Ontario

Ontario flag
Skills available for Ontario kindergarten English language arts curriculum

IXL's kindergarten skills will be aligned to the Ontario Curriculum soon! Until then, you can view a complete list of kindergarten objectives below.

Show alignments for:

Actions

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)

  • 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)