Evidence outcomes in bold are those that are expected to be mastered in trimester 3

• 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)*

• 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) *

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

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

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

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

• 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)

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

• Relate new vocabulary to prior knowledge. *

Evidence outcomes in bold are those that are expected to be mastered in trimester 3

Prioritized Evidence Outcomes:

• Identify the front cover, back cover, and title page of a book (CCSS:RI.K5)*

Supporting Evidence Outcomes:

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

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

• With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (CCSS:RI.K3)

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

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

• Actively engage in group reading activities with purpose and understanding. (CCSS:RI.K10)

Foundational Skills:

• 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) *

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

• Read emergent-reader text with purpose and understanding

• 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) *

Evidence outcomes in bold are those that are expected to be mastered in trimester 3

Prioritized Evidence Outcome:

• 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)

Supporting Evidence Outcomes:

• 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)

• 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)

Grammar & Conventions:

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

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

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

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

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

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

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

• 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.).

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