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Pre-Kindergarten “I Can” Goals
English Language Arts
Phonemic Awareness, Word Recognition and Fluency
I can
identify matching sounds and recognize rhymes in familiar songs, poems
and words. use clapping, snapping or rhythmic movement to isolate
syllables in words (cat, apple). tell when words share the same sounds
and repeat the sounds that are alike (/b/ as in Bob, ball, box and baby;
/t/ as in Matt, kite, boat). identify my first name in print. name some
upper- and lower-case letters in addition to those in my first name.
understand that words are made up of letters. recognize and “read”
familiar words in my environment. understand fluency by using phrasing
and expression in shared reading (Brown Bear, Brown Bear).
Acquisition of Vocabulary
I can:
tell the meaning of new words by listening to the conversation, looking
at the pictures in the text or using concrete items.
name items in common categories (animals, food, clothing,
transportation).
use directional words orally to communicate position (above, below, next
to).
identify the meaning of unknown words with help or cues from an adult
(adult provides a frame of reference, context or comparison).
Reading Process: Print Concepts and Comprehension and Self-Monitoring
Strategies
I can:
show that print has meaning through the use of print in play activities,
hold my book right-side-up, and show that people read pages front to
back, top to bottom and from left to right.
begin to tell the difference between print and pictures.
show I understand a story by acting it out in play or
other media.
say what will probably happen next during the reading of
the text.
>connect information or ideas in the text to my
experiences.
answer literal questions to show comprehension of
orally-read age-appropriate text (Who did Little Red Riding Hood see in
the woods?).
respond to oral reading by commenting or asking
questions.
choose favorite books and poems and participate in shared
oral reading and discussion.
Reading Applications: Informational, Technical and Persuasive Text
I can:
use pictures and illustrations to help me understand the text.
retell information from informational text.
tell the topic of text that is read aloud (What is the
book about?).
get information from pictures, photos, simple charts and
labels.
Reading Applications: Literary Text
I can:
identify characters in favorite books and stories.
retell or act out events from a story through media or
play activities.
begin to tell the difference between fantasy and reality.
participate in the reading of text that repeats or is
predictable.
Writing Process
I can:
give ideas for writing related to shared experiences or through
discussion with others.
choose a topic for writing related to shared or personal
experiences.
begin to determine a purpose for writing.
dictate or produce writing to express my thoughts.
repeat the message from my writing or dictation.
begin to use writing resources (labels, books, adults,
word walls, computers) to show meaning.
share writing samples, illustrations and dictated stories
with others.
Writing Application
I can:
dictate or produce simple stories with pictures, mock letters or words.
name objects and label with help from adults.
play at writing from top to bottom, horizontal rows as
format.
dictate words or produce writing approximations for a
variety of purposes (menus in dramatic play, note to a friend).
Writing Conventions
I can:
print the letters of my name and other meaningful words with help.
begin to demonstrate letter formation in writing.
scribble familiar words with mock letters and some actual
letters.
show that letters cluster together to form words, words
in phrases or sentences, by using spacing, symbols or marks.
Research
I can:
ask questions about experiences, areas of interest, pictures, letters,
words or logos.
use a variety of resources to get information with help.
recall information about the topic dictated.
share findings of information through retelling or play
activities.
Oral and Visual Communication
I can:
listen to speakers, stories, poems and songs.
connect information to personal experiences.
follow simple directions.
speak clearly and understandably to express ideas,
feelings and needs.
participate in conversations by taking turns.
recite books, poems, chants, songs and nursery rhymes.
say my first and last name, address and phone number.
tell favorite stories.
tell the meanings of some signs seen in streets, stores
and classrooms.
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Mathematics
Number, Number Sense and Operations
I can:
count to 10 in the context of daily activities and play. touch objects
and say the number names when counting in the context of daily
activities and play. demonstrate one-to-one correspondence when counting
objects. demonstrate “how many” in sets of five or fewer objects.
construct two sets of objects each containing the same number of
objects. compare sets of equal, more and fewer; and use the language of
comparison (equal, more and fewer). group and regroup a given set in the
context of daily activities and play (5 blocks can be 2 blue and 3 green
or 1 blue and 4 green). represent quantity using invented forms (child’s
marks represent a quantity of objects). write numerical representations
(scribbles, reversals) or numerals in meaningful context (play
situations). identify and name numerals 0-9. compare and order whole
numbers up to five. identify some coins (penny, dime, quarter).
recognize that coins have different values. construct sets with more or
fewer objects than a given set. count on (forward) using objects such as
cards, number cubes or dominoes that have familiar dot patterns. join
two sets of objects to make one large set in the context of daily
routines and play (combining 2 bags of raisins, each containing 3
raisins; combining 2 groups of blocks, each containing 3 blocks).
distribute equally a set of objects into two or more smaller sets.
Measurement
I can:
begin to identify and use the language of units of time (day, night,
week; yesterday, today, tomorrow). recognize various devices that
measure time (clock, timer, calendar). put events in order in the
context of daily activities and play (Wash your hands before and after
snacks. Who’s next for the computer?). begin to use terms to compare the
attributes of objects (bigger, smaller, lighter, heavier, taller,
shorter, more and less). order a set of objects according to size,
weight or length. measure length and volume (capacity) using
non-standard units of measure (How many paper clips long is a pencil?
How many small containers does it takes to fill one big container using
sand, rice or beans?).
Geometry and Spatial Sense
I can:
match identical two- and three-dimensional objects
found in the environment in play situations (two squares of same size,
two stop signs). sort and classify similar two- and three-dimensional
objects in the environment and play situations (paper shapes, two balls
of different sizes). identify, name, create and describe common
two-dimensional shapes in the environment and play situations (circles,
triangles, rectangles and squares). identify, name and describe
three-dimensional objects using the child’s own vocabulary (sphere=ball,
cube=box, cylinder=can, cone=ice cream cone). demonstrate and begin to
use the language of the relative position of objects in the environment
and play situations (up, down, over, under, top, bottom, inside,
outside, in front, behind, between, next to, right-side-up and
upside-down). use patterns, relations and functions to model, represent
and analyze problem situations that involve variable quantities.
analyze, model and solve problems using various representations such as
tables, graphs and equations.
Patterns, Functions and Algebra
I can:
sort, order and classify objects by one attribute (size, color, shape,
use).
identify, copy, extend and create simple patterns or
sequences of sound, shapes and motions in the context of daily
activities and play.
use play, physical materials or drawings to model a
simple problem (There are six cookies to be shared by three children.
How many cookies can each child receive?).
model a problem situation using physical materials.
Data Analysis and Probability
I can:
gather, sort and compare objects by similarities and differences in the
context of daily activities and play.
place information or objects in a floor or table graph
according to one attribute (size, color, shape, quantity).
select the category or categories that have the most or
fewest objects in a floor or table graph.
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