Please see below the kindergarten outcomes we are working on.
Kindergarten is a time for developing learning skills that will impact young learners' socio-emotional development, mental health, and long term learning. Pacing of the Kindergarten curriculum will vary depending on students’ needs and abilities. The best interest of the child, including their safety, developmental needs, and general well-being will be prioritized. Teachers need to also foster Kindergarteners curiosity and interest in learning.
Pacing is indicated in the following tables; please note that SCOs numbers matched the ones in the Kindergarten integrated curriculum guidelines. Please see the “elaboration” section in the Kindergarten integrated curriculum guidelines for resources and suggestions for teaching and learning.
Kindergarten Curriculum Outcomes
Well-being Area SCOs- September to June
Socio Emotional Development Social studies:
1.1 Recognize and discuss personal interests, characteristics, and preferences that make them unique and special
1.2 Begin to develop an awareness of needs and wants that are common to all children
1.3 Demonstrate that cooperation is an important part of being a member group
2.1 identify and describe their family
2.2 Recognize that families have varied traditions, rituals and celebrations
3.1 Begin to develop an awareness of their community
3.2 Begin to develop an awareness of the connection between their community and other communities
3.3 Begin to develop an awareness of maps
Science
1.1 Become aware of the five senses
1.2 Develop and use vocabulary associated with the five senses
Health and Physical Development
1.1 Develop control of large muscles
1.2 Develop control of small muscles
1.3 Develop spatial sense, including position in space, and the language associated with it
2.1 Explore and recognize the benefits of healthy food choices
2.2 Practice and discuss positive hygiene and health care habits
2.3 Participate in and explore the benefits of physical activity
2.4 Recognize and discuss safe and unsafe situations
2.5 Apply basic safety rules
3.1 Understand that feelings and emotions are expressed in words, actions, and facial/body expressions
3.2 Demonstrate curiosity and interest in learning
3.3 Engage in and complete activities independently; and seek assistance if necessary
Creative Development
1.1 Express ideas and feelings creatively through music and movement
1.2 Express ideas and feelings creatively through artistic expression
1.3 Represent and express ideas and feelings creatively through play
Academic Learning Area SCOs- September to June
Early Numeracy
Number sense
1.1 Count in a variety of ways
1.2 Explore a variety of physical representations of numbers (1-to-10);
1.3 Count to determine the number in a groups (0-to-10);
1.4 Create sets of a given number (1-to-10);
1.5 Show a given number as two part concretely and name the two parts (2-to-10);
1.6 Determine which group has more or which are equivalent;
1.7 Use symbols to represent numbers in a variety of meaningful contexts
Patterns
2.1 Demonstrate an understanding of repeating patterns by identifying, describing, copying, extending, and creating patterns.
Measurement
3.1 Compare two objects based on a single attribute, such as length, mass, capacity
Geometry
4.1 Sort 3D objects using a single attribute
4.2 Build and describe 3D objects
Early Literacy
Speaking & Listening
1.1 Express feelings and opinions and describe personal experiences and interests
1.2 Listen to the ideas and opinions of others
1.3 Begin to ask and respond to questions, seeking help or information (who?what?why?where?when?)
1.4 Listen to, follow, and give directions in different contexts
1.5 Participate in conversation and in small-and whole group discussion
1.6 Begin to use gestures and tone to convey meaning
1.7 Engage in simple oral presentations and respond to oral presentations
1.8 Demonstrate that they are becoming aware of social conversations in group work and cooperative play
1.9 Develop the concepts/vocabulary of feelings and an awareness that some vocabulary choices can hurt people
Phonemic awareness
2.1 Identify how many words are in a spoken sentence
2.2 Begin to segment and blend words into syllables
2.3 Recognize and produce rhyming words in oral language
2.4 Recognize beginning and final phonemes (sounds) in oral language
Reading and viewing:
3.1 Regards reading/viewing as a source of interest, enjoyment and information
3.2 Understand basic concepts of print including directionality, word, space, letter, and sound
3.3 Engage in reading and or reading like behaviours as they engage with a variety of literature through shared reading and read alouds
3.4 Use picture cues and prior knowledge to make sense of unfamiliar text through shared reading and read alouds
3.5 Use knowledge of oral language to make sense of unfamiliar text
3.6 Begin to use knowledge of sound/letter relationships to problem-solve unknown words
3.7 Begin to match one to one spoken to printed word
3.8 Begin to use some sight words, environmental print, and words that have personal significance to make sense of unfamiliar text
3.9 Name most letters of the alphabet in context
3.10 Respond personally to text in a variety of ways to demonstrate comprehension
3.11 Develop an awareness of different types of text
3.12 Begin to ask questions about text
3.13 Recognize some basic components of text such as author, illustrator, title
Writing and Representing* *Introduced and developed through modelled and shared writing
4.1 Understand that print (illustrations/symbols) carries a message
4.2 Begin to demonstrate an awareness of audience and purpose
4.3 Write simple messages
4.4 Begins to develop an awareness of editing strategies
4.5 Develop the concept of directionality Writing and Representing
4.6 Develop one to one correspondence between spoken and written words
4.7 Understand that letters can be written in upper and lower case
4.8 Use letters to represent the predominant sounds in words.
4,9 Begin to use sight words, environmental print, and words that have personal significance to support their writing
4.10 Experiment with punctuation
4.11 Begin to use spaces between words