By the end of Kindergarten, we strive for students to...

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.