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.*