Kindergarten Program: Kindergarten
Skills available for Ontario kindergarten English language arts objectives
Overall Expectation
Print skill plan
Communication
1 communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts
1.1 explore sounds, rhythms, and language structures, with guidance and on their own
Consonant sounds and letters
Short vowel sounds
Long vowels
Short and long vowels
Consonant blends
Blend and segment sounds
Rhymes
Sentence types
Punctuation
Complete sentences
Capitalization
Sentence spacing
Nouns
1.1 explore sounds, rhythms, and language structures, with guidance and on their own
Consonant sounds and letters
Short vowel sounds
Long vowels
Short and long vowels
Consonant blends
Blend and segment sounds
Rhymes
Sentence types
Punctuation
Complete sentences
Capitalization
Sentence spacing
Nouns
1.2 listen and respond to others, both verbally and non-verbally (e.g., using the arts, using signs, using gestures and body language), for a variety of purposes (e.g., to exchange ideas, express feelings, offer opinions) and in a variety of contexts (e.g., after read-alouds and shared reading or writing experiences; while solving a class math problem; in imaginary or exploratory play; in the learning areas; while engaged in games and outdoor play; while making scientific observations of plants and animals outdoors)
1.2 listen and respond to others, both verbally and non-verbally (e.g., using the arts, using signs, using gestures and body language), for a variety of purposes (e.g., to exchange ideas, express feelings, offer opinions) and in a variety of contexts (e.g., after read-alouds and shared reading or writing experiences; while solving a class math problem; in imaginary or exploratory play; in the learning areas; while engaged in games and outdoor play; while making scientific observations of plants and animals outdoors)
1.3 use and interpret gestures, tone of voice, and other non-verbal means to communicate and respond (e.g., respond to non-verbal cues from the educator; vary tone of voice when dramatizing; name feelings and recognize how someone else might be feeling)
1.3 use and interpret gestures, tone of voice, and other non-verbal means to communicate and respond (e.g., respond to non-verbal cues from the educator; vary tone of voice when dramatizing; name feelings and recognize how someone else might be feeling)
1.4 sustain interactions in different contexts (e.g., with materials, with other children, with adults)
1.4 sustain interactions in different contexts (e.g., with materials, with other children, with adults)
1.5 use language (verbal and non-verbal communication) in various contexts to connect new experiences with what they already know (e.g., contribute ideas during shared or interactive writing; contribute to conversations in learning areas; respond to educator prompts)
1.5 use language (verbal and non-verbal communication) in various contexts to connect new experiences with what they already know (e.g., contribute ideas during shared or interactive writing; contribute to conversations in learning areas; respond to educator prompts)
1.6 use language (verbal and non-verbal communication) to communicate their thinking, to reflect, and to solve problems
1.6 use language (verbal and non-verbal communication) to communicate their thinking, to reflect, and to solve problems
1.7 use specialized vocabulary for a variety of purposes (e.g., terms for things they are building or equipment they are using)
Word relationships
Nouns
Verbs
Adjectives
Number and colour words
Location words
1.7 use specialized vocabulary for a variety of purposes (e.g., terms for things they are building or equipment they are using)
Word relationships
Nouns
Verbs
Adjectives
Number and colour words
Location words
1.8 ask questions for a variety of purposes (e.g., for direction, for assistance, to innovate on an idea, to obtain information, for clarification, for help in understanding something, out of curiosity about something, to make meaning of a new situation) and in different contexts (e.g., during discussions and conversations with peers and adults; before, during, and after read-aloud and shared reading experiences; while exploring the schoolyard or local park; in small groups, in learning areas)
1.8 ask questions for a variety of purposes (e.g., for direction, for assistance, to innovate on an idea, to obtain information, for clarification, for help in understanding something, out of curiosity about something, to make meaning of a new situation) and in different contexts (e.g., during discussions and conversations with peers and adults; before, during, and after read-aloud and shared reading experiences; while exploring the schoolyard or local park; in small groups, in learning areas)
1.9 describe personal experiences, using vocabulary and details appropriate to the situation
Word relationships
Nouns
Verbs
Adjectives
Number and colour words
Location words
1.9 describe personal experiences, using vocabulary and details appropriate to the situation
Word relationships
Nouns
Verbs
Adjectives
Number and colour words
Location words
1.10 retell experiences, events, and familiar stories in proper sequence (e.g., orally; in new and creative ways; using drama, visual arts, non-verbal communication, and representations; in a conversation)
1.10 retell experiences, events, and familiar stories in proper sequence (e.g., orally; in new and creative ways; using drama, visual arts, non-verbal communication, and representations; in a conversation)
1.11 demonstrate an awareness that words can rhyme, can begin or end with the same sound, and are composed of phonemes that can be manipulated to create new words
Short vowel words
Initial and final sounds
Blend and segment sounds
Rhymes
1.11 demonstrate an awareness that words can rhyme, can begin or end with the same sound, and are composed of phonemes that can be manipulated to create new words
Short vowel words
Initial and final sounds
Blend and segment sounds
Rhymes
Reading
9 demonstrate literacy behaviours that enable beginning readers to make sense of a variety of texts
9.1 use reading behaviours to make sense of familiar and 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)
Word recognition
Blend and segment sounds
Rhyming sounds
Consonant letters and sounds
Digraphs
Sentence types
Question words
Punctuation
Complete sentences
Consonant blends
Short a vowel words
Short e vowel words
Short i vowel words
Short o vowel words
Short u vowel words
Short vowel sounds
Long vowel words
Short and long vowel words
Sight words
Multiple-meaning words
9.1 use reading behaviours to make sense of familiar and 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)
Word recognition
Blend and segment sounds
Rhyming sounds
Consonant letters and sounds
Digraphs
Sentence types
Question words
Punctuation
Complete sentences
Consonant blends
Short a vowel words
Short e vowel words
Short i vowel words
Short o vowel words
Short u vowel words
Short vowel sounds
Long vowel words
Short and long vowel words
Sight words
Multiple-meaning words
Writing
10 demonstrate literacy behaviours that enable beginning writers to communicate with others
10.1 demonstrate an 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 in learning areas)
10.1 demonstrate an 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 in learning areas)
10.2 demonstrate an awareness that text can convey ideas or messages (e.g., ask the educator to write out new words for them)
Word recognition
Short vowel sentences
Sight words
Inferences
10.2 demonstrate an awareness that text can convey ideas or messages (e.g., ask the educator to write out new words for them)
Word recognition
Short vowel sentences
Sight words
Inferences
10.3 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
10.3 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
10.4 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)
10.4 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)
10.5 experiment with a variety of simple writing forms for different purposes and in a variety of contexts
10.5 experiment with a variety of simple writing forms for different purposes and in a variety of contexts
10.6 communicate ideas about personal experiences and/or familiar stories, and experiment with personal voice in their writing (e.g., make a story map of "The Three Little Pigs" and retell the story individually to a member of the educator team during a writing conference)
10.6 communicate ideas about personal experiences and/or familiar stories, and experiment with personal voice in their writing (e.g., make a story map of "The Three Little Pigs" and retell the story individually to a member of the educator team during a writing conference)
Understanding written materials
11 demonstrate an understanding and critical awareness of a variety of written materials that are read by and with their educators
11.1 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 educator team; reread familiar text; confidently make attempts at reading)
11.1 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 educator team; reread familiar text; confidently make attempts at reading)
11.2 identify personal preferences in reading materials (e.g., choose fiction and non-fiction books, magazines, posters, or computerized interactive texts that they enjoy) in different contexts (e.g., educator team read-alouds, shared experiences in reading books, independent reading time)
11.2 identify personal preferences in reading materials (e.g., choose fiction and non-fiction books, magazines, posters, or computerized interactive texts that they enjoy) in different contexts (e.g., educator team read-alouds, shared experiences in reading books, independent reading time)
11.3 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., start at the beginning of the book; recognize that print uses letters, words, spaces between words, and sentences; understand that printed materials contain messages)
11.3 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., start at the beginning of the book; recognize that print uses letters, words, spaces between words, and sentences; understand that printed materials contain messages)
11.4 respond to a variety of materials that have been read aloud to them (e.g., paint, draw, or construct models of characters or settings)
11.4 respond to a variety of materials that have been read aloud to them (e.g., paint, draw, or construct models of characters or settings)
11.5 make predictions regarding an unfamiliar text that is read by and with the educator team, 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)
11.5 make predictions regarding an unfamiliar text that is read by and with the educator team, 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)
11.6 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 educator team
11.6 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 educator team
11.7 use illustrations to support comprehension of texts that are read by and with the educator(s)
11.7 use illustrations to support comprehension of texts that are read by and with the educator(s)
11.8 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 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)
Short vowel words
Letters in the alphabet
Upper and lowercase letters
Letter sounds
Beginning word sounds
Ending word sounds
11.8 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 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)
Short vowel words
Letters in the alphabet
Upper and lowercase letters
Letter sounds
Beginning word sounds
Ending word sounds
11.9 retell, orally or with non-verbal communication, familiar experiences or stories in proper sequence (e.g., in new and creative ways, using drama, visual arts, non-verbal communication, and representations; in a conversation)
11.9 retell, orally or with non-verbal communication, familiar experiences or stories in proper sequence (e.g., in new and creative ways, using drama, visual arts, non-verbal communication, and representations; in a conversation)
11.10 retell information from non-fiction materials that have been read by and with the educator team in a variety of contexts (e.g., read-alouds, shared reading experiences), using pictures and/or props
11.10 retell information from non-fiction materials that have been read by and with the educator team in a variety of contexts (e.g., read-alouds, shared reading experiences), using pictures and/or props
Understanding media text
12 demonstrate an understanding and critical awareness of media texts
12.1 respond critically to animated works (e.g., cartoons in which animals talk, movies in which animals go to school)
12.1 respond critically to animated works (e.g., cartoons in which animals talk, movies in which animals go to school)
12.2 communicate their ideas, verbally and non-verbally, about a variety of media materials (e.g., describe their feelings in response to seeing a DVD or a video; dramatize messages from a safety video or poster; paint pictures in response to an advertisement or CD)
12.2 communicate their ideas, verbally and non-verbally, about a variety of media materials (e.g., describe their feelings in response to seeing a DVD or a video; dramatize messages from a safety video or poster; paint pictures in response to an advertisement or CD)