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2016 -2017



Language Arts


Reading Process

1. Demonstrate phonological awareness.

a)  I can recognize and produce rhyming words.

b)  I can count, blend and segment syllables in a word.

c)  I can identify sounds in the beginning, middle and ending positions.

d)  I can substitute sounds in the beginning, middle, and ending  positions to make new words.

e)  I can segment words orally.

f)  I can blend sounds orally to make new words.


2. Utilize phonics skills, word recognition and fluency when reading.

a)  I can say the sounds that letters make.

b)  I can identify the long and short vowel sounds.

c) I can read kindergarten sight words accurately and automatically.

d) I can distinguish between similarly spelled words by identifying the sounds of the letters that are different.

e) I can apply grade-level phonics skills to decode words.            

f)  I can read grade level appropriate text with purpose and understanding.


3. Demonstrate foundational skills in reading.

a)  I can follow words from left to right, top to bottom and page by page.

b)  I can recognize that spoken words are represented in writing by sequences of letters.

c)  I can understand that words are separated by spaces in writing.

d)  I can identify uppercase letters.

e)  I can identify lowercase letters.

f)  I can identify the front cover, back cover and title page of a book.

g) I can identify the jobs of the author and illustrator with prompting and support.



Literature and Informational Text


4. Read and understand a variety of text.

a)   I can make predictions to determine main idea and anticipate an ending.

b)   I can retell simple stories identifying the beginning, middle, end and key details with guidance and support.

c)   I can ask and answer questions about key details in a text with prompting and support.

d)  I can tell when a story is reality and fantasy and recognize common types of text.

e)   I can identify characters, setting and major events in a story with prompting and support.

f)   I can ask and answer questions about unknown words in a text.

g)  I can identify similarities and differences between two pieces of text with prompting and support (including comparing characters, ideas and events).

h)  I can identify the main topic and retell key details of an informational text with prompting and support.

i)   I can describe how the illustrations correspond with the text with prompting and support.




5. Develop word meaning through reading, listening, writing, and speaking.

a)  I can identify new meanings for familiar words used in kindergarten content and use them correctly.

b)  I can use prefixes and suffixes (-ed, -s, un-, -ful, -less) as a clue to figure out unknown words.

c)  I can put words that go together in a group or category with guidance and support (shapes, food, etc.).

d)  I can identify antonyms of common words with guidance and support.

e)  I can identify subtle differences between words with similar meanings with guidance and support (walk, march, strut, prance).

f)   I can identify real life connections between words and their use with guidance and support. (places at school that are colorful)

g)  I can use words from shared reading in speaking.


Writing and Communication


6. Collaborate and communicate effectively within a kindergarten classroom.

a)  I can follow the rules for classroom discussion including listening to others, taking turns and talking about the topic.

b)  I can participate in and follow a conversation through multiple exchanges.

c)  I can ask or answer questions about key details of text read aloud or information presented orally.

d)  I can ask and answer questions in order to clarify something that is not understood.

e)  I can speak audibly and express my thoughts and feelings clearly.

f)   I can actively engage in group reading activities with purpose and understanding.

g)  I can describe familiar nouns and events and with prompting and support provide additional details.

h)  I can work with classmates to research a given topic and generate a product.

i)   I can recall information from experiences or gather information from provided sources to answer questions with guidance and   support.


 7. Apply language skills when speaking and writing.

a)  I can write all uppercase letters.

b)  I can write all lowercase letters.

c)  I can use frequently occurring nouns, verbs and prepositions  correctly.

d)  I can form plural nouns by adding /s/ or /es/.

e)  I can understand and use question words (who, what, where, why, when, how).

f)   I can produce complete sentences in speaking and writing.

g)  I can capitalize the first word in a sentence and the pronoun I in my writing.

h)  I can recognize and name end punctuation.

i)   I can use punctuation correctly in my writing.


8. Apply phonics skills in writing.

a)  I can write the letter(s) for consonant and vowel sounds.

b)  I can spell words like they sound using my knowledge of letter-sound relationships.


9. Express meaning through writing.

a)  I can use words and pictures to express my opinion and explain information.

b)  I can use words and pictures to tell about events and include   events in a logical order.

c)  I can add details to strengthen my writing with guidance and support.

d)  I can use drawings or other visuals to provide additional detail in my writing.

e)  I can use a variety of digital tools to produce and publish writing with guidance and support.


 Math Learning Targets


Counting and Cardinality

1. Identify, count, and represent numbers.

a)  I can count to 100 by ones.

b)  I can count to 100 by tens.

c)  I can count backwards from 10 to 0.

d) I can write my numbers from 0 to 20.

e)  I can represent a number of objects with a written numeral 0-20.

f)   I can recognize numbers 0-20 in sequential and non-sequential order.

g) I can identify the quantity of a given set of objects from 0 to 20.

h)  I can count forward starting from a given number.

i)   I can represent a number in multiple ways.


2. Demonstrate number sense by counting and comparing numbers.

a)  I can identify that one number name goes with one object when counting.

b)  I can use the final number in my counting sequence to tell the quantity being counted.

c)  I can count objects correctly no matter how they are arranged.

d)  I can compare and count sets of objects using vocabulary terms (more than, less than, most, least, equal to).

e) I can compare two numbers between 1 and 10 as written numerals.

f) I can work with numbers 11-19 to demonstrate place value for ones and tens place (13 is 10 and 3 ones).



Operations and Algebraic Thinking


3. Demonstrate addition and subtraction processes needed to solve problems.

a) I can solve addition problems up to 10 using objects, fingers,  drawings, and role play.

b)I can solve subtraction problems within 10 using objects, fingers, drawings, and role play.

c)  I can find the number that makes 10 when adding any number 1-9. (2+8=10)

d)  I can solve word problems by using objects or drawings to represent the problem.

e)  I can fluently add up to 5.

f)  I can fluently subtract within 5.

g)  I can demonstrate that two numbers combined is equal to a larger number (compose numbers).

h)  I can demonstrate that one number can be broken down in more than one way within 10 into two smaller numbers (decompose numbers: 5=2+3 and 5=4+1).



4. Identify and describe shapes.

a)  I can identify two-dimensional shapes regardless of their orientation or size (rectangle, square, circle, triangle).

b)  I can identify three-dimensional figures regardless of their orientation or size (sphere, cone, cylinder, and cube).

c)   I can analyze, compare and describe two and three dimensional shapes (number of sides, number of vertices, side length).

d)   I can combine shapes to fill in the area of a given shape.

e)   I can draw two-dimensional shapes: retangle, square, circle, triange, and hexagon.

f)   I can build shapes using different materials (sticks, clay, geoboards).


5. Describe spatial relationships.

a) I can use positional words to describe the location of an object (above, below, beside, in front of, behind, next to).

b) I can place objects according to positional words.


Measurement and Data

6. Use vocabulary to compare length or weight of objects.

a) I can use vocabulary to compare the length of objects (longer than, shorter than, as tall as).

b) I can use vocabulary to compare weight of objects (as light as, heavier than).


7.  Classify and count objects.

a)  I can classify objects into given categories.

b)  I can identify similarities and differences between objects.

c)  I can sort a collection of items.

d)  I can count the amount of objects in each set.


Mathematical Practices

8.  Implement best practices in mathematics.

a)  I can persevere when solving problems.

b)  I can think about numbers in many ways.

c)  I can defend my thinking and try to understand the thinking of others.

d)  I can show my work in many different ways.

e)  I can use math tools and tell why I chose them.

f)   I can work carefully and check my work.

g)  I can use what I know to solve new problems.

h)  I can look for and use rules and patterns.












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