Language
Kindergarten: Language |
Planning: Term # Tracking: Ach. Level |
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Overall Expectations |
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A.
communicate by talking and by listening and speaking to others for a variety
of purposes and in a variety of contexts; |
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B.
demonstrate understanding and critical awareness of a variety of written
materials that are read by and with the teacher; |
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C.
use reading strategies that are appropriate for beginning readers in order to
make sense of a variety of written materials; |
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D.
communicate in writing, using strategies that are appropriate for beginners; |
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E.
demonstrate a beginning understanding and critical awareness of media texts. |
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Specific Expectations |
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Oral Communication |
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1.
explore sounds, rhythms, and language structures with guidance and on their
own (e.g., generate rhymes, including nonsense words; identify syllables
through actions, such as clapping; manipulate sounds and words in shared,
guided, and independent activities, such as singing songs or chants or
participating in finger plays) [A] |
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2.
listen and respond to others 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 activities; while solving a
class math problem; in imaginary or exploratory play; at the learning
centres; while engaged in games and outdoor play; while making scientific
observations of creatures outdoors) [A] Student
Talk: Initially (when taking on the role of parent at the house centre) “The
baby is crying.” Eventually “Don’t cry, I’ll change your diaper for you.”
“I’m making a house. What are you making? I think you should paint yours
blue.” |
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3.
follow one- and two-step directions in different contexts (e.g., in classroom
routines; music, drama, and dance activities; outdoor play; learning centres;
large-group activities) [A] |
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4.
use language in various contexts to connect new experiences with what they
already know (e.g., contribute ideas orally during shared or interactive
writing; contribute to conversations at learning centres; respond to teacher
prompts) [A] Student Talk: “I made a sandcastle like this at the beach.” “I
built a snowman with my brother like the one in the story.” |
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5.
use language to talk about their thinking, to reflect, and to solve problems
[A] Teacher Prompts: “I wonder how you knew that.” “How did you figure that
out?” “What were you thinking about?” |
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6.
use specialized vocabulary for a variety of purposes (e.g., terms for things
they are building or equipment they are using) [A] Student Talk: At the block
centre: “We put a roof on our house.” At the water centre: “I poured the
water in the funnel.” After listening to a book being read about farming and
then creating a farm with blocks: “My silo doesn’t have any grain in it yet.” |
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7.
ask questions for a variety of purposes (e.g., for direction, for assistance,
for obtaining information, for clarification, for help in understanding
something) and in different contexts (e.g., during discussions and
conversations with peers and adults; before, during, and after read-aloud
activities and shared reading; while making observations on a class walk; in
small groups at learning centres) [A] |
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8.
begin to use and interpret gestures, tone of voice, and other non-verbal
means to communicate and respond (e.g., respond to non-verbal directions from
the teacher; vary tone of voice when dramatizing; name feelings that are
expressed in facial expressions in photos or illustrations; recognize when
someone is upset) [A] |
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9.
describe personal experiences, usingvocabulary and details appropriate tothe
situation [A] Student Talk: Initially “We went out for supper.” “My dad and I
went out for supper.” Eventually “Last night I went out for supper with my
dad because Oma was busy.” |
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10.
orally retell simple events and simple familiar stories in proper sequence
[A] Student Talk: Initially “We cooked the apples.” Eventually “First we had
to peel all of the apples. Then we cut them up and cooked them. Then we mashed
them and ate the apple sauce.” Initially “Humpty Dumpty fell down and
couldn’t get up.” Eventually “Humpty Dumpty was sitting on a wall and he fell
down. The king and his men tried to help him but he was too broken and they
couldn’t fix him. The end.” |
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11.
demonstrate 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 (e.g., identify or predict rhyming words; clap syllables in words;
replace or delete the initial sounds in a word in songs, poems, chants, name
games) [A,C] |
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Reading |
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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) [B, C] |
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13.
identify personal preferences in reading materials (e.g., choose fiction and non-fiction
books, magazines, posters, computerized interactive texts that they enjoy) in
different contexts (e.g., teacher read-alouds, shared experiences in reading
books, independent reading time) [B,C] Student Talk: “I like the bug books
because I really like spiders.” “Read the book about Thomas again! It was
funny.” “I’m making a maze. I read books with mazes all the time.” |
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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) [B,C] Teacher Prompts: After reading a book
about a forest: “How do you think the author feels about forests? How do you
think the author wants us to feel about forests? Why do you think there are
photographs instead of illustrations in the book?” After reading a book about
a social issue relevant to the class: “Who is this book written for? What
would this story be about from another point of view?” |
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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) [B, C] |
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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 [B,C] Student Talk: “I live in an
apartment,too.” “That’s just like the other bookwe read.” “My grandpa and I
collectedrocks and we made an Inukshuk likethe one on the postcard.” “That
bookis just like a movie I saw.” |
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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) [B,C] Teacher Prompts: “What do you
thinkthis book might be about? How didyou figure that out?” “What kind ofbook
do you think this is? What doesthe picture tell us about what mighthappen in
the book? What clues didyou use to help you figure that out?”“What words do
you think might be inthis book?” “What do you know aboutbirds that will help
us read this book?” |
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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) [B,C] |
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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 [B, C] Student Talk: Initially “First he was a
caterpillar, then he was a butterfly.” Eventually “First the butterfly is an
egg, then it turns into a caterpillar, the caterpillar spins a chrysalis, and
then it’s a beautiful butterfly.” |
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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) [B,C] |
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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)
[B,C] Student Talk: “It’s a capital
T.” “That’s m.” “That word starts like my name – Jasdeep.” |
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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 texts2) [C] Teacher Prompts: “Let’s do a picture
walk of the book.” “I noticed that you looked at the picture before you tried
that word.” “If you think the word is jump, then what letter will we see when
we lift the sticky note?” |
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Writing |
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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) [D] |
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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) [D] Student Talk: “What does that say?” “What does it
mean?” |
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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”) [D] Teacher Prompts: “Stretch the word and listen to the sounds.”
“What sound do you hear at the beginning (middle, end) of that word?” “Whose
name starts with that sound?” |
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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) [B,D] |
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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) [D] |
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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) [D] |
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Understanding of Media Materials |
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29.
begin to respond critically to animated works (e.g., cartoons in which
animals talk, movies in which animals go to school) [E] Teacher Prompts:
“Whom do you think the people who created this cartoon made it for?” “Who do
you think likes to watch cartoons or animated works?” “What is it about this
cartoon that makes you want to watch it?” |
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30.
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) [E] Teacher Prompt: “How was Yen’s thinking
about the DVD/video different from yours?” |
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31.
view and listen to a variety of media materials (e.g., videos, photographs,
posters, menus, advertisements), and respond critically to them [E] Teacher
Prompts: “Someone made this poster. Whom do you think he or she wanted to
look at it? Why?” “Sometimes when you buy cereal, there are toys in the box.
Why do you think the people who made the cereal put toys in there?” |
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Student Name: |
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Expectations: Copyright The Queen's Printer for Ontario, 2006. Format: Copyright B.Phillips, 1998.