Kindergarten: Unit 1 Progress Monitoring



Kindergarten: Unit 3 Progress Monitoring

Checkpoints Toward Mastery: ELA “I Can” Statements

|√ |√ |√ |√ |Standard # |“I Can” Statements |

| | | | |RL.K.1 |I can sit still and listen to a story in a group setting.* |

| | | | |RL.K.1 |I can name who or what the story is about.* |

| | | | |RL.K.1 |I can describe where and when the story happened.* |

| | | | |RL.K.1 |I can ask questions to identify the problem in the story.* |

| | | | |RL.K.1 |I can explain how the problem was solved in the story.* |

| | | | |RL.K.1 |I can ask and answer questions about key details in a text.* |

| | | | |RL.K.3 |I can explain what a character is.* |

| | | | |RL.K.3 |I can identify the characters in a story.* |

| | | | |RL.K.3 |I can tell about the characters in a story.* |

| | | | |RL.K.3 |I can tell the setting of the story.* |

| | | | |RL.K.3 |I can describe the setting.* |

| | | | |RL.K.3 |I can discuss the events in a story.* |

| | | | |RL.K.3 |I can ask who, what, when, where, how, and why of a story.* |

| | | | |RL.K.9 |I can tell how characters’ adventures and experiences are alike in stories I have heard.* |

| | | | |RL.K.9 |I can tell how characters’ adventures and experiences are different in stories I have heard.* |

| | | | |RI.K.9 |I can sit and listen to two different texts on the same topic.* |

| | | | |RI.K.9 |I can tell in my own words how two texts/articles about the same topic are alike.* |

| | | | |RI.K.9 |I can tell in my own words how two texts/articles about the same topic are different.* |

| | | | |W.K.6 |I can demonstrate basic computer skills (e.g. Turn on the computer, basic word processing tools).** |

| | | | |W.K.6 |I can explore different types of tools I can use to create a writing/drawing project (computers, Nookbooks, |

| | | | | |etc.).** |

| | | | |W.K.6 |I can use a digital tool to create and share a project (i.e. book, poem, drawings, etc.) about a topic.** |

| | | | |W.K.6 |I can use digital tools to write and publish my writing.** |

| | | | |W.K.6 |I can work by myself, with a partner or in a group.** |

| | | | |W.K.8 |I can identify experiences.** |

| | | | |W.K.8 |I can remember information from experiences.** |

| | | | |W.K.8 |I can tell information about something I’ve done.** |

| | | | |W.K.8 |I can write about something I’ve done.** |

| | | | |W.K.8 |I can identify sources.** |

| | | | |W.K.8 |I can look for and share information learned about a topic.** |

| | | | |W.K.8 |I can gather information from sources to answer a question.** |

| | | | |W.K.8 |I can recall information from experiences or gather information from provided sources to answer a |

| | | | | |question.** |

| | | | |RF.K.1a |I can follow words from top to bottom, left to right, and page by page. |

| | | | |RF.K.1b |I can create words by putting together sounds from left to right. |

| | | | |RF.K.1c |I can point to the spaces between words. |

| | | | |RF.K.1d |I can name all upper case letters of the alphabet. |

| | | | |RF.K.1d |I can name all lower case letters of the alphabet. |

| | | | |RF.K.1d |I can combine letters to make words. |

| | | | |RF.K.1d |I can use words to make sentences. |

| | | | |RF.K.2a |I can recognize rhyming words. |

| | | | |RF.K.2a |I can match rhyming words. |

| | | | |RF.K.2a |I can tell two or more words that rhyme. |

| | | | |RF.K.2b |I can put together syllables to make a word. |

| | | | |RF.K.2b |I can divide a word into syllables. |

| | | | |RF.K.2c |I can blend the first sound of a spoken word together with the rest of the word. |

| | | | |RF.K.2c |I can separate the first sound of a spoken word from the rest of the word. |

| | | | |RF.K.2c |I can blend sounds without stopping between the sounds. |

| | | | |RF.K.2c |I can separate the sounds within a one syllable word. |

| | | | |RF.K.2d |I can identify the first sound in a 3-phoneme word (CVC). |

| | | | |RF.K.2d |I can identify the third sound in a 3-phoneme word (CVC). |

| | | | |RF.K.2d |I can identify the second sound in a 3-phoneme word (CVC). |

| | | | |RF.K.3a |I can point to and say the sound that each letter makes. |

| | | | |RF.K.3b |I can point to and say short sounds of vowels. |

| | | | |RF.K.3b |I can point to and say long sounds of vowels. |

| | | | |RF.K.3c |I can read common sight words. |

| | | | |RF.K.4 |I can apply what I have learned when reading a story. |

| | | | |RF.K.4 |I can read a story on my level to learn something about a new topic. |

| | | | |RF.K.4 |I can read a story on my level to answer questions. |

| | | | |RF.K.4 |I can read a story on my level and ask questions about that topic. |

| | | | |RF.K.4 |I can read a story on my level and explain why it was important to me. |

| | | | |L.K.1a |I can write most uppercase and lowercase letters that have been introduced. |

| | | | |L.K.1c |I can add s or es to change a word meaning from one to more than one person, place, or thing. |

| | | | |L.K.1d |I can use the words who, what, when, where, why, and how correctly to ask questions. |

| | | | |L.K.4b |I can show that I understand that certain letters or groups of letters can be added to a word to change the |

| | | | | |meaning of that word. |

| | | | |L.K.4b |I can add –ed to the end of a word to make it show that the action already happened. |

| | | | |L.K.5b |I can show the opposite of an action.** |

| | | | |L.K.5b |I can tell the opposite of a describing word.** |

| | | | |L.K.5c |I can use describing words to tell about real life things.** |

| | | | |SL.K.2 |I can answer questions to show that I understand the text. |

| | | | |SL.K.2 |I can ask questions if I don’t understand something I hear or see. |

| | | | |SL.K.2 |I can ask and answer questions to show that I understand the text read aloud or the information I hear. |

| | | | |SL.K.3 |I can answer questions about a topic to help me learn more about what I don’t understand. |

| | | | |SL.K.3 |I can ask questions to find help to learn more about a topic. |

| | | | |SL.K.3 |I can ask and answer questions about a topic to help me learn more about that topic. |

* With prompting and support

** With guidance and support

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