Celebrating Fall

K-ESS2-1 — Use and share observations of local weather conditions to describe patterns over time. Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months. Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.

K-ESS2-2 — Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.

K-ESS3-2 — Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. Clarification Statement: Emphasis is on local forms of severe weather.

L.K.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.K.1.b — Use frequently occurring nouns and verbs.

L.K.1.c — Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

L.K.1.d — Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

L.K.1.f — Produce and expand complete sentences in shared language activities.

L.K.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.K.2.b — Recognize and name end punctuation.

L.K.6 — Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

RI.K.1 — With prompting and support, ask and answer questions about key details in a text.

RI.K.2 — With prompting and support, identify the main topic and retell key details of a text.

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

RI.K.4 — With prompting and support, ask and answer questions about unknown words in a text.

RL.K.1 — With prompting and support, ask and answer questions about key details in a text.

RL.K.2 — With prompting and support, retell familiar stories, including key details.

RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.

RL.K.5 — Recognize common types of texts (e.g., storybooks, poems).

SL.K.1 — Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

SL.K.2 — 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.

SL.K.3 — Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

SL.K.6 — Speak audibly and express thoughts, feelings, and ideas clearly.

W.K.2 — 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.

W.K.8 — With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.