Preschool

Other Colorado Extended Evidence Outcomes: Reading, Writing, Communicating sets

• Kindergarten
• Grade 1
• Grade 2
• Grade 3
• Grade 4
• Grade 5
• Grade 6
• Grade 7
• Grade 8
• Grades 9/10
• Grades 11/12

Attend to adults and/or peers, using items familiar to the student, that provide additional information during conversations, songs, stories, routines and other learning experiences.PK.1.a

Respond to descriptive words (e.g., hot dirty, broken, wet) and spatial concepts.PK.1.b

Follow simple one- to two-step directions within familiar routines. PK.1.c

Children use language to convey thoughts and feelings (Expressive Language).PK.2

Participate in communicative exchanges (e.g., facial expressions, gestures, verbalizations, vocalizations, or other communication system) with peers and adults for at least one back and forth interaction.PK.2.a

Use expressive communication to get their needs met from familiar people.PK.2.b

Use familiar vocabulary in multiple settings. PK.2.c

Understand the difference between a question and a statement.PK.2.d

Make simple statements about familiar activities and routines.PK.2.e

Express at least 2 word phrases.PK.2.f

Children understand and obtain meaning from stories and information from books and other texts.PK.3

Interact with a variety of reading materials.PK.3.a

Attend (e.g., showing joint attention, looks at the book, keeps body still) to the reader and the book.PK.3.b

Answer simple questions about familiar topics related to print.PK.3.c

Attend to different kinds of literature, such as fiction and nonfiction books and poetry, on a range of topics.PK.3.d

Identify when a picture or object is real world or fantasy.PK.3.e

Retell a story from a familiar book.PK.3.f

Make predictions based on illustrations.PK.3.g

Phonological awareness is the building block for understanding language.PK.4

Attend to a sentence and alert to and/or respond to individual words.PK.4.a

Use multisensory modes to indicate syllables in at least 2 syllable words.PK.4.b

Attend to the different sounds that make up words (e.g., begins to rhyme, use plurals).PK.4.c

Participate in activities (e.g., games, songs, stories) that use rhymes and/or patterns of sounds.PK.4.d

 Print concepts and conventions anchor concepts of early decoding.PK.5

Recognize print in everyday life, such as numbers, letters, one’s name, words, and familiar logos and signs.PK.5.a

Identify print.PK.5.b

Orient book correctly and turn pages from the front of the book to the back.PK.5.c

Understand that letters are grouped to form words.PK.5.d

Recognize the association between spoken words and written words.PK.5.e

The names and sounds associated with letters makes up alphabetic knowledge.PK.6

Recognize letters from non-letters in familiar settings.PK.6.a

Recognize that letters of the alphabet have distinct sound(s) associated with them.PK.6.b

Attend to at least 3 beginning letters and sounds of familiar words.PK.6.c

Recognize letters and associate the beginning letter sound in own name. PK.6.d

Familiarity with writing implements, conventions, and emerging skills to communicate through written representations, symbols, and letters.PK.7

Explore a variety of writing tools.PK.7.a

Use shapes, symbols and letters to express ideas.PK.7.b

Use drawing, dictation and scribbles or marks to convey a message.PK.7.c

Experiment with vertical and horizontal straight lines – alone, next to or on top of other lines.PK.7.d

Begin research by asking a question to identify and define a problem and its possible solutions.PK.8

Demonstrate questioning behavior to seek information (e.g., opening a book, pointing to objects/pictures).PK.8.a

Observe and imitate how other people solve problems during parallel play or small group.PK.8.b