAME] topics and texts with peers and adults in small and large groups; | □  Read grade-appropriate irregularly spelled words | □  Read grade-appropriate irregularly spelled words | □  Read grade-appropriate irregularly spelled words
□  Make predictions about what will happen in the text and explain whether they were  confirmed or not and why, providing evidence from the text | □  Read a minimum of 23 words per minute in the winter with fluency; read a minimum of 53      words per minute in the spring with fluency | □  Read a minimum of 51 words per minute in the fall with fluency; read a minimum of 72      words per minute in the winter with fluency; read a minimum of 89 words per minute in the  spring with fluency | □  Read a minimum of 71 words per minute in the fall with fluency; read a minimum of 92 words per minute in the winter with fluency; read a minimum of 107 words per minute in the spring with fluency
□  Explain major differences between books that tell stories and books that give information |  | □  Read grade level text accurately and fluently, attending to phrasing, intonation, and  punctuation | □  Read grade level text accurately and fluently, attending to phrasing, intonation, and  punctuation
□  Listen with comprehension to follow two-step directions;
Listening Comprehension
Reading Comprehension | Reading Comprehension | Reading Comprehension | Reading Comprehension
□  With prompting and support, answer questions about key details in a text | □  Answer questions about key details in a text | □  Recount or describe key ideas or details from a text read aloud | □  Identify a main topic of a multi-paragraph text as well as the focus of specific paragraphs    within the text
□  With prompting and support, identify characters, settings, and major events in a story | □  Identify who is telling the story at various points in a text | □  Use context to confirm or self-correct word recognition and understanding, rereading as      necessary | □  Answer questions to demonstrate understanding of a text, referring explicitly to the text as  the basis for the answers
□  Recognize common types of texts | [NAME] the connection between two individuals, events, ideas, or pieces of information in a text | □  Answer such questions as who, what, where, when, why and how to demonstrate    understanding of key details in a text | □  Use a variety of comprehension strategies to interpret text (attending, searching, predicting,      checking, and self-correcting)
 | □  Know and use various text features to locate key factors or information in a text | [NAME] the main idea using relevant and significant details in a variety of texts | □  Determine the main idea of a text; recount the key details and explain how they support the main idea
 | □  Identify the reasons an author gives to support points in a text | □  Know and use various text features to locate key factors or information in a text efficiently | [NAME] central ideas and important details from a text
 | □  Compare and contrast the adventures and experiences of characters in stories | □  Identify the main purpose of a text, including what the author want to answer, explain, or      describe | □  Compare and contrast the themes, settings, and plots of stories written by the same author     about the same or similar characters
 | □  Identify basic similarities in and differences between two texts on the same topic | □  Read text to perform a specific task such as follow a recipe or play a game | □  Use semantic cues and signal words (because, although) to identify cause/effect and       compare/contrast relationships
 |  | □  Explain how specific images contribute to and clarify a text | [NAME] the logical connection between particular sentences and paragraphs in a text
 |  | □  Compare and contrast the most important point presented by two texts on the same topic | □  Read and comprehend information texts, including history/social studies, science, and       technical texts
 |  | □  Read and comprehend informational texts, including history/social studies, science, and  technical texts | □  Compare and contrast the most important points and key details presented in two texts on   the same topic
 |  | [NAME] how characters in a story respond to major events and challenges | [NAME] the relationship between a series of historical events, scientific ideas, or steps in technical procedures in a text, using language that pertains to time, sequence,  and cause/effect
 |  | [NAME] the overall structure of a story, including describing how the beginning introduces      the story and the ending concludes the story
 |  | □  Compare and contrast two or more versions of the same story by different authors or by different cultures