Prince Edward Island
Skills available for Prince Edward Island 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.
Show alignments for:
- WNCP Common Curriculum Frameworks WNCP Common Curriculum Frameworks
- Prince Edward Island Curriculum: Emergent (K-1) Reading and Viewing Prince Edward Island Curriculum: Emergent (K-1) Reading and Viewing
- Prince Edward Island Curriculum: Emergent (K-1) Writing and Other Ways of Representing Prince Edward Island Curriculum: Emergent (K-1) Writing and Other Ways of Representing
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4 Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.
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regard reading/viewing as sources of interest, enjoyment, and information
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understand basic concepts of print including directionality, word, space, letter, and sound
- Find the letter in the alphabet: uppercase (K-A.1)
- Choose the letter that you hear: uppercase (K-A.3)
- Choose the letter that you hear: lowercase (K-A.4)
- Frequently confused letters: find all the letters (K-A.6)
- Choose the two words that are the same (K-C.1)
- Choose the sentence that is spaced correctly (K-C.2)
- Find a word in a sentence (K-C.3)
- Identify the first, second and last sound in a word (K-G.3)
- Put the sounds in order (K-G.4)
- Find the words that begin with a given sound (K-H.2)
- Choose the letter that matches the consonant sound: review (K-H.5)
- Which letter does the word start with? (K-H.6)
- Which letter does the word end with? (K-H.7)
- Which consonant blend does the word start with? (K-I.1)
- Complete the word with the right initial consonant blend (K-I.2)
- Does the word start with a consonant blend? (K-I.3)
- Which consonant blend does the word end with? (K-I.4)
- Complete the word with the right final consonant blend (K-I.5)
- Does the word end with a consonant blend? (K-I.6)
- Choose the word that matches the picture: -ss, -ll, -ff, -zz, -ck (K-I.7)
- Choose the correct digraph (K-I.8)
- Find the short a word (K-J.1)
- Complete the short a word (K-J.3)
- Find the short e word (K-K.1)
- Complete the short e word (K-K.3)
- Find the short i word (K-L.1)
- Complete the short i words (K-L.3)
- Find the short o word (K-M.1)
- Complete the short o word (K-M.3)
- Find the short u word (K-N.1)
- Complete the short u word (K-N.3)
- Identify the short vowel sound in a word (K-O.1)
- Complete the word with the right short vowel (K-O.2)
- Identify book parts and features (K-R.1)
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select, with teacher assistance, texts appropriate to their interests and learning needs
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engage in reading or reading- like behaviour as they experience a variety of literature
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use, with support, the various cueing systems and a variety of strategies to construct meaning from text
- Which could happen in real life? (K-S.1)
- What is the picture about? (K-T.1)
- Which feeling matches the picture? (K-U.1)
- What will happen next? (K-U.2)
- What am I? (K-V.1)
- Match synonyms (K-AA.1)
- Match antonyms to pictures (K-AA.2)
- Sort objects into categories (K-BB.1)
- Which one is not like the others? (K-BB.2)
- Multiple-meaning words with pictures (K-CC.1)
- Is it a telling sentence or an asking sentence? (K-DD.1)
- Is the noun a person, animal, place or thing? (K-FF.1)
- Complete the sentence with an action verb to match the picture (K-GG.3)
- Which could happen in real life? (1-T.1)
- What is the picture about? (1-U.1)
- Which feeling matches the picture? (1-V.1)
- What will happen next? (1-V.2)
- What am I? (1-V.3)
- Sort words into categories (1-X.1)
- Which word is not like the others? (1-X.2)
- Choose the synonyms (1-Y.1)
- Choose the antonyms (1-Y.2)
- Multiple-meaning words with pictures (1-Z.1)
- Find the words with related meanings (1-AA.1)
- Describe the difference between related words (1-AA.2)
- Order related words based on meaning (1-AA.3)
- Use words with prefixes and suffixes (1-BB.1)
- Understand words with prefixes and suffixes (1-BB.2)
- Use context to identify the meaning of a word (1-CC.1)
- Identify statements (1-EE.1)
- Identify questions (1-EE.2)
- Identify exclamations (1-EE.3)
- Identify commands (1-EE.4)
- Statement, question, command or exclamation? (1-EE.6)
- Is the noun a person, animal, place or thing? (1-FF.1)
- Identify nouns in a sentence (1-FF.3)
- Identify proper nouns (1-FF.5)
- Identify the irregular past tense (1-JJ.6)
- Identify adjectives (1-LL.3)
- Identify comparative and superlative adjectives (1-LL.5)
- Identify time-order words (1-NN.2)
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use meaning cues (personal experiences, context, picture cues) to predict, confirm/self-correct
- Which could happen in real life? (K-S.1)
- What is the picture about? (K-T.1)
- Which feeling matches the picture? (K-U.1)
- What will happen next? (K-U.2)
- What am I? (K-V.1)
- Compare pictures using adjectives (K-X.1)
- Find the picture that matches the action verb (K-X.2)
- Choose the best location word to match the picture (K-Y.2)
- Match synonyms (K-AA.1)
- Match antonyms to pictures (K-AA.2)
- Sort objects into categories (K-BB.1)
- Which one is not like the others? (K-BB.2)
- Multiple-meaning words with pictures (K-CC.1)
- Which could happen in real life? (1-T.1)
- What is the picture about? (1-U.1)
- Which feeling matches the picture? (1-V.1)
- What will happen next? (1-V.2)
- What am I? (1-V.3)
- Complete the sentence with a noun to match the picture (1-W.1)
- Compare pictures using adjectives (1-W.2)
- Sort words into categories (1-X.1)
- Which word is not like the others? (1-X.2)
- Choose the synonyms (1-Y.1)
- Choose the antonyms (1-Y.2)
- Multiple-meaning words with pictures (1-Z.1)
- Find the words with related meanings (1-AA.1)
- Describe the difference between related words (1-AA.2)
- Order related words based on meaning (1-AA.3)
- Use words with prefixes and suffixes (1-BB.1)
- Understand words with prefixes and suffixes (1-BB.2)
- Use context to identify the meaning of a word (1-CC.1)
- Irregular plurals: select the word that matches the picture (1-FF.9)
- Select the possessive noun that matches the picture (1-FF.10)
- Complete the sentence with an action verb to match the picture (1-HH.1)
- Compare pictures using comparative and superlative adjectives (1-LL.4)
- Select the best preposition to match the picture (1-MM.1)
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use knowledge of oral language patterns (syntax) to predict, confirm/self-correct
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begin to use knowledge of sound-symbol relationships as one reading cue (e.g., initial and final consonants)
- Blend each sound in a word together (K-G.2)
- Identify the first, second and last sound in a word (K-G.3)
- Put the sounds in order (K-G.4)
- Find the words that begin with a given sound (K-H.2)
- Choose the letter that matches the consonant sound: review (K-H.5)
- Which letter does the word start with? (K-H.6)
- Which letter does the word end with? (K-H.7)
- Which consonant blend does the word start with? (K-I.1)
- Complete the word with the right initial consonant blend (K-I.2)
- Which consonant blend does the word end with? (K-I.4)
- Complete the word with the right final consonant blend (K-I.5)
- Choose the word that matches the picture: -ss, -ll, -ff, -zz, -ck (K-I.7)
- Choose the correct digraph (K-I.8)
- Complete the short a word (K-J.3)
- Complete the short e word (K-K.3)
- Complete the short i words (K-L.3)
- Complete the short o word (K-M.3)
- Complete the short u word (K-N.3)
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begin to match one-to-one spoken to printed word
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begin to recognize some high frequency sight words
5 Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.
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with assistance, interact with a variety of simple texts (e.g., pictures, computer software, videotapes, non-fiction) as well as human and community resources
6 Students will be expected to respond personally to a range of texts.
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respond personally to texts in a variety of ways
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express opinions about texts and the work of authors and illustrators
7 Students will be expected to respond critically to a range of texts, applying their knowledge of language, form, and genre.
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recognize some basic types of texts (e.g., videos, poems, posters, letters, true and imaginary texts)
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recognize some basic components of texts such as author, illustrator, and title
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begin to ask questions of text
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begin to develop an understanding and respect for diversity