I Can Statements
Kindergarten
English Language Arts Standards
Standard
/I Can Statements
/Academic Vocabulary
/Teacher Notes
/Standard Taught
Theme/Lesson
Reading Literature Kindergarten / 1 / 2 / 3 / 4 / 5 / 6RL.1
With prompting and support, ask and answer questions about key details in a text. / I can, with prompting and support, ask questions about key details in a text.
I can, with prompting and support, answer questions about key details in a text. / Prompting
Support
Ask
Answer
Key Details
Text
RL.2
With prompting and support, retell familiar stories, including key details. / I can, with prompting and support, retell familiar stories, including key details. / Prompting
Support
Retell
Familiar
Key details
RL.3
With prompting and support, identify characters, settings, and major events in a story. / I can, with prompting and support, identify characters in a story.
I can, with prompting and support, identify settings in a story.
I can, with prompting and support, identify major events in a story. / Prompting
Support
Identify
Characters
Settings
Major events
RL.4
Ask and answer questions about unknown words in a text. / I can ask questions about unknown words in a text.
I can answer questions about unknown words in a text. / Ask
Answer
Questions
Unknown
Text / 1 / 2 / 3 / 4 / 5 / 6
RL.5
Recognize common types of texts (e.g., storybooks, poems). / I can recognize common types of texts / Recognize
Common
Text
RL.6
With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. / I can with prompting and support, name the author and illustrator of a story.
I can, with prompting and support, define the role of the author and illustrator in telling the story. / Prompting
Support
Author
Illustrator
Define
Role
RL.7
With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). / I can, with prompting and support, describe the relationship between illustrations and the story in which they appear. / Prompting
Support
Describe
Relationship
Illustrations
Appear
RL.9
With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. / I can, with prompting and support, compare the adventures and experiences of characters in familiar stories.
I can, With prompting and support, contrast the adventures and experiences of characters in familiar stories. / Prompting
Support
Compare
Contrast
Adventures
Experiences
Characters
Familiar
RL.10
Actively engage in group reading activities with purpose and understanding. / I can actively engage in group reading activities with purpose and understanding. / Actively
Engage
Activities
Purpose
Understanding
Reading Informational Text - Kindergarten / 1 / 2 / 3 / 4 / 5 / 6
RI.1
With prompting and support, ask and answer questions about key details in a text. / I can, with prompting and support, ask questions about key details in a text.
I can, with prompting and support, answer questions about key details in a text. / Prompting
Support
Ask
Answer
Questions
Key details
Text
RI.2
With prompting and support, identify the main topic and retell key details of a text. / I can, with prompting and support, identify the main topic of a text.
I can, with prompting and support, retell key details of a text. / Prompting
Support
Identify
Main topic
Retell
Key details
Text
RI.3
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. / I can, with prompting and support, describe the connection between two individuals in a text.
I can, with prompting and support, describe the connection between events in a text.
I can, with prompting and support, describe the connection between pieces of information in a text. / Prompting
Support
Describe
Connection
Individuals
Events
Pieces of information
Text
RI.4
With prompting and support, ask and answer questions about unknown words in a text. / I can, with prompting and support, ask questions about unknown words in a text.
I can, with prompting and support, answer questions about unknown words in a text. / Prompting
Support
Ask
Answer
Questions
Unknown
Text
RI.5
Identify the front cover, back cover, and title page of a book. / I can identify the front cover of a book.
I can identify the back cover of a book.
I can identify the title page of a book. / Identify
Front cover
Back cover
Title page / 1 / 2 / 3 / 4 / 5 / 6
RI.6
Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. / I can name the author and illustrator of a text.
I can define the role of the author and illustrator in presenting the ideas or information in a text. / Author
Illustrator
Define
Role
Presenting
Information
Text
RI.7
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). / I can, with prompting and support, describe the relationship between illustrations and the text in which they appear. / Prompting
Support
Describe
Relationship
Illustrations
Text
RI.8
With prompting and support, identify the reasons an author gives to support points in a text. / I can, with prompting and support, identify the reasons an author gives to support points in a text. / Prompting
Support
Identify
Reasons
Support
Points
Text
RI.9
With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). / I can, with prompting and support, identify basic similarities between two texts on the same topic.
I can, with prompting and support, identify basic differences between two texts on the same topic. / Prompting
Support
Identify
Basic
Similarities
Differences
Texts
Topic
RI.10
Actively engage in group reading activities with purpose and understanding. / I can actively engage in group reading activities with purpose and understanding. / Engage
Purpose
Understanding / 1 / 2 / 3 / 4 / 5 / 6
Reading Foundational Skills - Kindergarten / 1 / 2 / 3 / 4 / 5 / 6
RFS.1
Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet. / I can demonstrate understanding of the organization and basic features of print.
I can follow words from left to right, top to bottom, and page by page.
I can recognize that spoken words are represented in written language by specific sequences of letters.
I can understand that words are separated by spaces in print.
I can recognize and name all upper- and lowercase letters of the alphabet. / Demonstrate
Organization
Features
Represented
Sequences
Separated
RFS.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)
RFS.2 continued
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RFS.2 continued
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. / I can demonstrate understanding of spoken words.
I can demonstrate understanding of syllables.
I can demonstrate understanding of sounds.
I can recognize and produce rhyming words.
I can count, pronounce, blend, and segment syllables in spoken words.
I can count syllables in spoken words.
I can pronounce syllables in spoken words.
I can blend syllables in spoken words.
I can segment syllables in spoken words.
I can blend and segment onsets and rimes of single-syllable spoken words.
I can blend onsets and rimes of single-syllable spoken words.
I can segment onsets and rimes of single-syllable spoken words.
I can isolate and pronounce the initial, medial vowel, and final sounds in three-phoneme words.
I can isolate and pronounce the initial sounds in three-phoneme words.
I can isolate and pronounce the medial vowel sounds in three-phoneme words.
I can isolate and pronounce the final sounds in three-phoneme words.
I can add or substitute individual sounds in simple, one-syllable words to make new words.
I can add individual sounds in simple, one-syllable words to make new words.
I can substitute individual sounds in simple, one-syllable words to make new words. / Demonstrate
Syllables
Phonemes
Initial
Individual
Medial
Final
Vowel
Substitute
Isolate
Produce
Rhyming words
Pronounce
Blend
Segment
Onsets
Initial
Medial
Final
Syllable / 1 / 2 / 3 / 4 / 5 / 6
RFS.3
Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RFS.3 Continued
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. / I can know and apply grade-level phonics and word analysis skills in decoding words.
I can demonstrate basic knowledge of one-to-one
letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
I can associate the long and short sounds with common spellings for the five major vowels.
I can associate the short sounds with common spellings for the five major vowels.
I can associate the long sounds with common spellings for the five major vowels.
I can read common high-frequency words by sight.
I can distinguish between similarly spelled words by identifying the sounds of the letters that differ. / Phonics
Analysis
Decoding
Correspondences
Primary
Frequent
Consonant
Common
Vowels
Distinguish
Identifying
Differ
RFS.4
Read emergent-reader texts with purpose and understanding. / I can read emergent-reader texts with purpose and understanding. / Emergent
Purpose
Writing - Kindergarten / 1 / 2 / 3 / 4 / 5 / 6
W.1
Use a combination of drawing, dictating, and
writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .). / I can use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book. / Combination
Dictating
Compose
Opinion
W.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. / I can use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. / Dictating
Compose
Informative/Explanatory
Supply
W.3
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. / I can use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. / Dictating
Narrate
Linked
Events
Occurred
Reaction
W.5
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. / I can, with guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. / Guidance
Support
Respond
Suggestions
Peers
Details
Strengthen
W.6
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. / I can, with guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. / Guidance
Support
Explore
Variety
Digital
Publish
Collaboration
Peers / 1 / 2 / 3 / 4 / 5 / 6
W.7
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). / I can participate in shared research and writing projects. / Participate
Research
W.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. / I can, with guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. / Guidance
Recall
Experiences
Gather
Provided
Sources
Speaking and Listening -
Kindergarten / 1 / 2 / 3 / 4 / 5 / 6
SL.1
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
b. Continue a conversation through multiple exchanges. / I can participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
I can follow agreed-upon rules for discussions.
I can continue a conversation through multiple exchanges. / Participate
Collaborative