Kindergarten "I Can"

"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.*