Evidence Outcomes:

a. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (CCSS: SL.K.1)*

i. Follow agreed-upon rules for discussions (for example: listening to others and taking turns speaking about the topics and texts under discussion). (CCSS: SL.K.1a)

ii. Continue a conversation through multiple exchanges. (CCSS: SL.K.1b)

b. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (CCSS: SL.K.2) *

c. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CCSS: SL.K.3) *

d. Listen with comprehension to follow two-step directions. *

e. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (CCSS: L.K.6) *

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Develop insight into the nature of communicating and the concept of culture: realize there are multiple ways of viewing the world by actively listening while engaging in effective discourse and collaborative conversations.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Students will understand that there are expected and unexpected behaviors/language in communicating

• Students will understand effective communication skills in order to interact with others for various purposes, tasks, and audiences

In order to meet these essential understandings, students must know...

• The agreed-upon rules for discussion

• Listen to continue conversations or follow directions

• Speak one at a time

• Expected social cues

• Expected body language

• How to evaluate verbal and non-verbal cues from peers

• Recognize own emotions and how to regulate them

• Recognize other’s thoughts/opinions can differ than your owns

• Question formulation

• How to ask questions

• Use question words

• How to monitor for understanding

• Response

• Use sentence starters

• Continue a conversation through multiple exchanges

In order to meet these essential understandings, students must be able to...

• Apply rules of discussion and expected social cues

• Evaluate verbal and non-verbal cues from peers

• Ask questions to gain information or seek clarification

• Determine important ideas to contribute on the topic

• Communicate personal or academic thinking clearly and respectfully

• Follow multi-step directions

Evidence Outcomes:

a. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CCSS: SL.K.4)

b. Add drawings or other visual displays to descriptions as desired to provide additional detail. (CCSS: SL.K.5)

c. Speak audibly and express thoughts, feelings, and ideas clearly. (CCSS: SL.K.6)

d. Sort common objects into categories (for example: shapes, foods) to gain a sense of the concepts the categories represent. (CCSS: L.K.5a)

e. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). (CCSS: L.K.5b)

f. Identify real-life connections between words and their use (for example: note places at school that are colorful). (CCSS: L.K.5c)

g. Distinguish shades of meaning among verbs describing the same general action (for example: walk, march, strut, prance) by acting out the meanings. (CCSS: L.K.5d)

h. Use new vocabulary that is directly taught through reading, speaking, and listening. *

i. Relate new vocabulary to prior knowledge. *

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Communicate and present effectively based on purpose, task, and audience using appropriate language and planning.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

Students will understand building vocabulary allows for deeper understanding and more effective communication

In order to meet these essential understandings, students must know...

• Words to describe objects, people, and events (adjectives)

• Words to describe actions (verbs)

• Words have have opposites (antonyms)

• Multiple words can describe the same meaning (synonyms)

• Real-life connections to words

In order to meet these essential understandings, students must be able to...

• Describe objects, people, and events (adjectives) and use them to categorize

• Describe actions (verbs)

• Identify the opposite (antonyms)

• Identify other words with the same meaning (synonyms)

• Communicate clearly and respectfully

• Utilize schema to understand new words and make connections

Evidence Outcomes:

a. Use Key Ideas and Details to:

i. With prompting and support, ask and answer questions about key details in a text. (CCSS: RL.K.1) *

ii. With prompting and support, retell familiar stories, including key details. (CCSS: RL.K.2)

iii. With prompting and support, identify characters, settings, and major events in a story. (CCSS: RL.K.3) *

b. Use Craft and Structure to:

i. Ask and answer questions about unknown words in a text. (CCSS: RL.K.4)

ii. Recognize common types of texts (for example: storybooks, poems). (CCSS: RL.K.5) *

iii. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. (CCSS: RL.K.6)

c. Use Integration of Knowledge and Ideas to:

i. With prompting and support, describe the relationship between illustrations and the story in which they appear (for example: what moment in a story an illustration depicts). (CCSS: RL.K.7)

ii. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. (CCSS: RL.K.9)

d. Use Range of Reading and Level of Text Complexity to:

i. Actively engage in group reading activities with purpose and understanding. (CCSS: RL.K.10)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Read a variety of literary texts to build knowledge, interpret, comprehend, and analyze literature to better understand the human experience.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core process students must understand are...

Students will deepen their understanding of literary text and share their thinking in relevant and connected ways

In order to meet these essential understandings, students must know...

• Use Key Ideas and Details

  • Literary Elements:

    • A setting is when or where the story takes place

    • A character is who or what the story is about

    • Events are what happens in the story or what the character experiencing

  • Key details are the important parts of the story

  • Asking questions help us better understand details

    • Question Words

  • How to respond to a question about a detail

• Use Craft and Structure

  • Asking questions about unknown words helps us understand the story

    • Question Words

  • How to respond to a question about an unknown word

  • There are different types of literary texts

  • The role of the author

• The role of an iIllustrator

• Use Integration of Knowledge and Ideas

• There is a relationship between the text and the illustration

• Compare and contrast structure

• Characters have experiences

• Use Range of Reading and Text Complexity

  • The purpose of reading activities

In order to meet these essential understandings, students must be able to...

• Use Key Ideas and Details

  • Literary Elements:

    • Identify and describe the setting

    • Identify and describe the characters

    • Identify and describe major events

  • Determine important key details and synthesize to retell a story

  • Ask and answer questions about key details

• Use Craft and Structure

  • Ask and answer questions about unknown words

  • Identify different types of text (poems, narrative, fiction)

  • Identify and describe the role of the author

• Identify and describe the role of an iIllustrator

• Use Integration of Knowledge and Ideas

  • Describe the relationship between the story and the illustration

  • Activate schema to compare and contrast character’s experience

• Use Range of Reading and Text Complexity

  • Engage in reading activities

Evidence Outcomes:

a. Use Key Ideas and Details to:

i. With prompting and support, ask and answer questions about key details in a text. (CCSS: RI.K.1) *

ii. With prompting and support, identify the main topic and retell key details of a text. (CCSS: RI.K.2)

iii. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CCSS: RI.K.3)

b. Use Craft and Structure to:

i. With prompting and support, ask and answer questions about unknown words in a text. (CCSS: RI.K.4)

ii. Identify the front cover, back cover, and title page of a book. (CCSS: RI.K.5) *

iii. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. (CCSS: RI.K.6)

c. Use Integration of Knowledge and Ideas to:

i. With prompting and support, describe the relationship between illustrations and the text in which they appear (for example: what person, place, thing, or idea in the text an illustration depicts). (CCSS: RI.K.7)

ii. With prompting and support, identify the reasons an author gives to support points in a text. (CCSS: RI.K.8)

iii. With prompting and support, identify basic similarities in and differences between two texts on the same topic (for example: in illustrations, descriptions, or procedures). (CCSS: RI.K.9)

d. Use Range of Reading and Level of Text Complexity to:

i. Actively engage in group reading activities with purpose and understanding. (CCSS: RI.K.10)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Read a variety of informational texts to build knowledge, interpret, comprehend, and analyze information to better understand the human experience and the world around us.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

Students will deepen their understanding of information text and share their thinking in relevant and connected ways.

In order to meet these essential understandings, students must know...

• Use Key Ideas and Details

  • The main topic is what the whole text is about

  • Key details are the important information

  • Asking questions help us better understand the details

    • Question Words

  • How to respond to a question about a detail

  • Connections are the relationship between individuals, events, ideas, or information

• Use Craft and Structure

  • Asking questions about unknown words helps us better understand the information

    • Question Words

  • How to respond to a question about an unknown word

  • There are different parts of a book (front cover, back cover, title page)

  • The role of the author

• The role of an illustrator

• There are non-fiction text structures (table of contents, labels, diagrams, bold or underlined words)

• Use Integration of Knowledge and Ideas

  • There is a relationship between the illustration and the text

  • Authors supply reasons to support their point

  • Two texts on the same topic can have similarities and differences

    • Understand similarities and differences

• Purpose of different types of text (fiction vs. nonfiction)

In order to meet these essential understandings, students must be able to...

• Use Key Ideas and Details

  • Determine important key details

  • Synthesize a text to determine the main topic and use it to retell

  • Ask and answer questions about key details and unknown words

    • Create a verbal response by restating and answer the question

  • Describe connections between individuals, events, ideas, or information

• Use Craft and Structure

  • Ask and answer questions about unknown words

  • Identify the parts of a book (front cover, back cover, title page)

  • Identify and describe the role of the author

• Identify and describe the role of an illustrator

• Identify and describe non-fiction text structures (table of contents, labels, diagrams, bold or underlined words)

• Use Integration of Knowledge and Ideas

  • Describe the relationship between illustrations and text

  • Determine important reasons authors give to support point

  • Activate schema to compare and contrast two texts on the same topic

Evidence Outcomes:

a. Demonstrate understanding of the organization and basic features of print. (CCSS: RF.K.1) *

i. Follow words from left to right, top to bottom, and page by page. (CCSS: RF.K.1a)

ii. Recognize that spoken words are represented in written language by specific sequences of letters. (CCSS: RF.K.1b) *

iii. Understand that words are separated by spaces in print (concept of word). (CCSS: RF.K.1c) *

iv. Recognize and name all upper- and lowercase letters of the alphabet. (CCSS: RF.K.1d)*

b. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CCSS: RF.K.2)

i. Recognize and produce rhyming words. (CCSS: RF.K.2a) *

ii. Count, pronounce, blend, and segment syllables in spoken words. (CCSS: RF.K.2b) *

iii. Blend and segment the onset and rime of single-syllable spoken words. (adapted from CCSS: RF.K.2c) *

iv. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (adapted from CCSS: RF.K.2d) *

v. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. (CCSS: RF.K.2e) *

vi. Read text consisting of short sentences comprised of learned sight words and consonant-vowel-consonant (CVC) words. *

vii. Identify phonemes for letters. *

c. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.K3)

i. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. (adapted from CCSS: RF.K.3a) *

ii. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. (CCSS: RF.K.3b) *

iii. Read common high-frequency words by sight (for example: the, of, to, you, she, my, is, are, do, does). *(CCSS: RF.K.3c)

iv. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CCSS: RF.K.3d) *

d. Read emergent-reader texts with purpose and understanding. (CCSS: RF.K.4)

e. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. (CCSS: L.K.4)

i. Identify new meanings for familiar words and apply them accurately (for example: knowing duck is a bird and learning the verb to duck). (CCSS: L.K.4a) *

ii. Use the most frequently occurring inflections and affixes (for example: -ed,-s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. (CCSS: L.K.4b) *

f. Identify and manipulate sounds.

i. Identify and produce groups of words that begin with the same sound (alliteration). *

ii. Identify the initial, medial, and final phoneme (speech sound) of spoken words. *

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Develop insight into the nature of language by understanding language functions in different contexts, by commanding a variety of word-learning strategies to aid comprehension, and by making effective choices for meaning and style.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

Students will understand how to make meaning of text.

In order to meet these essential understandings, students must know...

Identify and apply:

• Basic features of print

  • Direction of words

  • Connection of oral language to written language

  • Words are separated by spaces

  • Upper and lowercase letters

• Phonological Awareness

  • Rhyming words

  • Alliteration (produce words with same beginning sound)

  • Blend and segment syllables

  • Blend and segment onset and rime

  • Isolate initial, medial, final phonemes

  • Add, substitute, delete phonemes

• Phonics

  • Letter sound correspondence for the most frequent consonant sound

  • Long and short vowel sounds for major vowels

  • Read Common high-frequency words

  • Decode real and nonsense words

  • Begin to understand common affixes

• Read

  • Read sentences with high-frequency and CVC words

  • Read with purpose and understanding

  • Identify how parts of a word (morphemes) help us make meaning

In order to meet these essential understandings, students must be able to...

• Use Key Ideas and Details

  • Determine important key details

  • Synthesize a text to determine main topic and use to retell

  • Ask and answer questions about key details and unknown words

    • Create a verbal response by restating and answer the question

  • Describe connections between individuals, events, ideas, or information

• Use Craft and Structure

  • Ask and answer questions about unknown words

  • Identify the parts of a book (front cover, back cover, title page)

  • Identify and describe the role of the author

• Identify and describe the role of an iIllustrator

• Identify and describe non-fiction text structures (table of contents, labels, diagrams, bold or underlined words)

• Use Integration of Knowledge and Ideas

  • Describe the relationship between illustrations and text

  • Determine important reasons authors give to support point

  • Activate schema to compare and contrast two texts on the same topic

Evidence Outcomes:

a. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (for example: My favorite book is…). (CCSS: W.K.1)

b. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. (CCSS: W.K.5)

c. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. (CCSS: W.K.6)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Critical writers use appropriate writing techniques to justify their opinions to others, supporting a point of view with reasons dependent on audience and purpose.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Students will understand the purpose of opinions and how to share them in writing

• Feedback helps you strengthen your writing

In order to meet these essential understandings, students must know...

• • An opinion is a view, judgment, feeling, or belief about something

  • The purpose of opinion writing (PIE-persuade, inform, entertain)

  • A writer conveys opinions through

    • Illustrations

      • Labels

    • Written text

    • Dictation (using sentence starters such as I think, I feel, I believe)

  • Ethical usage of digital tools

  • Communicate effectively (Standard K.1.2)

In order to meet these essential understandings, students must be able to...

• Determine when to form an opinion or use persuasive writing (PIE-persuade, inform, entertain)

• Create an opinion using a combination of

  • Labels

  • Illustrations

  • Written text

  • Dictation

• Respectfully, give and receive feedback from peers

  • Evaluating the strength of peers writing

  • Forming constructive feedback

  • Revising writing from feedback

• Explore digital tools to use and produce narrative

Evidence Outcomes:

a. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (CCSS: W.K.2)

b. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. (CCSS: W.K.5)

c. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. (CCSS: W.K.6)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Critical writers use appropriate writing techniques to effectively share information, research, and new learning with a clear focus.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Students will understand the purpose of information and how to share information in writing

• Feedback helps strengthen writing

In order to meet these essential understandings, students must know...

• A fact is something that is known or proven to be true

• The purpose of informative writing (PIE-persuade, inform, entertain)

• Convey information through

  • Illustrations

    • Labels

  • Written text

  • Dictation

• Ethical usage of digital tools

• Effective Communication (Standard K.1.2)

In order to meet these essential understandings, students must be able to...

• Determine when to share a fact/information (PIE-persuade, inform, entertain)

• Create an informative/explanatory text by naming the topic and supplying relevant information

• Respectfully, give and receive feedback from peers

  • Evaluating the strength of peers writing

  • Forming constructive feedback

  • Revising writing from feedback

• Explore digital tools to use and produce narrative

Evidence Outcomes:

a. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CCSS: W.K.3)

b. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. (CCSS: W.K.5)

c. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. (CCSS: W.K.6)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Critical writers use appropriate writing techniques to engage readers in real or imagined narratives with sequenced events and the appropriate level of detail.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Students will understand the purpose of narratives and how to share them in writing

• Feedback helps us strengthen writing

• Understand the connection between literary elements in reading and writing

In order to meet these essential understandings, students must know...

• A narrative is a sequenced account of real/imagined connected events

• The purpose of narrative writing (PIE-persuade, inform, entertain)

• How to convey a narrative through

  • Illustrations

    • Labels

  • Written text

  • Dictation

• Literary Elements

  • A setting is when or where the story takes place

  • A character is who or what the story is about

  • Events are what happens in the story or what the character is experiencing

• Characters react to events

  • Feelings (happy, sad, scared, mad, surprised)

• Ethical usage of digital tools

• How to communicate effectively (Standard K.1.2)

In order to meet these essential understandings, students must be able to...

• Determine when to share a narrative (PIE-persuade, inform, entertain)

• Create a narrative about an event/events in the order they occurred and include

  • Literary Elements (setting, character, events)

  • Characters reaction

• Respectfully, give and receive feedback from peers

  • Evaluating the strength of peers writing

  • Forming constructive feedback

  • Revising writing from feedback

• Explore digital tools to use and produce narrative

Evidence Outcomes:

a. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (CCSS: L.K.1)

i. Print many upper- and lowercase letters. (CCSS: L.K.1a)

ii. Use frequently occurring nouns and verbs. (CCSS: L.K.1b)

iii. Form regular plural nouns orally by adding /s/ or /es/ (for example: dog, dogs; wish, wishes). (CCSS: L.K.1c)

iv. Understand and use question words (interrogatives) (for example: who, what, where, when, why, how). (CCSS: L.K.1d)

v. Use the most frequently occurring prepositions (for example: to, from, in, out, on, off, for, of, by, with). (CCSS: L.K.1e)

vi. Produce and expand complete sentences in shared language activities. (CCSS: L.K.1f)

b. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. (CCSS: L.K.2)

i. Capitalize the first word in a sentence and the pronoun I. (CCSS: L.K.2a)

ii. Recognize and name end punctuation. (CCSS: L.K.2b)

iii. Write a letter or letters for most consonant and short-vowel sounds (phonemes). (CCSS: L.K.2c)

iv. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. (CCSS: L.K.2d)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Critical writers utilize the conventions of Standard English to convey their message through the recursive process of planning, drafting, revising, and editing.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Students will produce writing for various purposes that is clear and has accurate conventions and organization

In order to meet these essential understandings, students must know...

• • Demonstrate command of conventions of English grammar in writing and speaking

• Printing upper and lowercase letters with correct formation

• Using frequently occurring nouns (person, place, thing) and verbs (actions)

• Form regular plural nouns (/s/ or /es/)

• Use question words

• Use common prepositions (relation words)

• Demonstrate command of conventions of English capitalization, punctuation, and spelling when writing

  • Capitalize the first word in a sentence and the pronoun I

  • Ending punctuation (. ! ?)

  • Letter for consonants and short vowel sounds

  • Grade level high-frequency words

In order to meet these essential understandings, students must be able to...

• Produce writing for various purposes (persuasive, narrative, informative/expository) using

  • Correct handwriting

    • Printing many upper and lowercase letters with correct formation

  • Complete sentence(a subject and a predicate)

  • Capitalization

    • Capitalizing the first word in a sentence and the pronoun I

  • Punctuation

    • Ending punctuation (. ! ?)

  • Phonetic spelling

  • High-frequency word schema

Evidence Outcomes:

a. Participate in shared research and writing projects (for example: explore a number of books by a favorite author and express opinions about them). (CCSS: W.K.7)

b. Identify a clear purpose for research or inquiry (for example: If the class is learning about trees, is my need to know more about pets related?).

c. Ask a specific question and gather relevant information from various sources related to that question that inform clarity of purpose and conclusions about research.

d. Ask primary questions of clarity, significance, relevance, and accuracy to improve quality of thinking.

e. Use a variety of resources to answer questions of interest through guided inquiry (for example: texts read aloud or viewed, direct observation).

f. Gather relevant information and check various information sources for accuracy (for example: In a class discussion focused on butterflies, students ask questions related to a butterfly and the life cycle.).

g. With guidance and support from adults, recall information from experience or gather information from provided sources to answer a question. (CCSS: W.K.8)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Demonstrate professionalism through functioning like a researcher, crafting and continuing to refine a driving question, seeking out appropriate sources, adhering to digital citizenship, collaborating with others, and growing from feedback.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Students will use inquiry to build schema on a topic

• Students will collaborate with peers to deepen their understanding of a topic

In order to meet these essential understandings, students must know...

• • Research is synthesizing information from others

  • Researchers have a purpose for their research and research should support the purpose

  • Question words and the formulation of a question

  • Multiple resources can be used and help support validity of information

    • That different types of resources can provide information (online, books, magazines…)

  • Research platforms are used to gain relevant information

  • How to communicate effectively with peers (Standard K.1.2)

In order to meet these essential understandings, students must be able to...

• Create a piece of writing that informs about a topic using inquiry and research

  • Determine purpose for research

  • Ask questions that will deepen their understanding about a topic

  • Determine information that is relevant to the inquiry

  • Use a variety sources to research

• Collaborate with peers during the research process