By the end of Pre-K, we strive for students to...

A. Manage feelings

• I can comfort myself by seeking out special objects or people.

• I can look at situations differently or delay gratification.

B. Follow limits and expectations

• I can accept redirection from adults.

• I can manage classroom rules, routines, and transitions with occasional reminders.

C. Take care of own needs appropriately

• I can demonstrate confidence in meeting my own needs.

• I can take responsibility for my own well-being.

A. Form relationships with adults

• I can manage separations without distress and engage with trusted adults.

• I can engage with trusted adults as resources and share mutual interests.

B. Respond to emotional cues

• I can demonstrate concern about the feelings of others.

• I can identify basic emotional reactions of others and their causes accurately.

C. Interact with peers

• I can use successful strategies for entering groups.

• I can initiate, join in, and sustain positive interactions with a small group of two to three children.

D. Make friends

• I can play with one or two preferred playmates.

• I can establish a special friendship with one other child, but the friendship might only last a short while.

A. Balance needs and rights of self and others

• I can take turns.

• I can initiate the sharing of materials in the classroom and outdoors.

B. Solve social problems

• I can seek adult help to resolve social problems.

• I can suggest solutions to social problems.

• I can move purposefully from place to place with control.

• I can coordinate increasingly complex movements in play and games.

• I can sustain balance during simple movement experiences.

• I can sustain balance during complex movement experiences.

• I can manipulate balls or similar objects with flexible body movements.

• I can manipulate balls or similar objects with a full range of motion.

A. Use fingers and hands

• I can use refined wrist and finger movements.

• I can use small, precise finger and hand movements.

B. Use writing and drawing tools

• I can grip drawing and writing tools with whole hand but may use whole arm movements to make marks.

• I can hold my drawing and writing tools by using a three-point finger grip but may hold the instrument too close to one end.

A. Comprehend language

• I can respond appropriately to specific vocabulary and simple statements, questions, and stories.

B. Follow directions

• I can follow requests not accompanied by gestures.

• I can follow directions of two or more steps that relate to familiar objects and experiences.

• I can follow detailed, instructional, multistep directions.

A. Use an expanding expressive vocabulary

• I can describe and tell the use of many familiar items.

B. Speak clearly

• I can be understood by most people; may mispronounce new, long, or unusual words.

C. Use conventional grammar

• I can use complete four- to six-word sentences.

D. Tell about another time or place

• I can tell simple stories about objects, events, and people not present; lack many details and a conventional beginning, middle, and end.

• I can tell stories about other times and places that have a 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 conversations of at least three exchanges.

B. Use social rules of language

• I can use acceptable eye contact, pauses, and simple verbal prompts when communicating.

• I can use acceptable language and basic social rules while communicating with others; may need reminders.

A. Attend and engage

• I can sustain interest in working on a task, especially when adults offer suggestions, questions, or comments.

• I can sustain age-appropriate interesting tasks; can ignore most distractions and interruptions.

B. Persist

• I can practice an activity many times until successful.

• I can plan and pursue a variety of appropriately challenging tasks.

C. Solve problems

• I can observe and imitate how other people solve problems; ask for a solution and uses it.

• I can solve problems without having to try every possibility.

D. Show curiosity and motivation

• I can explore and investigate ways to make something happen.

• I can show an eagerness to learn about a variety of topics and ideas.

E. Show flexibility and inventiveness in thinking

• I can use creativity and imagination during play and routine tasks.

• I can change plans if a better idea is thought of or proposed.

A. Recognize and recall

• I can recall familiar people, places, objects, and actions from the past (a few months before); recall one or two items removed from view.

• I can tell about experiences in order, provide details, and evaluate the experience; recall three or four items removed from view.

B. Make connections

• I can remember the sequence of personal routines and experiences with teacher support.

• I can draw on everyday experiences and apply this knowledge to a similar situation.

• I can place objects in two or more groups based on differences in a single characteristic, e.g., color, shape, or size.

• I can group objects by one characteristic; then regroup them using a different characteristic and indicate the reason.

A. Think symbolically

• I can draw or construct, and then identify what it is.

• I can plan and then use drawings, constructions, movements, and dramatizations to represent ideas.

B. Engage in sociodramatic play

• I can act out familiar or imaginary scenarios, may use props to stand for something else.

• 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.

A. Notice and discriminate rhyme

• Fills in the missing rhyming word; generates rhyming words spontaneously.

• I can decide whether two words rhyme.

B. Notice and discriminate alliteration

• I can sing songs and recite rhymes and refrains with repeating initial sounds.

• I can show awareness that some words begin the same way.

• I can match the beginning sounds of some words.

C. Notice and discriminate discrete units of sound

• I can show awareness of separate words in sentences.

• I can show awareness of separate syllables in 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.

A. Identify and name letters

• I can recognize and name a few letters in my own name.

• I can recognize and name as many as 10 letters, especially those in my own name.

B. Identify letter-sound correspondences

• I can identify the sounds of a few letters.

• I can produce the correct sound for 10-20 letters.

A. Use and appreciate books and other texts

• I can orient books correctly; turn pages from the front of the book to the back; recognize familiar books by their covers.

• 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.

B. Use print concepts

• I can show understanding that text is meaningful and can be read.

• 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.

A. Interact during reading experiences, book conversations, and text reflections

• I can contribute particular language from the book at the appropriate time.

• 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.

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 some events or information from a familiar story or other text with close adult prompting.

• 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.

A. Write name

• I can make controlled linear scribbles.

• I can write mock letters or letter-like forms.

• I can write letter strings.

• I can write a partially accurate first name.

B. Write to convey ideas and information

• I can use drawings, dictation, and controlled linear scribbles to convey a message.

• I can use drawings, dictation, and mock letter or letter forms to convey a message.

• I can use drawings, dictation, and letter strings to convey a message.

• I can use drawings, dictation, and early invented spelling to convey a message.

A. Count

• I can verbally count to 10; count up to five objects accurately, using one number name for each object.

• 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.

B. Quantify

• I can recognize and name the number of items in a small set (up to five) instantly; combine and separate up to five objects and describe the parts.

• 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.

C. Connect numerals with their quantities

• I can recognize and name a few numerals.

• I can identify numerals to 5 by name and connect each to counted objects.

• I can identify numerals to 10 by name and connect each to counted objects.

A. Understand spatial relationships

• I can follow simple directions related to proximity (beside, between, next to).

• I can use and respond appropriately to positional words indicating location, direction, and distance.

B. Understand shapes

• I can identify a few basic shapes (circle, square, triangle).

• 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.

A. Measure objects

• I can make simple comparisons between two objects.

• I can compare and order a small set of objects as appropriate according to size, length, weight, area or volume.

• I can use multiples of the same unit to measure; use numbers to compare; know the purpose of standard measuring tools.

B. Measure time and money

• I can show that I know the usual sequence of basic daily events.

• I can relate times to daily routines and schedules.

C. Represent and analyze data

• I can show that I know a few ordinal numbers.

• I can copy simple repeating patterns.

• I can extend and create simple repeating patterns.