What do they do in Kindergarten?If you ever wonder what your child is learning in Kindergarten, check out these "I can" statements which are based on West Virginia's Next Generation (NxG) Standards and Objectives. If your child can do all of these things by the end of the school year, they have mastered the Kindergarten standards.
English Language Arts
I can recognize and name all upper- and lowercase letters of the alphabet.
I can print many upper- and lowercase letters.
I can demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sounds for each consonant.
I can recognize and produce rhyming words.
I can count, pronounce, blend and segment syllables in spoken words.
I can blend and segment onsets and rimes of single-syllable spoken words.
I can isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant or cvc) words.
I can add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
I can associate the long and short sounds with common spellings (graphemes) for the five major vowels.
I can read common high-frequency words by sight.
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 read emergent-reader texts with purpose and understanding.
I can actively engage in group reading activities of literary and informational texts with purpose and understanding.
I can follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
I can write a letter or letters for most consonant and short-vowel sounds (phonemes).
I can spell simple words phonetically, drawing on knowledge of sound-letter relationships.
I can use a combination of drawing, dictating and writing to compose informative/explanatory texts in which I name what I am writing about and supply some information about the topic.
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.
With your help, I can ask and answer questions about key details in a literary text.
With your help, I can retell familiar stories, including key details in literary texts.
With your help, I can identify characters, settings and major events in a story in literary text.
With your help, I can ask and answer questions about key details in an informational text.
With your help, I can identify the main topic and retell key details of an informational text.
With your help, I can describe the connection between two individuals, events, ideas or pieces of information in an informational text.
With your help, I can describe the relationship between illustrations and the literary story in which they appear.
With your help, I can name the author and illustrator of a story and I can define the role of each in telling the story in a literary text.
With your help, I can ask and answer questions about unknown words in an informational text.
I can 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.
I can ask and answer questions about unknown words in a literary text.
I can recognize common types of texts.
I can identify the front cover, back cover and title page of a book.
I can 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 compare and contrast the adventures and experiences of characters in familiar literary stories.
I can describe the relationship between illustrations and the informational text in which they appear.
I can identify the reasons an author gives to support points in a literary or informational text.
I can identify basic similarities in and differences between two literary or informational texts on the same topic.
I can speak audibly and express thoughts, feelings and ideas clearly.
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 continue a conversation through multiple exchanges.
I can ask and answer questions in order to seek help, get information or clarify something that is not understood.
I can describe familiar people, places, things and events and, with your help, provide additional detail.
I can produce and expand complete sentences in shared language activities.
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 (e.g., knowing duck is a bird and learning the verb to duck).
I can use words and phrases acquired through conversations, reading and being read to and responding to texts.
With your help, I can recall information from experiences or gather information from provided sources to answer a question.
With your help, I can sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
With your help, I can identify real-life connections between words and their use (e.g., note places at school that are colorful).
With your help, I can distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
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.
With your help, I can respond to questions and suggestions from peers and add details to strengthen writing as needed.
I can add drawings or other visual displays to descriptions as desired to provide additional detail.
With your help, I can explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
I can 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 capitalize the first word in a sentence and the pronoun i.
I can recognize and name end punctuation.
I can use frequently occurring nouns and verbs.
I can form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
I can understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
I can use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
I can 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 distinguish between similarly spelled words by identifying the sounds of the letters that differ.
With your help, I can demonstrate an understanding of frequently occurring verbs and adjectives by relating them to their opposites.
Mathematics
I can count to 100 by ones and by tens.
I can count forward beginning from a given number (instead of having to begin at 1).
I can write numbers from 0 to 20 to represent objects.
I can count objects, pairing one number to one object, recognizing the last number represents how many.
I can understand that each successive number name refers to a quantity that is one larger.
I can count as many as 20 things arranged in a line, a rectangular array, or a circle.
I can count as many as 10 things in a scattered configuration.
I can count out 0-20 objects if you give me a number.
I can identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group.
I can compare two numbers between 1 and 10 presented as written numerals.
I can represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions or equations.
I can solve addition and subtraction word problems.
I can add and subtract within 10, by using objects or drawings to represent the problem.
I can decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
I can, for any number from 1 to 9, find the number that makes 10 when added to the given number by using objects or drawings, and record the answer with a drawing or equation.
I can fluently add and subtract within 5.
I can correctly name shapes regardless of their orientations or overall size.
I can describe measurable attributes of objects, such as length or weight and describe several measurable attributes of a single object.
I can directly compare two objects with an attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference.
I can classify objects into given categories, count the numbers of objects in each category, and sort the categories by count.
I can describe objects in the environment using names of shapes and describe the relative positions of these objects.
I can identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
I can analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
I can model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
I can compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”
"I can" statements for Science and Social Studies are coming soon!
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