In this post we’ll take a look at how to create I Can statements.
The I Can statements are useful in helping create an expectation of communication in the classroom. The can-do statements guide instruction and planning but they also show what students can do in the language rather than what they know about the language. The simple I Can phrase puts the emphasis on what students are able to do and accomplish in ASL and move beyond just reciting vocabulary or explaining grammar concepts.
In the ASL classroom we get a wide range of students varying in age, gender and skill level. The idea that the “can do” statements are a one-size fits all are not really a reality in the classroom. That is why I use unit specific I Can statements written by the teacher for a specific class that follow the ACTFL guidelines. When you create your I Can statements it is important to keep in mind the communication goals and the proficiency level of the class. If you are teaching a level 2 class, you should not expect them to use skills taught in a higher level class. For instance you might write an I Can statement for learning weather.
Novice: I can describe a storm I have witnessed in my own life or seen on TV.
Advanced: I can talk about the weather and discuss climate change and it’s effect on the glaciers in Alaska.
Now it is easy to think placing the phrase I Can… in front of an outcome will make it successful, but that is not the case. It is important to know that the statements should
- Be Measureable
- Be specific
- Have context
- Are communicative
- Match the proficiency level of the class
Examples of I Can statements
| Good Statements | Better Statements |
| I can count to 100 | I can use numbers 1 – 100 to give personal information like my address and phone number. |
| I can express like and don’t like. | I can discuss various types of weather I like and don’t like using the phrases “I like,” “I am crazy about” and “I detest.” |
How statements are phrased are important as well. “I can say” is fairly vague but when the statement is used with 
words like “describe,” “compare,” or “tell” will lead to more conversation outcomes which is what we want students to do…communicate with others. Keep in mind the desired outcome and what you are wanting students to do. I use Bloom’s Taxonomy to help me create my I Can statements in order to make them more specific.
Improving Student Communication
Always create the statements with the idea that each one should give the student an opportunity to show what they can do in the language from a communicative standpoint. Write with tasks with the goal that will lead students towards the path of proficiency and communication success.
You might find this video helpful for starting or improving your I Can statements.
