I Can Statements
Kindergarten
English Language Arts Standards
Standard
Reading Literature
Kindergarten
RL.1
With prompting and
support, ask and answer
questions about key details
in a text.
I Can Statements
Teacher Notes
Standard Taught
Theme/Lesson
1
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.
RL.2
With prompting and
support, retell familiar
stories, including key
details.
RL.3
With prompting and
support, identify
characters, settings, and
major events in a story.
Academic
Vocabulary
I can, with prompting
and support, retell
familiar stories,
including key details.
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
Ask
Answer
Key Details
Text
Prompting
Support
Retell
Familiar
Key details
Prompting
Support
Identify
Characters
Settings
Major events
2
3
4
5
6
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
RL.5
Recognize common types
of texts (e.g., storybooks,
poems).
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 recognize
common types of texts
Recognize
Common
Text
I can with prompting
and support, name the
author and illustrator
of a 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).
RL.9
With prompting and
support, compare and
contrast the adventures
and experiences of
characters in familiar
stories.
I can, with prompting
and support, describe
the relationship
between illustrations
and the story in which
they appear.
Prompting
Support
Describe
Relationship
Illustrations
Appear
I can, with prompting
and support, compare
the adventures and
experiences of
characters in familiar
stories.
Prompting
Support
Compare
Contrast
Adventures
Experiences
Characters
Familiar
I can, with prompting
and support, define
the role of the author
and illustrator in
telling the story.
I can, With prompting
and support, contrast
the adventures and
experiences of
characters in familiar
stories.
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
1
2
3
4
5
6
Reading Informational
Text - Kindergarten
RI.1
With prompting and
support, ask and answer
questions about key details
in a text.
1
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.
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.
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.
Prompting
Support
Ask
Answer
Questions
Key details
Text
Prompting
Support
Identify
Main topic
Retell
Key details
Text
Prompting
Support
Describe
Connection
Individuals
Events
Pieces of
information
Text
I can, with prompting
and support, describe
the connection
between pieces of
information in a 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
2
3
4
5
6
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.
Identify
Front cover
Back cover
Title page
I can identify the title
page of a book.
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.
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).
RI.8
With prompting and
support, identify the
reasons an author gives to
support points in a text.
I can, with prompting
and support, describe
the relationship
between illustrations
and the text in which
they appear.
Prompting
Support
Describe
Relationship
Illustrations
Text
I can, with prompting
and support, identify
the reasons an author
gives to support points
in a 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.
Prompting
Support
Identify
Reasons
Support
Points
Text
Prompting
Support
Identify
Basic
Similarities
Differences
Texts
Topic
I can define the role of
the author and
illustrator in
presenting the ideas or
information in a text.
I can, with prompting
and support, identify
basic differences
between two texts on
the same topic.
Author
Illustrator
Define
Role
Presenting
Information
Text
1
2
3
4
5
6
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
RFS.1
Demonstrate
understanding of the
organization and basic
features of print.
1
I can demonstrate
understanding of the
organization and basic
features of print.
a. Follow words from left
to right, top to bottom,
and page by page.
I can 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.
I can recognize that
spoken words are
represented in written
language by specific
sequences of letters.
c. Understand that words
are separated by spaces in
print.
I can understand that
words are separated
by spaces in print.
d. Recognize and name all
upper- and lowercase
letters of the alphabet.
I can recognize and
name all upper- and
lowercase letters of the
alphabet.
Demonstrate
Organization
Features
Print
Represented
Sequences
Separated
2
3
4
5
6
RFS.2
Demonstrate
understanding of spoken
words, syllables, and
sounds (phonemes).
I can demonstrate
understanding of
spoken words.
a. Recognize and produce
rhyming words.
I can demonstrate
understanding of
syllables.
b. Count, pronounce,
blend, and segment
syllables in spoken words.
I can demonstrate
understanding of
sounds.
c. Blend and segment
onsets and rimes of singlesyllable spoken words.
I can recognize and
produce rhyming
words.
d. Isolate and pronounce
the initial, medial vowel,
and final sounds
(phonemes) in threephoneme (consonantvowel-consonant, or CVC)
words.* (This does not
include CVCs ending with
/l/, /r/, or /x/.)
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.
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.2 continued
e. Add or substitute
individual sounds
(phonemes) in simple,
one-syllable words to
make new words.
I can blend and
segment onsets and
rimes of singlesyllable spoken
words.
I can blend onsets and
rimes of singlesyllable spoken
words.
I can segment onsets
and rimes of singlesyllable spoken
words.
I can isolate and
pronounce the
initial, medial
vowel, and final
sounds in threephoneme words.
I can isolate and
pronounce the initial
sounds in threephoneme words.
I can isolate and
pronounce the medial
vowel sounds in threephoneme words.
I can isolate and
pronounce the final
sounds in threephoneme words.
I can add or
substitute
individual sounds
in simple, onesyllable words to
make new words.
I can add individual
sounds in simple, onesyllable 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 substitute
individual sounds in
simple, one-syllable
words to make new
words.
RFS.3
Know and apply gradelevel phonics and word
analysis skills in decoding
words.
I can 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.
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.
b. Associate the long and
short sounds with
common spellings
(graphemes) for the five
major vowels.
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.
c. Read common highfrequency words by sight
(e.g., the, of, to, you, she,
my, is, are, do, does).
I can read common
high-frequency words
by sight.
Phonics
Analysis
Decoding
Correspondences
Primary
Frequent
Consonant
Common
Vowels
Distinguish
Identifying
Differ
RFS.3 Continued
d. Distinguish between
similarly spelled words by
identifying the sounds of
the letters that differ.
I can distinguish
between similarly
spelled words by
identifying the sounds
of the letters that
differ.
RFS.4
Read emergent-reader
texts with purpose and
understanding.
I can read emergentreader texts with
purpose and
understanding.
Emergent
Purpose
Writing - Kindergarten
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 . . .).
1
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/explanato
ry texts in which they
name what they are
writing about and
supply some
information about the
topic.
Dictating
Compose
Informative/Expl
anatory
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
2
3
4
5
6
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
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).
W.8
With guidance and
support from adults, recall
information from
experiences or gather
information from provided
sources to answer a
question.
I can participate in
shared research and
writing projects.
Participate
Research
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
1
2
3
4
5
6
Speaking and
Listening Kindergarten
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.
SL.2
Confirm understanding of
a text read aloud or
information presented
orally or through other
media by asking and
answering questions about
key details and requesting
clarification if something
is not understood.
1
I can participate in
collaborative
conversations with
diverse partners about
kindergarten topics
and texts with peers
and adults in small
and larger groups.
Participate
Collaborative
Diverse
Agreed-upon
Discussions
Conversation
Multiple
exchanges
I can follow agreedupon rules for
discussions.
I can continue a
conversation through
multiple exchanges.
I can confirm
understanding of a
text read aloud or
information presented
orally or through other
media by asking about
key details.
I can confirm
understanding of a
text read aloud or
information presented
orally or through other
media by answering
questions about key
details
I can confirm
understanding of a
text read aloud or
information presented
orally or through other
media by requesting
clarification if
something is not
understood.
Confirm
Understanding
Text
Orally
Media
2
3
4
5
6
SL.3
Ask and answer questions
in order to seek help, get
information, or clarify
something that is not
understood.
I can ask in order to
seek help, get
information, or clarify
something that is not
understood.
SL.4
Describe familiar people,
places, things, and events
and, with prompting and
support, provide
additional detail.
I can describe
familiar people,
places, things, and
events and, with
prompting and
support, provide
additional detail.
Clarify
Ask
Answer
Questions
I can answer questions
in order to seek help,
get information, or
clarify something that
is not understood.
Familiar
Events
Prompting
Additional
Detail
-I can describe
familiar people, with
prompting and
support, to provide
additional detail.
-I can describe
familiar places with
prompting and
support, to provide
additional detail.
-I can describe
familiar things, and
events, with
prompting and
support, to provide
additional detail.
SL.5
Add drawings or other
visual displays to
descriptions as desired to
provide additional detail.
I can add drawings or
other visual displays
to descriptions as
desired to provide
additional detail.
Visual displays
Descriptions
Desired
Additional
Detail
SL.6
Speak audibly and express
thoughts, feelings, and
ideas clearly.
I can speak audibly
and express thoughts,
feelings, and ideas
clearly.
Express
Thoughts
Clearly
1
2
3
4
5
6
Language –
Kindergarten
L.1
Demonstrate command of
the conventions of
standard English grammar
and usage when writing or
speaking.
a. Print many upper- and
lowercase letters.
b. Use frequently
occurring nouns and
verbs.
c. Form regular plural
nouns orally by adding /s/
or /es/ (e.g., dog, dogs;
wish, wishes).
d. Understand and use
question words
(interrogatives) (e.g., who,
what, where, when, why,
how).
e. Use the most frequently
occurring prepositions
(e.g., to, from, in, out, on,
off, for, of, by, with).
f. Produce and expand
complete sentences in
shared language activities.
1
I can demonstrate
command of the
conventions of
standard English
grammar and usage
when writing.
I can demonstrate
command of the
conventions of
standard English
grammar and usage
when speaking.
I can print many
upper- and lowercase
letters.
I can use frequently
occurring nouns.
I can use frequently
occurring verbs.
I can form regular
plural nouns orally by
adding /s/ or /es/.
I can understand and
use question words.
I can use the most
frequently occurring
prepositions.
I can produce
complete sentences in
shared language
activities.
I can expand complete
sentences in shared
language activities.
Demonstrate
Command
Conventions
Standard English
Grammar
Usage
Upper-case
letters
Lower-case
letters
Frequently
occurring
Nouns
Verbs
Regular plural
nouns
Orally
Prepositions
Produce
Complete
sentences
Expand
2
3
4
5
6
L.2
Demonstrate command of
the conventions of
standard English
capitalization,
punctuation, and spelling
when writing.
a. Capitalize the first word
in a sentence and the
pronoun I.
b. Recognize and name
end punctuation.
c. Write a letter or letters
for most consonant and
short-vowel sounds
(phonemes).
d. Spell simple words
phonetically, drawing on
knowledge of sound-letter
relationships.
I can demonstrate
command of the
conventions of
standard English
capitalization, when
writing.
I can demonstrate
command of the
conventions of
standard English
punctuation when
writing.
I can demonstrate
command of the
conventions of
standard English
spelling when writing.
I can capitalize the
first word in a
sentence and the
pronoun I.
I can recognize and
name end
punctuation.
I can write a letter or
letters for most
consonant and shortvowel sounds.
I can spell simple
words phonetically,
drawing on knowledge
of sound-letter
relationships.
Demonstrate
Command
Conventions
Standard English
Capitalization
Consonant
Short-vowel
Phonetically
Sound-letter
relationships
1
2
3
4
5
6
L.4
Determine or clarify the
meaning of unknown and
multiple-meaning words
and phrases based on
kindergarten reading and
content.
a. Identify new meanings
for familiar words and
apply them accurately
(e.g., knowing duck is a
bird and learning the verb
to duck).
b. Use the most frequently
occurring inflections and
affixes (e.g., -ed, -s, re-,
un-, pre-, -ful, -less) as a
clue to the meaning of an
unknown word.
I can determine or
clarify the meaning of
unknown and
multiple-meaning
words and phrases
based on kindergarten
reading and content.
I can identify new
meanings for familiar
words and apply them
accurately.
I can use the most
frequently occurring
inflections and affixes
as a clue to the
meaning of an
unknown word.
Determine
Clarify
Multiplemeaning
Familiar
Apply
Accurately
Frequently
occurring
Inflections
Affixes
1
2
3
4
5
6
L.5
With guidance and
support from adults,
explore word relationships
and nuances in word
meanings.
a. Sort common objects
into categories (e.g.,
shapes, foods) to gain a
sense of the concepts the
categories represent.
b. Demonstrate
understanding of
frequently occurring verbs
and adjectives by relating
them to their opposites
(antonyms).
c. Identify real-life
connections between
words and their use (e.g.,
note places at school that
are colorful).
d. Distinguish shades of
meaning among verbs
describing the same
general action (e.g., walk,
march, strut, prance) by
acting out the meanings.
I can, with guidance
and support from
adults, explore word
relationships and
nuances in word
meanings.
I can sort common
objects into categories
to gain a sense of the
concepts the
categories represent.
I can demonstrate
understanding of
frequently occurring
verbs by relating them
to their opposites.
I can demonstrate
understanding of
frequently occurring
adjectives by relating
them to their
opposites.
I can Identify real-life
connections between
words and their use.
I can distinguish
shades of meaning
among verbs
describing the same
general action by
acting out the
meanings.
Guidance
Explore
Word
relationships
Nuances
Sort
Common
Objects
Categories
Concept
Represent
Frequently
occurring
Opposites
Real-life
connections
Shades of
meaning
Verbs
1
2
3
4
5
6
L.6
Use words and phrases
acquired through
conversations, reading and
being read to, and
responding to texts.
I can use words and
phrases acquired
through
conversations.
I can use words and
phrases acquired
through reading.
I can use words and
phrases acquired
through being read to.
I can use words and
phrases acquired
through responding to
texts.
Phrases
Acquired
Conversations
1
2
3
4
5
6