Common Core Standards I Can Statements for Kindergarten - ELA & MATH Bundle

Common Core Standards I Can Statements for Kindergarten - ELA & MATH Bundle
Common Core Standards I Can Statements for Kindergarten - ELA & MATH Bundle
Common Core Standards I Can Statements for Kindergarten - ELA & MATH Bundle
Common Core Standards I Can Statements for Kindergarten - ELA & MATH Bundle
Common Core Standards I Can Statements for Kindergarten - ELA & MATH Bundle
Common Core Standards I Can Statements for Kindergarten - ELA & MATH Bundle
Common Core Standards I Can Statements for Kindergarten - ELA & MATH Bundle
Common Core Standards I Can Statements for Kindergarten - ELA & MATH Bundle
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Zip

(148 MB|201 pages)
Standards
2 Products in this Bundle
2 products
  1. These EDITABLE student-friendly "I can" statements are aligned to the Common Core Standards. In this resource you will find every ELA standard for kindergarten rewritten as an I Can statement. As an experienced evaluator, I know the importance of having standards written in kid-friendly terms that a
  2. These EDITABLE student-friendly "I can" statements are aligned to the Common Core Standards. In this resource you will find every MATH standard for kindergarten rewritten as an I Can statement. As an experienced evaluator, I know the importance of having standards written in kid-friendly terms that
Also included in:
  1. This huge bundle of EDITABLE student-friendly "I can" statements is aligned to the Common Core & NGSS Standards. In this resource you will find every ELA, Science, & MATH standard for kindergarten rewritten as an I Can statement. As an experienced evaluator, I know the importance of having s
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  • Bundle Description
  • StandardsNEW

This huge bundle of EDITABLE student-friendly "I can" statements is aligned to the Common Core Standards. As an experienced evaluator, I know the importance of having standards written in kid-friendly terms that allow students to focus on the intended learning. In this resource you will find every ELA & MATH standard for kindergarten rewritten as an I Can statement. Some of the standards are divided up into various I can statements to allow students to reach mastery.

Update! I recently added the Science I Can statements for kindergarten! Purchase THIS bundle to save even more money!

Kindergarten I Can Bundle of all Common Core & NGSS Statements

*TIP - The black & white printables make the perfect coloring sheets for when students master a standard or use them to bring focus back to the intended learning during an observation!

I have recently updated this product with editable pages so you can alter the wording as desired or create your own I Can statement!

These are FULL PAGE allowing your students to easily read them. They look beautiful on a bulletin board. At the top of the page you will find the student-friendly I can statement and on the bottom in a smaller font, you will find the complete standard for your quick-reference.

I have included both color and printer-friendly black & white versions of these.

Please look through the preview for an up-close look at this beautiful format!

This is a large 200+ page document!

Looking for Kindergarten I can statements for the new TN standards?

TN Academic Standards - ELA - Kindergarten

Need the Common Core Standards for first grade?

First Grade I Can Statements Aligned to the Common Core Standards

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Hilary Statum

Pencils to Pigtails

Log in to see state-specific standards (only available in the US).
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
Total Pages
201 pages
Answer Key
N/A
Teaching Duration
1 Year
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