kindergarten English language arts curriculum

Reading

12 demonstrate an interest in reading (e.g., expect to find meaning in pictures and text, choose to look at reading materials, respond to texts read by the teacher, reread familiar text, confidently make attempts at reading)
13 identify personal preferences in reading materials (e.g., choose fiction and nonfiction books, magazines, posters, computerized interactive texts that they enjoy) in different contexts (e.g., teacher readalouds, shared experiences in reading books, independent reading time)
14 respond to a variety of materials read aloud to them (e.g., participate in oral discussions after reading; ask questions to clarify understanding; dramatize familiar stories at the retelling or drama centre; paint, draw, or construct models of characters or settings)
15 use illustrations to support comprehension of texts that are read by and with the teacher (e.g., initially: use the information in the pictures in a storybook as they tell the story; eventually: use pictures to support predictions and to confirm the meaning of a word)
16 use prior knowledge to make connections (e.g., to new experiences, to other books, to events in the world) to help them understand a diverse range of materials read by and with the teacher
17 make predictions regarding an unfamiliar text that is read by and with the teacher, using prior experience, knowledge of familiar texts, and general knowledge of the world around them (e.g., use the cover pictures and/or title to determine the topic and/or text form)
18 retell stories in proper sequence that have been read by and with the teacher, using pictures in the book and/or props (e.g., use props such as finger puppets or flannel-board characters; use plastic models at the sand table to tell the story of the Gingerbread Man)
- Identify time-order words (1-T.2)
- Put the sentences in order (1-T.3)
19 retell information from non-fiction materials that have been read by and with the teacher in a variety of contexts (e.g., read-alouds, shared reading experiences), using pictures and/or props
20 demonstrate an awareness of basic book conventions and concepts of print when a text is read aloud or when they are beginning to read print (e.g., hold the book the right way up; start at the beginning of the book; turn the pages in the correct order; recognize that print uses letters, words, spaces between words, and sentences; understand that printed materials contain messages; follow the print with a pointer for the class as a story is read aloud during shared reading)
21 demonstrate knowledge of most letters of the alphabet in different contexts (e.g., use a variety of capital and lower-case manipulative letters in letter play; identify letters by name on signs and labels at learning centres, in chart stories, in poems, in big books, on traffic signs; identify the sound that is represented by a letter; identify a word that begins with the letter)
22 begin to use reading strategies to make sense of unfamiliar texts in print (e.g., use pictures; use knowledge of oral language structures, of a few high-frequency words, and/or of sound-symbol relationships; initially: tell a story using the pictures, recognize some familiar names or words; eventually: read patterned and simple texts)

Writing

23 demonstrate interest in writing (e.g., choose a variety of writing materials, such as adhesive notes, labels, envelopes, coloured paper, markers, crayons, pencils) and choose to write in a variety of contexts (e.g., draw or record ideas at learning centres)
24 demonstrate an awareness that writing can convey ideas or messages (e.g., contribute ideas to modelled, shared, or interactive writing experiences; ask the teacher to write out new words for them; ask questions about the meaning of something in print)
- Find a word in a sentence (K-K.1)
25 write simple messages (e.g., a grocery list on unlined paper; a greeting card made on a computer; labels for a block or sand construction), using a combination of pictures, symbols, knowledge of the correspondence between letters and sounds (phonics), and familiar words (e.g., initially: use pictures and strings of random letters; eventually: use such familiar words as I, to, and my, and such spelling approximations as “I lv u mum” or “dnt tuch”)
26 begin to use classroom resources to support their writing (e.g., a classroom word wall that is made up of children’s names, words from simple patterned texts, and words used repeatedly in shared or interactive writing experiences; signs or charts in the classroom; picture dictionaries; alphabet cards; books)
27 experiment with a variety of simple writing forms for different purposes and in a variety of contexts (e.g., write letters at the post office centre; make signs at the block centre; record their findings at the water centre or dramatic play centre; make a list of classmates’ names; make greeting cards at the visual arts centre; tell stories at the writing centre or painting centre)
28 communicate ideas about personal experiences and/or familiar stories, and experiment with personal voice in their writing (e.g., make a drawing of a day at the park and retell their experiences orally to their classmates; make a story map of “The Three Little Pigs” and retell the story individually to the teacher during a writing conference)