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Skills available for Ontario kindergarten English language arts curriculum

Objectives are in black and IXL English language arts skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

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Kindergarten Program: Demonstrating Literacy and Mathematics Behaviours Kindergarten Program: Demonstrating Literacy and Mathematics Behaviours
Ontario Curriculum: Reading Ontario Curriculum: Reading
Ontario Curriculum: Writing Ontario Curriculum: Writing

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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
- 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)
  - Which feeling matches the picture? (K-U.1)
- 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)
- 1.6 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)
- 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
- 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)
  - What will happen next? (K-U.2)
- 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

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)

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)
- 10.2 demonstrate an awareness that text can convey ideas or messages (e.g., ask the educator to write out new words for them)
- 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)
- 10.5 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)

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)
- 11.2 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)
- 11.4 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)
- 11.6 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)
- 11.8 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)
- 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)
  - Identify time-order words (1-NN.2)
  - Put the sentences in order (1-NN.3)
- 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)
- 12.2 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)

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Actions

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

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)

1.5 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

1.7 use specialized vocabulary for a variety of purposes (e.g., terms for things they are building or equipment they are using)

1.9 describe personal experiences, using vocabulary and details appropriate to the situation

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

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)

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)

10.2 demonstrate an awareness that text can convey ideas or messages (e.g., ask the educator to write out new words for them)

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

10.5 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)

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)

11.2 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)

11.4 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)

11.6 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)

11.9 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

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)

12.2 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)