"I Can"

• PA Core Standards for Kindergarten in the student’s voice

  Our End-of-the-year goals

   

  Reading

  I can hold a book the right way.

  I can follow words left to right, top to bottom, and page by page.

  I understand that words I say and hear can be written down.  It matters the order of the letters I use to write the word.

  I know that there is a space between every word.

  I can say the names of all upper and lower case letters of the alphabet when I see them.

  I can hear that two words rhyme and name more words that rhyme with them.

  I can count, say, put together, and break apart parts (syllables) of the words that I hear.

  I can put together and break apart the beginning and ends of words that only have one syllable. (Ex. M-op)

  I can find and say the first, middle, and last sounds in a word with three letters.  (Ex: “Dog” d-o-g)

  I know that each letter has a sound.

  I know that some spellings mean the vowel makes a short sound and other spellings mean the vowel makes a long vowel.  (Ex: Consonant-vowel-consonant makes a short vowel as in the word “jog” and vowel-consonant-e makes a long vowel as in the word “rake”).

  I can read words that I just have to see and know. (Known as sight words- Kindergarten list includes words such as “I, like, be, to, me”).

  I can tell words apart that look almost alike, by saying the sounds of the letters that are different. (Ex: jug vs. jog)

   

  Comprehension

  I can read beginning books in order to understand what they are about.

  With adult help, I can find the main idea and retell the important details of the book.

  With adult help, I can answer questions about the important details in a book.

  With adult help, I can make a connection between two ideas in a book.

  I can find the title and author of a book.

  I can talk about the beginning, end, and details of a book.

  With adult help, I can ask and answer questions about words I don’t know in a book.

  I can answer questions to say how the illustrations and the words work together to tell a story.

  With adult help, I can name the reasons an author gives to prove their point.

  With adult help, I can say what is the same and what is different about two books about the same thing.

  I can use new words and sentences I learned through talking and reading.

  I can find out what new words mean.

  I can listen and share my ideas about a book that we read as a big group.

  With help, I can retell stories that I know really well.

  With help, I can find the characters, setting, and major events in a story.

  I can talk about the job of the author and the job of the illustrator.

  I can say what is the same and what is different about the lives of the characters in a story.

   

  Writing

  I can draw, tell an adult what to write, and write my own words in order to write a “how-to-do-something” book.

  I can draw, tell an adult what to write, and write my own words in order to write about one thing.

  With adult help, I can give information that is all about what I want to write about.

  I can write words that fit my picture and draw pictures that fit my words.

  I can use a capital letter for the first word in a sentence and when I use the word “I.”

  I can use a period at the end of my sentence.

  I can spell words using the sounds that I hear.

  I can write about and draw real things that happened.

  I can write about and draw stories that I make up.

  I can tell about events in the order they happened and say how I feel about them.

  With ideas from my family, teachers, and friends, I can make my writing even better.

  I can find facts about a topic by myself or with my whole class working together.

  I can use what I know from my life or information from a book to answer a question.

  I can write as part of my daily routine in short time frames.

   

  Speaking

  I can work together and share my ideas with a small group and a large group.

  I can ask a question when I need help or do not understand.

  I can share my ideas using a voice loud enough that all of my class can hear.

  I can speak clearly.

   

  Math

  I know the names of numbers.

  I can write the numbers.

  I can say the numbers in order.

  I can point to one object at a time when I’m counting the number of objects I have.

  I can compare two groups of objects and say which one has more which one has less.

  I can compare two numbers and say which one is greater.

  I can use my understanding of ones and tens to put together and take apart numbers up to 19.

  I can add numbers within 10.

  I can subtract numbers within 10.

  I can name two-dimensional and three-dimensional shapes.

  I can tell you about what two-dimensional and three-dimensional shapes look like.

  I can tell you what is the same and different about two shapes.

  I can make shapes.

  I can talk about how long things are.

  I can talk about how much space something takes up.

  I can talk about how much something weighs.

  I can talk about how much a container can hold.

  I can classify objects in the groups they belong in. (ex: color, size, type, use of object)

  I can count the number of objects in each category.

   

  *PA Standards can be found at: www.pdesas.org, click on Standards, and choose Kindergarten.*