A. Manage feelings
I can look at situations differently or delay gratification.
I can control strong emotions in an appropriate manner most of the time.
B. Follow limits and expectations
I can manage classroom rules, routines, and transitions with occasional reminders.
I can apply basic rules in new but similar situations.
C. Take care of own needs appropriately
I can take responsibility for my own well-being.
A. Form relationships with adults
I can engage with trusted adults as resources and share mutual interests.
B. Respond to emotional cues
I can identify basic emotional reactions of others and their causes accurately.
I can recognize that others' feelings about a situation might be different from my own.
C. Interact with peers
I can initiate, join in, and sustain positive interactions with a small group of two to three children.
I can interact cooperatively in groups of four or five children.
D. Make friends
I can establish a special friendship with one other child, but the friendship might only last a short while.
I can maintain friendships for several months or more; form friendships around similar interests.
A. Balance needs and rights of self and others
I can initiate the sharing of materials in the classroom and outdoors.
I can cooperate and share ideas and materials in socially acceptable ways.
B. Solve social problems
I can suggest solutions to social problems.
I can resolve social problems through basic negotiation and compromise.
I can coordinate increasingly complex movements in play and games.
I can sustain balance during complex movement experiences.
I can demonstrate how to balance different body parts (feet, hands, knees, elbows) at varying levels (e.g., up high, down low) while making different poses.
I can manipulate balls or similar objects with a full range of motion.
I can manipulate balls or similar objects, propelling them away from the body (throwing) and receiving and controlling them (catching) with increased accuracy.
A. Use fingers and hands
I can use small, precise finger and hand movements.
B. Use writing and drawing tools
I can use three-point finger grip and efficient hand placement when writing and drawing.
A. Comprehend language
I can respond appropriately to complex statements, questions, vocabulary, and stories asking questions when needed; offer opposites for frequently occurring verbs and adjectives; understand the difference between similar action verbs.
B. Follow directions
I can follow detailed, instructional, multistep directions.
A. Use an expanding expressive vocabulary
I can describe and tell the use of many familiar items.
I can incorporate new, less familiar, or technical words (acquired through texts and conversations) in everyday conversations; correctly use new meanings for familiar words.
B. Speak clearly
I can be understood by most people; may mispronounce new, long, or unusual words.
I can pronounce multisyllabic or unusual words correctly; speak audibly.
C. Use conventional grammar
I can use long, complex sentences and follow most grammatical rules; use common verbs and nouns (including plural nouns).
D. Tell about another time or place
I can tell stories about other times and places that have logical order and that include major details.
I can tell elaborate stories that refer to other times and places.
A. Engage in conversation
I can engage in complex, lengthy conversations of five or more exchanges.
B. Use social rules of language
I can use acceptable language and basic social rules during communication with others.
A. Attend and engage
I can sustain age-appropriate interesting tasks; can ignore most distractions and interruptions.
I can sustain attention to tasks or projects over time (days to weeks); can return to activities after interruptions.
B. Persist
I can plan and pursue a variety of appropriately challenging tasks.
I can plan and pursue my own goal until it is reached.
C. Solve problems
I can solve problems without having to try every possibility.
I can think problems through, consider several possibilities, and analyze results.
D. Show curiosity and motivation
I can show an eagerness to learn about a variety of topics and ideas.
I can use a variety of resources to find answers and questions; participate in grade-appropriate research projects.
E. Show flexibility and inventiveness in thinking
I can change plans if a better idea is thought of or proposed.
I can think through possible long-term solutions and take on more abstract challenges.
I can exhibit creative ways to complete tasks; use my own perspective when describing directions or rules.
A. Recognize and recall
I can tell about experiences in order, provide details, and evaluate the experience; recall three or four items removed from view.
I can use a few deliberate strategies to remember information.
B. Make connections
I can draw on everyday experiences and apply this knowledge to a similar situation.
I can generate a rule, strategy, or idea from one learning experience and apply it in a new context.
I can group objects by one characteristic; then regroup them using a different characteristic and indicate the reason.
I can group similar objects by more than one characteristic at the same time; switch sorting rules when asked and explain the reason.
A. Think symbolically
I can plan and then use drawings, constructions, movements, and dramatizations to represent ideas.
I can represent objects, places, and ideas with increasingly abstract symbols.
B. Engage in sociodramatic play
I can interact with two or more children during pretend play, assign and assume roles and discuss actions; sustain play scenarios for up to 10 minutes.
I can plan and negotiate complex role-play; join in detailed conversations about roles and actions; play may extend over several days.
A. Notice and discriminate rhyme
I can decide whether two words rhyme.
I can generate a group of rhyming words when given a word.
B. Notice and discriminate alliteration
I can show awareness that some words begin the same way.
I can match the beginning sounds of some words.
I can isolate and identify the beginning sound of a word.
C. Notice and discriminate discrete units of sound
I can show awareness of separate syllables in words.
I can verbally blend and separate onset and rime in one-syllable words.
I can verbally blend, separate, and add or substitute individual sounds in simple, consonant-vowel-consonant (cvc) words; read common high-frequency sight words.
D. Apply phonics concepts and knowledge of word structure to decode text
I can show understanding that a specific sequence of letters represents a spoken word.
I can decipher a few words using the letter-sound association of most consonants and the five major vowels (short and long sounds); notice different letter sounds in similarly spelled words.
A. Identify and name letters
I can recognize and name as many as 10 letters, especially those in my own name.
I can identify and name 11-20 upper- and 11-20 lowercase letters when presented in random order.
I can identify and name all upper- and lowercase letters when presented in random order.
B. Identify letter-sound correspondences
I can identify the sounds of a few letters.
I can produce the correct sound for 10-20 letters.
I can produce at least one correct sound for each letter in the alphabet.
I can produce short and long vowel sounds and the most frequent sounds for each consonant.
A. Use and appreciate books and other texts
I can show that I know some features of a book (e.g., title, author, illustrator, front and back cover); connect specific books to authors.
I can use various types of books for their intended purposes.
B. Use print concepts
I can indicate where to start reading and the direction to follow.
I can show awareness of various features of print: letters, words, spaces, upper- and lowercase letters, and some punctuation.
I can match a written word with a spoken word, but it may not be the actual written word; track print from the end of a line of text to the beginning of the next line.
A. Interact during reading experiences, book conversations, and text reflections
I can ask and answer questions about the text; refer to pictures.
I can identify story-related problems, events, and resolutions during conversations with an adult.
I can engage in teacher-led reading activities using emergent reader books and other simple texts; focus on major characters, events, and information; describe relationships between text and illustrations; make comparisons, inferences, and draw conclusions; identify the author's supporting points.
B. Use emergent reading skills
I can pretend to read, recite language that closely matches the text on each page, and use reading-like intonation.
I can try to match oral language to words on the page; point to words as I read.
C. Retell stories and recount details from informational texts
I can retell familiar stories and recount details from a nonfiction text using pictures or props as prompts.
I can retell a familiar story and recount informational text in proper sequence, including major events and characters, as appropriate.
I can retell stories and recount informational text with many details about characters, events, ideas, and storylines.
D. Use context clues to read and comprehend texts
I can use different strategies to make meaning from print (determine patterns in text; use known words; ask questions; sound out words; use frequently occurring affixes and inflections).
E. Read fluently
I can read and comprehend emergent reader texts and other print materials.
A. Write name
I can write a partially accurate first name.
I can write an accurate first name.
B. Write to convey ideas and information
I can use drawings, dictation, and early invented spelling to convey a message.
I can produce very simple compositions (narrative, informative/explanatory, and opinion) using writing, drawing, and dictation to supply information about a topic and narrate an event, incorporating feedback from others as needed.
I can print many upper- and lowercase letters; write a letter or combination of letters for most consonants and short vowel sounds; use basic capitalization (first word in a sentence and the pronoun "I"); write simple words phonetically based on knowledge of sound-letter relationships.
C. Write using conventions
I can print many upper- and lowercase letters; write a letter or combination of letters for most consonants and short vowel sounds; use basic capitalization (first word I a sentence and the pronoun "I"); write simple words phonetically based on knowledge of sound-letter relationships.
A. Count
I can verbally count to 20; count 10-20 objects accurately; know the last number states how many in all; tell what number (1-10) comes next in order by counting.
I can use number names while counting to 100 by 1s and 10s; count 30 objects accurately; tell what number comes before and after a specified number up to 20.
B. Quantify
I can make sets of 6-10 objects and then describe the parts; identify which part has more, less, or the same (equal); count all or count on to find how many.
I can solve simple equal share problems; make sets of 11-20 objects and then describe the parts
C. Connect numerals with their quantities
I can identify numerals to 10 by name and connect each to counted objects.
I can identify numerals to 20 by name and connect each to counted objects; represent how many by writing one-digit numerals and some two-digit numerals.
D. Understand and use place value and base ten
I can indicate base-ten equivalents for numbers 11-19 using objects and drawings; may use simple equations.
E. Apply properties of mathematical operations and relationships
I can solve addition and subtraction word problems of whole numbers within 10 using a variety of strategies (counting objects or fingers, counting on, counting back); make number pairs within 10.
F. Apply number combinations and mental number strategies in mathematical operations
I can add and subtract whole numbers fluently within five.
A. Understand spatial relationships
I can use and respond appropriately to positional words indicating location, direction, and distance.
I can use and make simple sketches, models, or pictorial maps to locate objects.
B. Understand shapes
I can describe basic two- and three-dimensional shapes by using my own words; recognize basic shapes when they are presented in a new orientation.
I can show that shapes remain the same when they are moved, turned, flipped, or slid; break apart or combine shapes to create different shapes and sizes.
A. Measure objects
I can use multiples of the same unit to measure; use numbers to compare; know the purpose of standard measuring tools.
I can use measurement words and some standard measurement tools accurately.
B. Measure time and money
I can relate times to daily routines and schedules.
I can use time measurement words and tools.
C. Represent and analyze data
I can create and read simple graphs; use simple comparison and ordinal terms to describe findings.
I can extend and create simple repeating patterns.
I can recognize, create, and explain more complex repeating and simple growing patterns.