linking the help to the ontario full day early learning...

Linking the HELP©

to the Ontario Full Day Early

Learning Kindergarten

Program

HELP© use d w ith p e rm issio n fro m V O RT C orp or a tio n .

Linking HELP© to the Full Day Early Learning Kindergarten Program

Nicole Léger, B.A., B.Ed., OCT, Program Resource Teacher, St. Clair Catholic District School Board

How To Use This Document

Linking the HELP© to the Ontario Kindergarten Program was created to:

� Assist educators in developing measureable, observable and achievable goals for their students

� Help teachers transform a general program goal into a specific Individual Education Plan (IEP) expectation

� Provide an understanding of the Hawaii Early Learning Profile

� Help support effective transition plans for students receiving support from the Connections for Students program and/or who are beginning school or returning to school full time

� Provide early intervention staff with information about the Ontario Full Day Early Learning �Kindergarten Program and/or suggestions on how to incorporate aspects of the Program into Intensive Behaviour Intervention (IBI) Program

Explaining the document:

� The document consists of a chart which is divided into four columns:

Kindergarten Program Link

HELP©

IEP Expectation Example Assessment Criteria

Refer to the HELP© Assessment Manual

These are the Learning Expectations. They

describe learning achievements that are appropriate for young

children and that provide the foundation for successful future

learning experiences.

These are the task

names used in the

HELP©.

These are sample activities

linking the Kindergarten Program to the HELP® goal

that a teacher could use to help assess a student in her class. These may help

the teacher create new ideas and activities when

programming and may be adapted to meet the

individual needs of the student and educator.

These have been left

blank to allow educators to refer to the above published

resources. Collecting information is meant to be adjusted depending

on the activity and should meet the

individual needs of the student.



Individualizing for the student:

� The goals in this document have been written as examples and may be adapted to meet the individual strengths and needs of each student and/or classroom program

� Assessment criteria may also be individualized to the student and/or specific classroom activities

� This document may also enable the teacher to track progress and to see what the next possible steps might be for each student

� A teacher may track if a student has generalized a skill across a variety of settings and program areas relevant to the Ontario Kindergarten Program

Monitoring to guide programming:

� How a skill is assessed is just as important as the programming that goes into developing a skill

� In order to monitor, we must be clear about:

i what is being assessed Examples: getting dressed, time spent on task, accuracy of words being read, number of sentences written in a journal, asking for help, speaking with peers during a game

i what we want to know Examples: number of times/ frequency, length of time/ duration, how well/ percentage, time it takes to begin a task/ latency

i how the information or data will be collected Examples: tick marks on a sticky note, collect samples of work, record accuracy on master lists, notes/ observations on a calendar, clicks with a tally counter, time on a stopwatch, marks on a rubric, anecdotal records

i when the information or data will be collected Examples: per task, mornings, during recess, daily, multiple times per day, weekly, monthly

i who will collect the information or data Examples: teacher, EA, PRT, parent

� A good strategy for collecting information is to take a sample of a student’s responses over time. Example: If you are looking to see if a student can respond correctly the 1st time they are asked to do something, 7 out of 10 times (or 70% of the time), try probing their responses over a 5-day period to get a more representative picture of that skill (instead of asking them 10 times in a row, or 10 times throughout the first period of a day)



Accessing the HELP©:

Hardcopy:

� determine if your school team has a copy you could borrow

� contact the Special Education Coordinator assigned to your school

� go online to www.parentbooks.ca or call 1-800-209-9182 to purchase a copy

If you require support please contact:

� Your school team’s Special Education Coordinator

� A member of your Autism Spectrum Disorders team (if applicable)

� The Connections for Students Transition Consultant working with your school (if applicable)

http://www.parentbooks.ca/



INTRODUCTION

Linking the HELP© to the Ontario Kindergarten Program

Description:

! This document provides linkages between the Hawaii Early Learning Program (VORT Corporation, 2010) and the Ontario Full Day Early Learning Kindergarten Program (Ministry of Education, 2010-2011)

! Divided into 8 sections:

1) How to Use This Document

2) Introduction

3) Personal and Social Development

4) Language

5) Mathematics

6) Science and Technology

7) Health and Physical Activity

8) The Arts

! Contains clearly written expectations linked to the six separate areas of learning as outlined by the Ministry of Education

! Includes skills that are foundational for lifelong learning, well-being and social development

! Provides practical teaching examples

! Formatted into tables with the following 4 columns:

Kindergarten Document Link

HELP© Goal

IEP Expectation Example

Assessment Criteria



Purpose for Teachers:

! The purpose of this document is to help the educator understand how he/ she may link the HELP© goals with the Full Day Early Learning Kindergarten Program

! It may provide concrete examples that a teacher can use when individualizing a program for a student with ASD

! The HELP© may help identify language and readiness skills a student needs to master in conjunction with the Ontario Full Day Early Learning Kindergarten Program expectations

! The HELP© may help identify challenges that may be preventing a student from achieving success, enabling the teacher to develop IEP Expectations

! This document may provide a basis for ongoing observation and tracking of a student’s progress in acquiring the necessary skills to be successful with the Ontario Ministry of Education’s (2010-2011) Full Day Early Learning Kindergarten Program

The Document may:

! Identify a student’s specific skills in a variety of important areas including language, academic, self-help, and motor skills

! Provide a method for visually displaying the acquisition of new skills

! Provide a curriculum guide for students with language delays and/or developmental delays

! Provide examples of IEP Expectations

! Be modified to meet the needs of individual students

! Provide a resource that enables continuity for teachers and students (helpful for transitions for both student and teacher between schools)



The Haw ai i Ear l y Learning Prof i l e (HELP © )

The HELP© is a flexible curriculum based assessment system that includes a variety of assessment and intervention components such as assessing a child's developmental strengths and needs, identifying family concerns priorities and resources, and planning interventions to address assessment findings. HELP is one of the most widely-used (if not the most widely used) curriculum-based assessments in the world. The reasons for HELP's success and popularity are most likely the breadth and detail of the skills covered, the structure of the skill domains and the Strands, the important and excellent family-centered design and

support materials, and the optional and practical formats.

The HELP© assessment provides precise, criterion-referenced information about the student’s current skills and the conditions under which the student generally uses these skills. It also identifies challenges that may prevent the student from learning new skills, taking into account their motivation to respond, ability to attend to complex environmental stimuli, ability to generalize skills, and their tendency to spontaneously use those skills. Once a student’s scores have been recorded, they are visually displayed on tracking charts, and used to develop an individualized curriculum with concrete, educational objectives. These skills tracking charts display ongoing observation and documentation of a student's progress in acquiring targeted skills.

The Assessment Manual explains how to score the assessment and complete the skill tracking charts. It also offers strategies to help parents, educators, and other professionals apply the information obtained from the completed assessment in developing an effective Individual Education Program (IEP) for the student.

A tool for helping parents, interventionists and educators, the HELP© assists those developing curriculum to understand the process of identifying where the focus of learning should begin and how it evolves. It is particularly relevant for students who have not developed the skill levels that are achieved by typical 5 to 6-year-old children, in areas such as cognition, language, fine and gross motor skills, social-emotional, and self-help.



The Ful l Day Early Learn ing-Kindergar ten Program Draf t Version

The Full-Day Early Learning–Kindergarten program is a child-centred, developmentally appropriate, integrated, extended-day program of learning for four- and five-year-old children. The purpose of the program is to establish a strong foundation for learning in the early years, and to do so in a safe and caring play-based environment that promotes the physical, social, emotional, and cognitive development of all children.

The knowledge and skills that the program is intended to help children develop, are outlined in the following six areas of learning:

! Personal and Social Development Includes skills that are foundational for lifelong learning, well-being, and social development (e.g., self reliance and social skills) ! Language Includes skills that are foundational for literacy development (that is, oral communication, reading, writing, and media literacy skills) ! Mathematics Includes skills that are foundational for numeracy development (e.g., skills in the areas of number sense, geometric relationships, measurement relationships, and pattern) ! Science and Technology Includes skills that are foundational for scientific and technological learning (e.g., inquiry, design, observation, and exploration skills) ! Health and Physical Activity Includes skills that are foundational for physical development (e.g., skills for large-muscle and small-muscle development) and for healthy living ! The Arts Includes skills that are foundational for learning in the arts (that is, skills in visual arts, music, drama, and dance)

Reference

Ministry of Education (2010-2011). The Full Day Early Learning - Kindergarten Program – Draft Version, Retrieved April 22, 2013 from http://www.edu.gov.on.ca.

http://www.edu.gov.on.ca/



Data Collection

“All students can succeed” (Belief 1, Education for All, 2005)

Why Collect Data?

We collect data to guide and make informed curriculum decisions, and monitor student success. Teachers already collect data in a variety of ways although it may not be overtly obvious. Here are some examples of how teachers may be collecting data: • Rubrics • Rating scales • Checklists • Quizzes and tests • Informal reading inventories • Learning logs • Peer evaluation • Anecdotal records • Interviews • Observations • Oral question and answer • Performance tasks

(Reading Assessment Portfolio, Tree House Press Inc.)

Teachers may experience some challenges when working with students with an Autism Spectrum Disorder. Developing a program that is individualized and reflects goals listed on a student’s IEP is one of those challenges. The following questions are commonly asked when trying to plan and implement an individualized education program for a student with an exceptionality:

How will I know if there is a problem? Data collection can help both specify and verify problems. That is, make it easier to identify potential problems that may have previously gone unnoticed or help verify problems one might be suspecting already exist.

Where do I start? Data collection procedures are useful in determining potential skills deficits, what skills the student currently displays, and what skills need to be taught. From this information, objective goals can be determined and effective programming can be planned to target those goals.



How can I ensure I make the right decisions regarding a student’s program? The collection and analysis of data can help in making informed and accurate decisions about a student’s program. Data provides a clear picture of strategies that are both effective and ineffective, allowing teachers to make appropriate decisions about a student’s educational program.

How can I tell if what I am doing is working? By examining data that has been collected it becomes clear whether a specific teaching strategy is effective. Ongoing data collection and analysis provides evidence to either support or invalidate a strategy. With this information appropriate changes can be made. This is also useful information for the future, as the strategies that have been proven successful, can be used for teaching other skills later on.

How will I know when I have reached my objective goal? Collecting data on the display of a specific skill that is being taught, gives a measure of student progression towards acquisition of that skill. Ongoing evaluation of data collected allows a teacher to determine how far a student has come (e.g., how much the student has learned, how close to the end goal a student is), and whether or not the student has reached the end goal. Data collection is a means to providing evidence that IEP expectations are being met.

How can I work with parents to ensure that their child is making progress? Collecting data and organizing it in a meaningful way is important to teachers when working with parents and in ensuring that a student is making progress. As well, data can also provide evidence that a specific strategy is not effective and therefore support changes in programming.

How can I help a student gain access to resources? Sometimes certain resources are required to implement a specific teaching strategy (e.g., use of technology). Resources are expensive, and therefore it is important to have evidence that supports the need for them. Data collection helps prove what strategies are effective, in return providing evidence to support the need for certain resources.

In addition to the above mentioned reasons why collecting data is beneficial, it is important to note that data collection also promotes accountability as it provides evidence to suggest that teachers are taking responsibility for each and every student.



What is Data Collection?

Data collection is a specific method of collecting student-specific information regarding academic or behavioural performance. Systematic and structured data collection procedures lead to valid and reliable information which then can be used in making informed, student-specific decisions. Accurate data collection leads to accurate assessment of student skill acquisition.

Critical Components of Data Collection:

1. information gathering (e.g., curriculum-based assessment, observing classroom behaviour, grading papers, parent interviews)

2. decision making (e.g., changes in curriculum, management of specific classroom behaviours, teaching strategies, goal setting)

What is Assessment?

“Assessment is the process of systematically gathering information about student learning and/or cognition from a variety of sources, using a variety of techniques and tools. This information can be used to develop class and individual profiles. Assessment can relate to the instructional or working environment and/or the requirements of a particular strand or subject area.” (Ministry of Education, 2005)

“The key purpose of an assessment for students with special education needs is to ensure that they are provided with the most effective programming possible for accessing learning” (Ministry of Education, 2005)

3 Approaches to Assessment:

1. Assessment of Learning –Evaluation” x Connected to a summative assessment x used for reporting achievement x used for accountability

2. Assessment for Learning x Connected to a formative assessment x Interactive among participants x Entails quick teacher feedback in a way that makes

sense to the student x Uses information to adjust plans and strategies

3. Assessment as Learning x Critical for independent progress x Emphasizes the role of the student as the critical connector

between assessment and learning x Fosters self-monitoring through application of self-regulatory

strategies



Kindergarten Document Link HELP© Goal IEP Expectation

Example Mastery Criteria

See HELP© Assessment Manual

SOCIAL DEVELOPMENT

1.1 act and talk with peers and adults by expressing and accepting positive messages (e.g., use an appropriate tone of voice and gestures, give compliments, give and accept constructive criticism)

5.185: Acts upon helpful criticism presented by authority 5.221: Offers help to others voluntarily 5.223: Behaves in a courteous manner towards others 5.121: Says “thank you” when appropriate. Says “please” with requests

____ will modify his performance so that it is more like what the teacher has suggested. ____ will offer to help others without being told. ____ will demonstrate behaviours that are courteous to his peers and to adults and meaningful to himself. ____ will say “please” when requesting objects or a service and say “thank you” when he has received a desired object or service.

1.2 demonstrate the ability to take turns in activities and discussions(e.g., engage in play activities with others, listen to peers and adults)

5.26: Cooperates in games 5.46: Plays ball cooperatively 5.96: Plays with one or two other children 5.97: Exchanges items with another child during play 5.112: Shares toys/equipment with another

____ will cooperate with any efforts to initiate simple give and take games, such as hide and seek. ____ will happily cooperate in a give-and-take game of catch or rolling the ball back and forth. ____ will begin to play with other children by sharing and engaging in simple conversation while playing. ____ will trade a toy with another child. ____ will share her toy with another child voluntarily and when asked.






5.118: Takes turns 5.124: Waits for turn at least two times 5.136: Shares toys with other children 5.184: Waits appropriately for attention in group situation 5.186: Remains quiet when others are talking 5.225: Pauses to allow others to speak 5.205: Waits to be acknowledged before speaking

____ will respond to a demonstration or verbal reminder to take turns during a structured game, when playing with others, or while waiting to use material. ____ will wait at least two times before having her turn during a structured game, when playing with others, or when waiting to use material. ____ will share her toy or equipment with several other children when asked. ____ will wait quietly for attention and will follow the established rules for seeking attention, such as raising her hand and waiting to be called on. ____ will remain quiet when others are talking. If it is necessary to interrupt, she will first excuse herself. She will demonstrate this behavior. ____ will pause when one or more others are talking. If it is necessary to interrupt, she will first excuse herself. She will demonstrate this behavior. ____ will wait to be acknowledged before speaking in group situations.






1.3 demonstrate an awareness of ways of making and keeping friends (e.g., sharing, listening, talking, helping; entering into play or joining a group with guidance from the EL–K team)

5.93: Participates in circle games; plays interactive games 5.98: Engages in cooperative play with other children 5.137: Uses appropriate manners to request an object 5.157: Conforms to group decisions 5.158: Treats other’s property with respect 5.182: Displays good sportsmanship, win or lose 5.210: Acts according to social rules in work and play situations 5.219: Accepts friendly teasing

____ will play simple games, such as “ring around the rosie”, with adult assistance. ____ will play cooperatively with other children where their goals are similar and there is positive interdependence among the children. When ____ is requesting an object or service, he will say “please”. In a group of at least three children ____ will do what the other group members do, even though he may initially protest the decision. He will demonstrate this behavior. When ___ handles property that belongs to someone else, will take proper care of it so that it is not damaged. ___ will demonstrate being a good loser and a gracious winner. When playing or working, ____ will act according to acceptable social rules. When ____ is being teased, he will accept it without becoming angry or displaying any emotional outbursts.






2.1 use a variety of simple strategies to solve social problems (e.g., seek assistance from the EL–K team when needed, develop an awareness of honesty, talk to peers about possible solutions)

5.111: Remains calm if goals cannot be reached 5.144: Asks for assistance when needed 5.143: Verbalizes feelings to another prior to physical expression 5.163: Bargains with other children 5.199: Leaves provoking situation 5.213: Explains outcomes/ consequences of not following rules

____ will accept a situation when his goals cannot be reached in a calm manner. ____ will ask for assistance from another person when needed. ____ will control his temper by verbalizing his feelings rather than exhibiting behaviours such as aggression, tantrums, or withdrawal. ____ will exchange items after a discussion of the exchange. ____ will voluntarily remove himself from a provoking situation. ____ will be able to explain to another child what will happen if a rule is broken.

3.1 develop empathy for others, and acknowledge and respond to each other’s feelings (e.g., tell an adult when another child is hurt/sick/upset, role-play emotions with dolls and puppets)

5.151: Comforts playmates in distress 5.189: Apologizes when reminded 5.221: Offers help to others voluntarily 5.223: Behaves in a courteous manner towards others

____ will comfort a peer who is in distress, by either a gesture or verbal comments.

___ will apologize when it is appropriate by saying “I’m sorry”.

Without being asked, ____ will offer help to others.

____ will demonstrate behaviours that are courteous to his peers and to adults and meaningful to himself.

3.2 demonstrate respect and consideration for individual differences and alternative points of view (e.g., help a friend who speaks another language, adapt behaviour to accommodate a classmate’s ideas)

5.138: Behaves according to the desires of others 5.157: Conforms to group decisions

___ will comply with an appropriate behavior when the desire of others is expressed. In a group of at least three children ____ will do what the other group members do, even though he may initially protest the decision.






5.158: Treats other’s property with respect

When ___ handles property that belongs to someone else, will take proper care of it so that it is not damaged.

3.3 talk about events or retell stories that reflect their own heritage and cultural background and the heritage and cultural backgrounds of others (e.g., traditions, birthdays, cultural events, myths, Canadian symbols, holidays)

No Links

EMOTIONAL DEVELOPMENT

1.1 recognize personal interests, strengths, and accomplishments

5.39: Displays independent behavior; is difficult to discipline 5.62: Experiences a strong sense of self-importance 5.86: Shows independence 5.94: Takes pride in achievements; resists help 6.75: Insists on doing things independently 5.113: Shows independence from an adult

___ will demonstrate independence and self-confidence by refusing assistance from adults. ___ will learn to feel positive and good about himself, to develop self-respect and to become independent. ___ will feel proud and practice independence by refusing assistance from adults. ___ will feel proud and practice independence by refusing assistance from adults. ___ will demonstrate independence by doing as much as he can on his own without assistance from adults. ___ will independently engage in an activity/task without adult assistance.

1.2 identify and talk about their own interests and preferences

5.47: Shows toy preferences

____ will show his developing individuality and his unique personality when compare to other children in his preferences for various toys.






1.3 express their thoughts (e.g., on a science discovery, on something they have made) and share experiences (e.g., experiences at home, cultural experiences)

2.73: Relates experiences using short sentences 2.96: Relates experiences more frequently using short sentences 2.164: Describes events of past and future experiences in logical, sequential order 2.173: Describes parts of a movie, TV show, live event of other audio/visual presentations 5.218: Initiates topics in conversation appropriate for the situation

____ will use short sentences to tell about experiences in the recent past. ____ will use short sentences to tell about past experiences as well as plans for the near future. ____ will describe events of past and future experiences they have personally had in a logical, sequential order. After ____ views an audio/visual presentation or a live production, he will describe the content, sequence of events, characters, and outcomes. ____ will initiate a topic or a discussion, using vocabulary and content appropriate for the situation.

2.1 demonstrate self-reliance and a sense of responsibility (e.g., make choices and decisions on their own, take care of personal belongings, know when to seek assistance, know how to get materials they need)

5.39: Displays independent behavior; is difficult to discipline 5.62: Experiences a strong sense of self-importance 5.86: Shows independence 5.94: Takes pride in achievements; resists help 6.75: Insists on doing things independently

____ will demonstrate independence and self-confidence by refusing assistance from adults. ____ will learn to feel positive and good about himself, to develop self-respect and to become independent. ____ will feel proud and practice independence by refusing assistance from adults. ____ will feel proud and practice independence by refusing assistance from adults. ____ will demonstrate independence by doing as much as he can on his own without assistance from adults.






5.113: Shows independence from an adult 5.128: Claims ownership of own possessions 5.144: Asks for assistance when needed

____ will independently engage in an activity/task without adult assistance. ____ will declare ownership of items and will defend her own possessions. ____ will ask for assistance from another person when she needs help.

2.2 demonstrate a willingness to try new activities (e.g., experiment with new materials / tools, try out activities in a different learning centre, select and persist with challenging activities, experiment with writing ) and to adapt to new situations (e.g., having visitors in the classroom, having a different teacher occasionally, going on a field trip, riding the school bus)

5.117: Performs or attempts new activity 5.120: Performs new activities voluntarily 5.126: Tries again when a change or disappointment occurs 5.154: Remains calm in changing/disappointing situation 5.161: Performs activities in presence of or when led by new person 5.171: Accepts an altered routine when requested

When asked, ____ will attempt an activity he has not previously performed and will demonstrate adaptive behaviours that indicate an effort to try the new activity. When ____ is presented with, “who wants to (name of new activity)”, she will volunteer to do it, or when presented with a new activity, she will want to do it. ____ will try an activity again after a proper length of time has passed. When a situation that is disappointing or has caused a change occurs, ____ will remain, accept that the situation will be altered, and display adaptive behaviours. ____ will demonstrate confidence and perform an activity in front of or in conjunction with a new person. When ____ is presented with a change in his schedule or routine, he will accept the modification by displaying adaptable behavior.






5.172: Independently tries out new activities 5.197: Adjusts behavior to fit rules and routines of different situations

When ____ is asked, she will attempt a new task she has not previously performed and will adapt her behaviours and demonstrate an effort to try the new task. When ____ is in a different situation, she will exhibit behaviours that are appropriate to that setting.

2.3 demonstrate self-motivation, initiative, and confidence in their approach to learning by selecting and completing learning tasks (e.g., choose learning centres independently, try something new, persevere with tasks)

5.120: Performs new activities voluntarily 5.126: Tries again when a change or disappointment occurs 5.172: Independently tries out new activities 5.180: Creates own activities

When ____ is presented with, “who wants to (name of new activity)”, she will volunteer to do it, or when presented with a new activity, she will want to do it. ____ will try an activity again after a proper length of time has passed. When ____ is asked, she will attempt a new task she has not previously performed and will adapt her behaviours and demonstrate an effort to try the new task. When ____ is presented with a variety of items, a topic, or games, she will create her own activity for herself or a group of children.

2.4 begin to demonstrate self-control (e.g., be aware of and label their own emotions, accept help to calm down, calm themselves down after being upset) and adapt behaviour to different contexts within the school environment (e.g., follow routines and rules in the classroom, gym, library, playground)

5.71: Says “no”, but submits anyway 5.154: Remains calm in changing/disappointing situation

____ will comply with requests from adults, even though he may initially protest. When a situation that is disappointing or has caused a change occurs, ____ will remain, accept that the situation will be altered, and display adaptive behaviours.






5.111: Remains calm if goals cannot be reached 5.143: Verbalizes feelings to another prior to physical expression 5.183: Expresses feelings in controlled manner 5.197: Adjusts behavior to fit rules and routines of different situations 5.211: Controls temper well, verbalizes feelings in an appropriate manner

____ will accept a situation when his goals cannot be reached in a calm manner. ____ will begin to control his temper by verbalizing his feelings rather than exhibiting behaviours such as aggression, tantrums, or withdrawal. ____ will control his temper by verbalizing his feelings rather than exhibiting behaviours such as aggression, tantrums, or withdrawal. When ____ is in a different situation, she will exhibit behaviours that are appropriate to that setting. ____ will control his temper by verbalizing his feelings rather than exhibiting behaviours such as aggression, tantrums, or withdrawal.

2.5 interact cooperatively with others in classroom events and activities (e.g., offer and accept help in group situations, engage in small- and large-group games and activities, participate in democratic decision making)

5.93: Participates in circle games; plays interactive games 5.98: Engages in cooperative play with other children 5.185: Acts upon helpful criticism presented by authority 5.221: Offers help to others voluntarily 5.223: Behaves in a courteous manner towards others

____ will play simple games, such as “ring around the rosie”, with adult assistance. ____ will play cooperatively with other children where their goals are similar and there is positive interdependence between them. ____ will modify his performance so that it is more like what the teacher has suggested. Without being asked, ____ will offer help to others. ____ will demonstrate behaviours that are courteous to his peers and to adults and meaningful to



himself.




5.121: Says “thank you” when appropriate. Says “please” with requests 5.138: Behaves according to the desires of others 5.157: Conforms to group decisions 5.149: Participates in conversation/discussion 5.212: Contributes to ideas of group

____ will say “please” when requesting objects or a service and say “thank you” when he has received a desired object or service. ___ will comply with an appropriate behavior when the desire of others is expressed. In a group of at least three children ____ will do what the other group members do, even though he may initially protest the decision. ____ will participate in a discussion, both as a listener and as a contributor in a polite and constructive manner. ____ will contribute suggestions, recommendations, ideas and direction to a group or peers or adults or a combination of both.

3.1 recognize people in their community and talk about what they do (e.g., farmer, park ranger, police officer, nurse, Aboriginal healer, store clerk, engineer, baker)

No links

3.2 recognize places and buildings within their community, both natural and human-made, and talk about their functions (e.g., farm, church, hospital, mosque, sweat lodge, arena, mine, cave)

1.182: Identifies objects based on function 1.229: Selects items based on function

____ will recognize those objects/items that are used for specific purposes and when asked, will begin to state the function of the item. ___ will select those objects that are used for the same function or have the same general performance qualities and when asked, he will state the item’s function.






3.3 develop an awareness of ways in which people adapt to the places in which they live (e.g., children in cities may live in high-rise buildings and use sidewalks and the subway; children in the country may take the bus to school)

No links

LANGUAGE

1.1 explore sounds, rhythms, and language structures, with guidance and on their own

1.199: Repeats words that rhyme 1.208: Identifies own name when printed 1.242: Names capital and lower case letters when shown printed letters 1.257: Says the sound a letter makes when shown the letter

Following the oral presentation of words that have the same patterns, ____ will say other words that have the same linguistic arrangement. ____ will point to his name in various contexts spontaneously and when asked. When shown a letter of the alphabet, ____ will name the letter, for both lowercase and uppercase letters. When presented with a letter, ____ will say the sound that the letter makes, for both vowels and consonants.

1.2 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)

1.140: Listens to stories 1.152: Enjoys being read to and looks at books independently

____ will listen to short stories with only a few words per page. ____ will demonstrate enjoyment of being read to by pointing to pictures and making comments while being read to. He will also choose to look at books during free periods.






1.3 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)

2.38: Gestures spontaneously to indicate needs 5.58: Interacts with peers using gestures 2.21: Shouts for attention 2.44: Uses voice in conjunction with pointing or gesturing 1.201: Sings and does actions with songs 2.103: Responds correctly with a non-verbal response 2.109: Identifies loud and soft sounds 2.146: Speaks with inflection when describing an event or action 2.165: Distinguishes between spoken messages differing in tone 2.175: Makes facial expressions appropriate to spoken material

____ will use gestures to help get his message across to adults. ____ will interact with peers using gestures to help get his message across to them. ____ will use his voice to attract attention from others. ____ will indicate his wants and needs by vocalizing along with pointing and gesturing. ___ will sing a song and do the actions that accompany the words, either creative or instructional. When asked a question, ____ will answer correctly with a non-verbal response (nodding head yes or shaking head no). When ____ is exposed to a loud and soft sound, she will identify each according to volume by a physical movement, verbal expression, or visual representation. When ____ is telling about an exciting occurrence, he will speak with voice inflections that indicate enthusiasm, surprise and spirit. ____ will detect anger, joking, or calmness between two messages that are the same except for intonation. ___ will make facial expression that reflects what he has heard.






2.177: Responds verbally and non-verbally to questions concerning abstract and factual concepts 5.167: Uses appropriate pitch/volume when speaking

When ____ is presented with questions, he will answer verbally or he will indicate his answer nonverbally. When ____ is speaking, she will use appropriate intonation, inflection, and volume.

1.4 follow and provide one- and two-step directions in different contexts (e.g., in classroom routines; in music, drama, and dance activities; in outdoor play; in learning centres; in large-group activities)

1.43: Responds to simple requests with gestures 1.56: Responds to simple verbal requests 1.133a: Obeys two part (related) commands 1.133b: Obeys two part (separate) commands 2.106: Carries out 2 simple unrelated successive commands in order 2.145: Carries out simple one-part commands that denote difference in sensory qualities 2.154: Carries out 4 simple related successive commands in order

____ will respond to simple requests paired with gestures by responding with the appropriate action. ____ will respond to simple verbal requests by completing the required action. ____ will obey a simple two-part related command, such as “Take your napkin and wipe your face”. ____ will obey a simple two-part separate command, such as “Give me your spoon and give Mrs. Jones your cup”. ____ will respond correctly to a two-step command in which the steps are not logically related. ____ will complete a command when presented with two items that are visually different, or two different volumes of sound, or two materials that have tactile differences, or two materials of different weight. When ____ is presented with a four-step command in which the steps are logically related, she will correctly complete the required tasks in order.






2.157: Acts out at least two, but nor more than five, commands in the same order they were presented

___ will listen to at least two and not more than five commands and will act them out in the order in which they were presented.

1.5 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)

2.73: Relates experiences using short sentences 2.96: Relates experiences more frequently using short sentences 2.170: Uses sentences that express logical relations between concepts 5.149: Participates in conversation/discussion 5.212: Contributes to ideas of group

____ will use short sentences to tell about experiences in the recent past, spontaneously or with prompting. ____ will use short sentences to tell about past experiences as well as plans for the near future, either spontaneously or with prompting. ____ will use sentences that express logical relations between concepts, including comparative and “if-then” sentence structures. ____ will participate in a discussion, both as a listener and contributor. ____ will contribute suggestions, recommendations, ideas, and direction to a group of peers, adults, or both.

1.6 use language to talk about their thinking, to reflect, and to solve problems

1.226: Names items that would assist with a problem-solving situation 1.240: Tells as many solutions as possible for a given problem situation

After viewing a concrete problem, looking at a picture of a problem, or hearing about a problem, ____ will locate the object that is needed to solve the problem, identify the picture that would solve the problem, or name an item that would solve the problem. When presented with a problem, ____ will tell as many possible solutions for the problem.






2.169: Describes the outcome of a sequence of actions 2.170: Uses sentences that express logical relations between concepts 5.218: Initiates topics in conversation appropriate for the situation

When ____ is shown a picture that depicts a sequence of at least three actions, he will answer questions about the outcome of these actions. ____ will use sentences that express logical relations between concepts, including comparative and “if-then” sentence structures. ____ will initiate a topic or discussion, using vocabulary and content appropriate for the situation.

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

2.159: States the characteristics and attributes of an object or place 2.160: Describes the attributes of objects or items in picture 2.171: Names an object’s parts and gives the function of the object

____ will name the characteristics of an object or place when the situation is stated. When ____ is presented with a picture or object, she will describe an object or item by telling about its properties, characteristics, or qualities, using at least three sentences. When ____ is presented with a picture or object, he will name the parts of the object and tell what the object does.

1.8 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 centers)

2.97: Asks questions beginning with “what”, “where”, “when” 2.131: Asks questions using “is” and “have” forms

____ will ask questions sing “what”, “where”, and “when” in addition to asking questions by intonation. When ____ is involved in a verbal situation or presented with a visual, he will respond by asking a question using either ‘is’ or “have”.






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

2.73: Relates experiences using short sentences 2.96: Relates experiences more frequently using short sentences 2.147: Uses timed events appropriately when explaining a happening (today, yesterday, tomorrow) 2.164: Describes events of past and future in logical, sequential order

____ will use short sentences to tell about experiences in the recent past, spontaneously or with prompting. ____ will use short sentences to tell about past experiences as well as plans for the near future, either spontaneously or with prompting. When describing personal experiences in the past and future, ____ will use timed events appropriately. ___ will describe personal events of the past and future in a logical, sequential order.

1.10 orally retell simple events and simple familiar stories in proper sequence

2.90: Participates in storytelling 1.169: Tells story when looking at a picture book that has been read many times 1.184: Identifies missing parts of a picture storybook that has been read several times 1.206: Points to pictures that represent sequence of events in a story 2.118: Sequences a 3-picture story that has been read

____ will help to tell a familiar story by adding words and comments and anticipating event in the story. ____ will tell a story for a book that has been read to him several times by using memory and picture clues. When ____ is read a story that he is very familiar with, he will be able to retell the part that has been omitted. When presented with not more than five pictures, ____ will be able to place them in a sequence that reflects the order of events in a story. After ____ has heard a simple story with three events, she will arrange a set of pictures in the correct order that depicts the sequence of the story.






2.147: Uses timed events appropriately when explaining a happening (today, yesterday, tomorrow) 2.153: Repeats what happened in story 2.164: Describes events of past and future in logical, sequential order previously read by another 2.181: Repeats story just heard maintaining original sequence

When describing personal experiences in the past and future, ____ will use timed events appropriately. When ____ is presented with a short story, he will be able to retell the story, but not necessarily in the correct order. ___ will describe personal events of the past and future in a logical, sequential order. When ____ is told a short, simple story, he will be able to tell the story back and repeat the original sequence.

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

2.144: Identifies words that rhyme 2.166: Identifies differences in unlike speech sounds, m, g, t, p, when in isolation 2.167: Identifies differences in similar speech sounds, f, s, th, when in isolation 2.168: Identifies where sound differences occur in words 2.176: Identifies order of sounds in a word and blends the sounds together to make meaningful words

___ will identify words that rhyme by repeating the phonemic sound order of words. When presented with speech sound in isolation, ___ will point to a picture that begins with that sound for the letters /m/, /g/, /t/, and /p/. When presented with speech sound in isolation, ___ will point to a picture that begins with that sound for the speech sounds /f/, /s/, and /th/. ___ will identify the same sound when it appears either in the initial or in the final position of a word. ___ begin to blend word sound together to make meaningful words by spelling simple words using manipulatives.






2.178: Identifies initial sounds of words 2.180: Identifies initial and final sounds of words

When ____ is asked to listen to a list of at least three words, of which two start with the same sound, she will be able to say the two that begin alike. When ____ is presented with a list of words that have different beginning and ending sounds, she will identify the sounds.

2.1 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 an EL–K team member; reread familiar text; confidently make attempts at reading)

1.60: Enjoys looking at pictures in books 1.140: Listens to stories 1.152 Enjoys being read to and looks at books independently 2.90: Participates in storytelling 1.169: Tells story when looking at a picture book that has been read many times 1.184: Identifies missing parts of a picture storybook that has been read several times

____ will demonstrate enjoyment while looking at picture with adults. ____ will listen to short stories that are 8 pages in length when read by adults. ____ will demonstrate enjoyment of being read to by adults and will choose to look at books on his own. ____ will help tell a familiar story by adding words and comments, and by anticipating the events in the story. ____ will tell a story for a book that has been read to him several times by using memory and picture clues. When ____ is read a story that he is very familiar with, he will be able to retell the part that has been omitted

2.2 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., EL–K team read-alouds, shared experiences in reading books, independent reading time)

No links






2.3 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)

1.116: Turns pages one at a time 1.198: Point to a word in a story being read 1.242: Names capital and lower case letters when shown printed letters 1.258: Matches (visually) identical letters in group of different letters 1.259: Matches (visually) identical words in group of words 1.262: Scans letters of word left to right 1.286: Reads simple 3-leter words paired with pictures 1.288: Fills in a word when read a passage with words missing

When looking at books, ____ will turn the pages one at a time. When asked, ____ will point to a word that is being read, or anticipates the word and points voluntarily. When shown a letter of the alphabet, ____ will be able to name the letter. ____ will recognize all the letters in a row that are the same. ____ will match words that are visually alike. When reading words, or books, ____ will scan the letters of the words from left to right. ____ will read words paired with pictures for pictures/ objects that she is familiar with. ____ will use the meaning of words, phrases or sentences to fill in missing words when reading sentences.

2.4 respond to a variety of materials read aloud to them (e.g., paint, draw, or construct models of characters or settings)

1.206: Points to pictures that represent sequence of events in a story 1.298: Answers questions about a story related to the interpretation of the content

When presented with not more than five pictures, ____ will be able to place them in a sequence that reflects the order of events in a story. After hearing a story, ____ will be able to answer questions that are based on making predictions, inferences, comparisons and generalization related to the content.






2.118: Sequences a 3-picture story that has been read 2.149: Answers specific questions based on spoken material 2.158: Names main idea after listening to a story 2.174: Chooses previously specified details from spoken material 2.183: Chooses main ideas from spoken material

After ____ has heard a simple story with three events, she will arrange a set of pictures in the correct order that depicts the sequence of the story. After hearing a story, ___ will be able to answer questions that relate to understanding the primary, direct, or literal meaning of the content. When ____ is read a story, she will identify the main idea when asked by expressing it verbally, through illustrations, or selected from a multiple choice grouping. Before hearing a spoken material, ___ will be told to listen for specific details. After hearing the spoken material, she will be answer questions based on the details she was directed to note. When ____ is questioned about spoken material, he will be able to tell the main idea from it.

2.5 make predictions regarding an unfamiliar text that is read by and with the EL–K 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)

1.231: Tells a suitable ending to a simple story 2.169: Describes the outcome of a sequence of actions

After ____ hears an unfamiliar story with a single plot and not more than four sentences, he will provide an appropriate ending, making inferences and drawing a conclusion. When ____ is shown a picture that depicts a sequence of at least three actions, he will answer questions about the outcome of these actions.






2.6 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 EL–K team

2.170: Uses sentences that express logical relations between concepts

____ will use sentences that express logical relations between concepts, including comparative and “if-then” sentence structures.

2.7 use illustrations to support comprehension of texts that are read by and with the EL–K team

2.90: Participates in storytelling 1.168: Names action when looking at a picture book 1.169: Tells story when looking at a picture book that has been read many times 1.206: Points to pictures that represent sequence of events in a story 1.286: Reads simple 3-leter words paired with pictures

____ will help tell a familiar story by adding words and comments, and by anticipating the events in the story. ___ will use verbs to explain what is happening in a picture. ____ will tell a story for a book that has been read to him several times by using memory and picture clues. When presented with not more than five pictures, ____ will be able to place them in a sequence that reflects the order of events in a story. ____ will read words paired with pictures for pictures/ objects that she is familiar with.

2.8 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)

1.242: Names capital and lower case letters when shown printed letters 1.257: Says the sound a letter makes when shown the letter

When shown a letter of the alphabet, ____ will be able to name the letter. When shown a letter, ____ will say the sound of the letter for consonants and vowels in upper and lower case.






2.9 retell stories, in proper sequence, that have been read by and with the EL–K team, 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 “The Gingerbread Man”)

1.206: Points to pictures that represent sequence of events in a story 2.118: Sequences a 3-picture story that has been read 2.181: Repeats story just heard maintaining original sequence

When presented with not more than five pictures, ____ will be able to place them in a sequence that reflects the order of events in a story. After ____ has heard a simple story with three events, she will arrange a set of pictures in the correct order that depicts the sequence of the story. When ____ is told a short, simple story, he will be able to tell the story back and repeat the original sequence.

2.10 retell information from non-fiction materials that have been read by and with the EL–K team in a variety of contexts (e.g., read-alouds, shared reading experiences), using pictures and/or props

1.190: Places illustration in correct sequence 1.203: Places 3 pictures in sequence 1.206: Points to pictures that represent sequence of events in a story 1.236: Places 4 pictures in sequence 2.118: Sequences a 3-picture story that has been read

When presented with a set of three picture cards, ____ will place the pictures in the correct sequence. When ___ is shown three pictures in random order that depict a sequence of events, she will place the pictures in the correct sequence. When presented with not more than five pictures, ____ will be able to place them in a sequence that reflects the order of events in a story. When ____ is shown four pictures depicting a sequence of events, he will put the pictures in the correct order and tell the picture story. After ____ has heard a simple story with three events, she will arrange a set of pictures in the correct order that depicts the sequence of the story.






2.164: Describes events of past and future in logical, sequential order 2.181: Repeats story just heard maintaining original sequence

___ will describe personal events of the past and future in a logical, sequential order. When ____ is told a short, simple story, he will be able to tell the story back and repeat the original sequence.

3.1 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)

1.286: Reads simple 3-leter words paired with pictures 1.287: Blends letter sounds to say the word as a unit

____ will read words paired with pictures for pictures/ objects that she is familiar with. ____ will blend letter sounds together to form and read words.

4.1 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 at learning centres)

4.53: Tries to imitate scribble 4.59: Marks paper with crayon 4.65: Scribbles spontaneously 4.83: Makes first designs or spontaneous forms 1.161: Draws circle, imitating adult 4.86: Copies a circle 1.193: Draws square, imitating adult 1.207: Draws a square, copying a model

____ will hold a writing utensil and make contact with the paper in imitation, but does not necessarily make marks on the paper. ____ will make contact with a writing utensil on the paper and will make visible marks on the paper. ____ will grasp a writing utensil and scribble spontaneously without assistance. ____ will make definite and controlled strokes which appear to be spontaneous designs or forms. Following a model, ____ will draw a circle. ____ will copy or reproduce a circle from a model without observing a demonstration. Following a model, ____ will draw a square. When presented with a drawing of a square, ____ will copy the square.






1.210: Draws triangle, copying model 1.213: Traces own name 1.224: Draws diamond, copying model 1.241: Draws recognizable face with eyes, nose, mouth 1.255: Prints own first or last name, copying model 1.260: Prints letters and number, copying model 1.268: Prints simple words, copying models 1.270: Prints own first name without a model 1.294: Prints all letters of the alphabet correctly, without models 1.295: Prints simple words without a model

When presented with a drawing of a triangle, ____ will copy the picture of the triangle. Using a highlight marker or pencil, ____ will trace her first name. When presented with a drawing of a diamond, ____ will copy the picture of the diamond. ____ will draw a face with eyes, a nose and a mouth when asked. ____ will print his first or last name when shown a model. When a letter or number is demonstrated to ____, she will reproduce the letter’s or number’s configuration. ____ will copy at least three words when presented with a model. ___ will print his first name without looking at a model or without being told the letters to write, without any assistance. ___ will print all letters of the alphabet correctly, upper and lower case, without models. ____ will print at least three simple words with no more than three letters in each word correctly without a model.

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

No links






4.3 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

4.83: Makes first designs or spontaneous forms 1.241: Draws recognizable face with eyes, nose, mouth 1.270: Prints own first name without a model 1.294: Prints all letters of the alphabet correctly, without models 1.295: Prints simple words without a model

____ will make definite and controlled strokes which appear to be spontaneous designs or forms. ____ will draw a face with eyes, a nose and a mouth when asked. ___ will print his first name without looking at a model or without being told the letters to write, without any assistance. ___ will print all letters of the alphabet correctly, upper and lower case, without models. ____ will print at least three simple words with no more than three letters in each word correctly without a model.

4.4 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)

1.255: Prints own first or last name, copying model 1.260: Prints letters and number, copying model 1.268: Prints simple words, copying models

____ will print his first or last name when shown a model. When a letter or number is demonstrated to ____, she will reproduce the letter’s or number’s configuration. ____ will copy at least three words when presented with a model.

4.5 experiment with a variety of simple writing forms for different purposes and in a variety of contexts

No links

4.6 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 an EL–K team member during a writing conference)

No Links






5.1 begin to respond critically to animated works (e.g., cartoons in which animals talk, movies in which animals go to school)

2.173: Describes parts of a movie, TV show, live event or other audio/visual presentations

After ____ views an audio/ visual presentation or a live production, he will be able to describe the content, sequence of events, characters, and outcomes.

5.2 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)


After ____ views an audio/ visual presentation or a live production, he will be able to describe the content, sequence of events, characters, and outcomes.

MATHEMATICS NS1.1 investigate (e.g., using a number line, a hundreds carpet, a board game with numbered squares) the idea that quantity is greater when counting forward and less when counting backwards

1.299: Names numbers that represent more than and less than

When ____ is presented with a number, he will say a number that is more or less than that number.

NS1.2 investigate some concepts of quantity through identifying and comparing sets with more, fewer, or the same number of objects (e.g., find out which of two cups contains more or fewer beans, using counters; investigate the ideas of more, less, or the same, using five and ten frames; recognize that the last number counted represents the number of objects in the set [concept of cardinality])

1.195: Determines which of 2 groups has more and less, many and few 1.249: Matches groups having equal numbers of objects up to 10 1.273: Finds group having more, less, or the same number of objects as a given group up to 10

When objects that are similar in shape, size, and colour are placed into two groups, ____ will point to the group that has more, less, many and few. ____ will match two equal groups of the same objects up to ten. When asked, ____ will point to the group having more, less or the same number of objects in it compared to the example group.

NS1.3 begin to make use of one-to-one correspondence in counting objects and matching groups of objects (e.g., one napkin for each of the people at the table)

1.174: Identifies and counts quantities of one, two, three or four 1.211: Counts orally to 10, with one-on-one correspondence

When shown one to four objects, ___ will associate and verbalize the quantitative value using the correct mathematical language. ____ will count to ten, while pointing at one object at a time.






1.235: Identifies and counts quantities of at least 6

___ will say the numerical word that represents a set of objects and she will match the written number that corresponds to a set of objects.

NS1.4 demonstrate understanding of the counting concepts of stable order (i.e., the concept that the counting sequence is always the same – 1 is followed by 2, 2 by 3, and so on) and of order irrelevance (i.e., the concept that the number of objects in a set will be the same regardless of which object is used to begin the counting)

1.211: Counts orally to 10, with one-on-one correspondence 1.290: Identifies what number comes before and after a given number, or between 2 numbers

____ will count to ten, while pointing at one object at a time. When presented with three numbers in sequence, ___ will identify which number comes before the example number, which number comes after and which number goes in between.

NS1.5 recognize some quantities without having to count, using a variety of tools (e.g., dominoes, dot plates, dice, number of fingers) or strategies (e.g., composing or decomposing numbers, subitizing)

1.174: Identifies and counts quantities of one, two, three or four 1.235: Identifies and counts quantities of at least 6

When shown one to four objects, ___ will associate and verbalize the quantitative value using the correct mathematical language. ___ will say the numerical word that represents a set of objects and she will match the written number that corresponds to a set of objects.

NS1.6 begin to use information to estimate the number in a small set (e.g., apply knowledge of quantity, use a common reference such as a five frame)

No links

NS1.7 demonstrate an understanding of number relationships for numbers from 0 to 10, through investigation (e.g., show small quantities using fingers or manipulatives)

1.123: Understands concept of one 1.150: Understands concept of two

___ will point to a set of one of a choice of two sets, with different quantities in each set. Upon request, ____ will give two objects from a group of objects.






NS1.8 use ordinal numbers in a variety of everyday contexts (e.g., line up toys and manipulatives, and identify the first, second, and so on; after reading a book, respond to the EL–K team’s questions about who was the first or third person to come in the door)

1.248: Locates object of given number in group of 10

Upon request, ___ will select from a row of objects the item that is first, second, third, etc. in a group of ten.

NS1.9 use, read, and represent whole numbers to 10 in a variety of meaningful contexts (e.g., use a hundreds chart to read whole numbers; use magnetic and sandpaper numerals to represent the number of objects in a set; put the house number on a house built at the block centre; find and recognize numbers in the environment; write numerals on imaginary bills at the restaurant at the dramatic play centre)

1.251: Reads and writes numerals to 5 1.292: Reads numerals to 19 1.301: Reads and writes numerals to 49

When presented with written numerals between one and five, ____ will label them correctly. When verbally told a number, ____ will write the numerals correctly. ____ will say the correct number, between zero and nineteen, when shown a number randomly. ____ will write the numbers 1-49 correctly and will say the correct number when shown in random order upon request.

NS1.10 explore different Canadian coins, using coin manipulatives (e.g., role-play the purchasing of items at the store at the dramatic play centre; determine which coins will purchase more – a loonie or a quarter)

1.216: Matches coins ___ will match, stack and arrange like coins.

NS1.11 investigate and develop strategies for composing and decomposing quantities to 10 (e.g., use manipulatives or “shake and spill” activities)

No links

NS1.12 investigate addition and subtraction in everyday activities through the use of manipulatives (e.g., interlocking cubes), visual models (e.g., a number line, tally marks, a hundreds carpet), or oral exploration (e.g., dramatizing of songs)

1.276: Adds 1’s and 2’s in a story format

____ will solve word problems involving adding 1’s and 2’s by stating or demonstrating the answer to the problem.






1.277: Subtracts 1’s and 2’s in a story format

____ will solve word problems involving subtracting 1’s and 2’s by stating or demonstrating the answer to the problem.

M2.1 compare and order two or more objects according to an appropriate measure (e.g., length, mass, area, temperature, capacity) and use measurement terms (e.g., hot/cold for temperature, small/medium/ large for capacity, longer/ shorter or thicker/thinner for length)

2.76: Uses size words 1.192: Sorts according to shape, size, and length 1.256: Arranges objects in order of size from smallest to largest

____ will use size words to describe objects. ____ will sort a group of objects according to shape, size, or length. When presented with different sized objects, ____ will put them in order from smallest to largest upon request.

M2.2 demonstrate, through investigation, an awareness of non-standard measuring devices (e.g., feet, hand spans, string, or cubes to measure length; hand claps to measure time; scoops of water or sand to measure capacity) and standard measuring devices (e.g., measuring cups at the water and sand centre, balance scales at the block centre) and strategies for using them (e.g., place common objects end to end to measure the length of the classroom; use cubes to plan the length of a road at the sand table or the block centre; use footsteps to measure the distance between the door and the sink)

No links

M2.3 demonstrate, through investigation, a beginning understanding of non-standard units that are the same type (e.g., straws, paper clips) but not always the same size

No links






G3.1 explore, sort, and compare traditional and non-traditional two-dimensional shapes and three-dimensional figures (e.g., compare equilateral triangles with triangles that are not equilateral; sort different sizes of boxes, attribute blocks, pattern blocks, a variety of triangles, shapes with three curved sides, objects that create an open shape with three lines)

1.146: Sorts shapes 1.192: Sorts according to shape, size, and length

____ will group objects according to their shape. ____ will sort a group of objects according to shape, size, or length.

G3.2 identify and describe, using common geometric terms, two-dimensional shapes (e.g., triangle) and three-dimensional figures (e.g., cone) through investigation with concrete materials

2.160: Describes attributes of objects or items in picture

___ will describe objects and pictures by telling about its properties, characteristics, or qualities.

G3.3 compose pictures, and build designs, shapes, and patterns, using two-dimensional shapes, and decompose two-dimensional shapes into smaller shapes, using various tools or strategies (e.g., sand at the sand table, stickers, geoboards, pattern blocks, a computer program)

1.191: Puts manipulative shapes together to form same design as illustrated model

When presented with a picture that has been made of different basic shapes, ___ will use tangrams, paper shapes, beads, or templates to reproduce the basic shape picture of the model.

G3.4 build three-dimensional structures using a variety of materials and begin to recognize the three-dimensional figures their structure contains

1.191: Puts manipulative shapes together to form same design as illustrated model

When presented with a picture that has been made of different basic shapes, ___ will use tangrams, paper shapes, beads, or templates to reproduce the basic shape picture of the model.

G3.5 investigate the relationship between two-dimensional shapes and three-dimensional figures in objects that they have made

No links






G3.6 demonstrate an understanding of basic spatial relationships and movements (e.g., use above/below, near/far, in/out; use these words while retelling a story)

2.80: Verbalizes one preposition 2.93: Verbalizes two prepositions 2.100: Verbalizes three prepositions 2.104: Points to or places an object on top/bottom 2.105: Points to or places an object up/down 2.155: Points to or places an object by/beside/behind 2.156: Points to or places an object in front/in back/ around/through based on verbal cues 1.291: Makes judgments in distance

____ will understand and verbalize one preposition to describe the location of an object in relation to another. ____ will understand and verbalize two different prepositions to describe the location of an object in relation to another. ____ will understand and verbalize three different prepositions to describe the location of an object in relation to another. When asked, ___ will point to or place an object in top or bottom position. When asked, ___ will point to or place an object in up or down position. When asked, ___ will point to or place an object by, beside, or behind another object. When asked, ___ will point to or place an object in front of, in back of, around, or through another object. ___ will determine which of a given number of objects is closest to, or farthest from him.

P4.1 identify, create, reproduce, and extend repeating patterns through investigation, using a variety of materials (e.g., attribute blocks, pattern blocks, a hundreds chart, toys, bottle tops, buttons, toothpicks) and actions (e.g., physical actions such as clapping, jumping, tapping)

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P4.2 identify and describe informally the repeating nature of patterns in everyday contexts (e.g., patterns in nature, clothing, floor tiles, literature, schedules), using oral expressions (e.g., “goes before”, “goes after”, “morning, noon, night”, “the four seasons”) and gestures (e.g., pointing, nodding)

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DM5.1 sort, classify, and compare objects and describe the attributes used

1.108: Sorts objects 1.146: Sorts shapes 1.156: Sorts colours and points to several colours when named 1.233: Sorts 5 multiple-classed objects or pictured objects according to class/category 1.234: Names classes/ categories of sorted objects 1.238: Sorts items by category 1.243: Sorts items by appearance

When presented with a pile of objects, ____ will separate the objects into three groups, with each group containing three to five identical objects. ____ will group objects according to their shape. ____ will group three to five objects of the same colour, using objects that are identical except colour. When given five objects or pictures that represent different classification groups, ____ will sort into two groups based on classification. When presented with pre-sorted objects in at least two different categories, ____ will name each of the categories. When ___ is given a category, he will be able to sort objects or pictures which meet the criteria of that category. When presented with a pile of objects or pictures, ____ will sort them according to appearance, eg. The ones that are identical and the ones that nearly look alike.






1.244: Sorts items by function 1.192: Sorts according to shape, size, and length 2.160: Describes attributes of objects or items in picture

When presented with a pile of objects or pictures, ____ will sort them according to function, eg. The ones that are used to draw and the ones that are used to cut. ____ will sort a group of objects according to shape, size, or length. ___ will describe objects and pictures by telling about its properties, characteristics, or qualities.

DM5.2 collect objects and data and make representations of their observations, using concrete graphs

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DM5.3 respond to and pose questions about data collection and graphs

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DM5.4 use mathematical language in informal discussions to describe probability

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SCIENCE AND TECHNOLOGY 1.1 ask questions about and describe some natural occurrences, using their own observations and representations (e.g., drawings, writing)

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1.2 sort and classify groups of living and non-living things in their own way (e.g., using sorting tools such as hula hoops, sorting circles, paper plates, T-charts, Venn diagrams)

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1.3 explore patterns in the natural and built environment (e.g., patterns in the design of buildings, in flowers, on animals’ coats)

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2.1 state problems and pose questions before and during investigations

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2.2 make predictions and observations before and during investigations

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2.2 make predictions and observations before and during investigations

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2.3 select and use materials to carry out their own explorations

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2.4 communicate results and findings from individual and group investigations (e.g., explain and/or show how they made their structure; state simple conclusions from an experiment; record ideas using pictures, numbers, labels)

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3.1 identify similarities and differences between local environments (e.g., between a park and a pond; between a schoolyard and a field)

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3.2 describe what would happen if something in the local environment changed (e.g., if trees in the park were cut down; if the pond dried up)

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3.3 identify ways in which they can care for and show respect for the environment (e.g., feeding the birds in winter; reusing and recycling; turning off unnecessary lights at home; walking to school instead of getting a ride)

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3.4 participate in environmentally friendly activities in the classroom and the schoolyard (e.g., plant and tend to plants; use local products for snack time)

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4.1 identify practices that ensure their personal safety and the safety of others, and demonstrate an understanding of the importance of these practices

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4.2 state problems and pose questions as part of the design process

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4.3 make predictions and observations throughout the design process

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4.4 select and use tools, equipment, and materials to construct things using the design process

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4.5 communicate and record results and findings after constructing things either individually or in groups (e.g., explain and/or show how they made their structure; record ideas using pictures, words, numbers on labels or in charts)

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HEALTH AND PHYSICAL ACTIVITY 1.1 begin to demonstrate an understanding of the effects of healthy, active living on the mind and body (e.g., choose a balance of active and quiet activities throughout the day; remember to go to the snack centre; drink water when thirsty)

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1.2 investigate the benefits of nutritious foods (e.g., nutritious snacks, healthy meals, foods from various cultures) and explore ways of ensuring healthy eating (e.g., buying nutritious food for meals, avoiding foods to which they are allergic)

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1.3 practice and discuss appropriate personal hygiene that promotes personal, family, and community health

6.51: Washes and dries hands partially 6.52: Anticipates need to eliminate

____ will wash and dry his hands partially, requiring assistance to complete the task. ____ will show awareness of the need to urinate or have a bowel movement (but will not distinguish between the two) and will vocalize this need to an adult.






6.66: Washes hands 6.67: Brushes teeth with some assistance 6.68: Anticipates need to eliminate in time 6.69: Uses toilet with assistance – has daytime control 6.73: Wipes nose with assistance 6.82: Dries hands 6.84: Distinguishes between urination and bowel movements 6.87: Verbalizes need to use toilet – has occasional accidents 6.88: Takes responsibility for toileting: requires assistance in wiping 6.98: Wipes around nose using tissue if reminded 6.101: Puts toothpaste on toothbrush and wets

____ will wash his hands by himself, but may need a little assistance to do a thorough job. ____ will begin to brush his teeth and requires assistance to brush thoroughly. ____ will indicate the need to eliminate by gesture, signal, or verbally in time to use the toilet. ____ will use the washroom during the day with, occasional accidents. ____ will wipe her nose with some help (blowing not required). ____ will dry his own hands with a towel after washing them with some help to do a thorough job. ____ will verbally or by gesture, distinguish between bladder and bowel movements. ____ will tell an adult when he needs to use the toilet but will still have occasional accidents. ____ will independently complete all steps in the toileting routine, but required assistance with wiping. ____ will wipe around her nose when asked using a tissue. While ____ is holding his toothbrush, an adult squeezes toothpaste onto it. ____ will then brush his teeth with adult assistance.






6.123: Blows into tissue with some assistance 6.132: Brushes teeth with horizontal and vertical motion 6.135: Spits toothpaste out 6.136: Rinses toothbrush 6.137: Wipes mouth and hands dry after brushing teeth 6.139: Washes and dries hands without assistance 6.148: Returns toothbrush, paste to designated container/location 6.154: Goes to toilet when necessary with infrequent accidents 6.159: Blows into tissue independently on request 6.163: Disposes of tissue

____ will blow his nose into a tissue with some assistance from adults. ____ will brush his teeth using horizontal and vertical motions, following a model from an adult. After brushing her teeth, ____ will spit the toothpaste into the sink. When finished brushing his teeth, ___ will rinse his toothbrush. When ____ is finished brushing her teeth, she will wipe her mouth and hands with a towel. When asked, ____ will wash her hands without assistance. When ____ is finished brushing his teeth, he will return his toothbrush and toothpaste to the designated location. ___ will indicate verbally, with a gesture, or by using a tangible object that he needs to be excused to go to the washroom. ___ will blow into a tissue when requested to do so by an adult. She will hold the tissue over her nose, blow, pinch the tissue off the end of her nose, and wipe around her nose. ____ will throw a soiled tissue away in the appropriate container.






6.167: Uses toilet properly by self with no accidents 6.175: Covers mouth with tissue, hand or the bend of the elbow when sneezing or coughing 6.176: Remembers to wash and dry hands after using the toilet 6.177: Blows nose independently 6.183: Selects and uses appropriate clothing per weather/settings 6.184: Uses paper towel from dispenser to dry hands in new situation 6.190: Uses proper brushing strokes to clean teeth 6.195: Brushes teeth after meals or at designated times

___ will indicate verbally that he needs to be excused to from the room to go to the washroom. He will use the washroom independently and return to the room when finished. ____ will use a tissue to cover his mouth when he sneezes or coughs. If a tissue is not available, he will cover his mouth with his hand or aim the cough into the bend of his elbow. ____ will understand the importance of washing his hands and will wash and dry his hands after using the washroom without reminders. ____ will blow her nose into a tissue without being reminded. ____ will select the appropriate clothing for different weather conditions. When in a new situation, ____ will either hand a hand towel or dispose of a paper towel after using it. ____ will use the proper brushing strokes to ensure that he does a thorough job in cleaning his teeth. ____ will understand the importance of brushing his teeth and will brush them after meals or at designated times throughout the day.






1.4 discuss what action to take when they feel unsafe or uncomfortable, and when and how to seek assistance in unsafe situations (e.g., acting in response to inappropriate touching; seeking assistance from block parents, 911, playground monitors; identifying substances that are harmful to the body)

6.60: Understands and stays away from common dangers – stairs, glass, strange animals 5.99: Avoids hazards and common dangers 5.132: Identifies dangerous situations/objects verbally or with gestures 5.150: Keeps safe distance from matches, stove and open flame 5.153: Avoids or maintains distance from dangerous situation/objects 5.160: Tells or gestures to adult about any danger/ injury 5.170: Recites emergency telephone number (911) and when to use it

____ will stay away from common dangers in his environment. When shown items that are dangerous, ____ will demonstrate understanding of the item’s potential danger verbally, or non-verbally, such as backing away or shaking his head. ____ will identify dangerous situations in pictures and in her environment by either telling another that the identified object is dangerous, or she will point to the dangerous situation. When ____ is shown pictures of fire hazards, she will demonstrate understanding of the danger of fire explaining what she would do in that situation, eg., keep a safe distance, going for help, etc. When ___ encounters a dangerous situation or object, he will avoid or immediately move away from the setting or item. He will also report the situation to an adult and point out the danger. When ____ witnesses another person involved in a dangerous setting or injured in some way, she will quickly report the incident to an appropriate person. When asked, ____ will state the emergency telephone number and will be able to explain when to use the number.






5.174: Stays with the group and refrains from following unknown people 5.176: Refuses ride and/or gifts presented by stranger 5.178: Identifies fire drill signal and follows teacher’s directions during the fire drill 5.195: Recognizes items described as dangerous

When ____ is involved in an outside activity or field trip, she will stay with the group to which she is assigned and will refrain from following an unknown person or group. ____ will be able to state why it is dangerous to accept gifts or rides from strangers and will be able to explain what to do if she is approached by a stranger. ____ will follow the teacher’s directions during a fire drill and will leave the building when the fire alarm sounds. When asked, ____ will identify dangerous items and will tell the results of mishandling or playing with these items.

1.5 discuss what makes them happy and unhappy, and why

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2.1 participate actively in creative movement and other daily physical activities (e.g., dance, games, outdoor play, fitness breaks)

1.170: Moves body to music 1.186: Makes hand/foot rhythmic movements 1.221: Shifts body rhythm when music tempo changes 1.267: Improvises body movements to follow tempo/rhythm

When presented with live or recorded music, ____ will sway, rock, tap, clap, or do any physical movement that indicates a feel for the music. When ____ is presented with a rhythmic selection, she will move to the music using at least two different parts of her body. When presented with a musical selection that includes various tempos, ____ will move his body in rhythm to the music. When presented with music that prompts creative dance and creative expression, ____ will do some creative rhythmical movements.






2.2 demonstrate persistence while engaged in activities that require the use of both large and small muscles (e.g., tossing and catching beanbags, skipping, lacing, drawing)

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2.3 demonstrate strategies for engaging in cooperative play in a variety of games and activities

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3.1 demonstrate spatial awareness in activities that require the use of large muscles

3.164: Runs and changes direction without stopping, avoiding obstacles 3.176: Runs through obstacle course avoiding objects

When ____ is running, she will change directions without coming to a complete stop, and she will dodge obstacles and corners. ____ will run through an obstacle course and avoid making any contact with any obstacles.

3.2 begin to demonstrate control of large muscles with and without equipment (e.g., climb and balance on playground equipment; roll, throw, and catch a variety of balls; demonstrate balance and coordination during parachute games; hop, slide, or gallop in the gym or outdoors)

3.77: Throws ball underhand in sitting 3.84: Walks into large ball while trying to kick it 3.85: Throws ball forward 3.88: Throws ball overhand landing within three feet of target 3.96: Kicks ball forward 3.97: Throws ball into a box

___ will roll the ball forward by positioning his arm down at his side with the palm of his hand up and pushing the ball forward. ____ will kick a ball by walking toward the ball and moving it forward by bumping his leg into it. While in a standing position, ____ will throw the ball forward in any manner, underhand or overhand. While in a standing position, ____ will throw a ball forward, within three feet of a target, by bringing his hand(s) up beside his head. While in a standing position, ____ will kick a ball with one foot without assistance. While in a standing position, ____ will throw a ball into a box that is one foot away.






3.108: Goes up and down slide 3.111: Catches large ball 3.141 Climbs jungle gyms and ladders 3.142: Catches eight inch ball 3.147: Catches a large ball thrown from 5 feet using hands/arms 3.152: Bounces and catches a large ball 3.152: Kicks a stationary ball using a 2-step start 3.162: Step-hops for five feet 3.163: Kicks a large ball when that has been directly rolled to him 3.169: Gallops forward 3.172: Throws a ball ten feet overhand

____ will climb a ladder and go the slide independently. While in a standing position, ____ will catch a ball at least twelve inches in diameter. ____ will climb jungle gyms and ladders without assistance. While in a standing position, ____ will catch a ball at least eight inches in diameter. ____ will catch a ball at least ten inches in diameter when it is thrown from a distance of 5 feet with both hands. ____ will bounce a 10-inch ball at least once and catch it on the upward movement. ____ will kick a stationary ball in any direction, using a two-step start. After a demonstration, ____ will step-hop for 5 feet, maintaining balance and without assistance. ____ will kick a moving ball as it is rolled directly to him. ____ will gallop for at least 10 feet. When ____ is provided with a ball that is easily held and manipulated with one hand, he will throw the ball overhand, not aiming at any specific target.






3.174: Hops forward ten feet on either foot without assistance 3.177: Skips forward 3.178: Maintains balance on a movable platform (balance disc, etc.)

____ will hop forward ten feet on either leg, the other foot suspended without any assistance. After a demonstration, ___ will skip forward, using alternate feet, leading with the left or right foot at least four times. ____ will balance on a moveable platform for at least one minute.

3.3 begin to demonstrate balance, whole body and hand-eye coordination, and flexibility in movement (e.g., run, jump, climb, walk on the balance beam, play beach-ball tennis, catch a ball, play hopscotch)

3.86: Walks with assistance on eight inch board 3.89: Stands on one foot with help 3.93: Walks independently on eight inch board 3.94: Tries to stand on two inch balance beam 3.105: Walks a few steps with one foot on two inch balance beam 3.107: Jumps in place both feet 3.111: Catches large ball

____ will walk at least three feet on an eight inch wide plank raised one to two inches from the ground with someone holding her hand. ____ will lift up one foot and balance on the other when supported. ____ will walk the entire length of a board that is eight inches wide, six feet long, and one to two inches off of the ground without assistance. ____ will stand on a board that is eight inches wide, six feet long, and three to four inches off of the ground without assistance. ____ will walk with one foot on a balance beam that is two inches wide and the other foot on the ground without assistance. ____ will jump up with both feet lifting off of the ground at the same time. While in a standing position, ____ will catch a ball at least twelve inches in diameter.






3.116: Jumps a distance of eight inches to fourteen inches 3.121: Stands on two inch balance beam with both feet 3.122: Imitates one foot standing 3.125: Jumps backward 3.126: Attempts to step on two inch balance beam 3.128: Jumps sidewards 3.130: Alternates steps part way on two inch balance beam 3.132: Jumps over string two to eight inches high 3.133: Hops on one foot 3.134: Jumps a distance of fourteen inches to twenty-four inches 3.136: Stands on one foot one second to five seconds

____ will jump forward, 8-14 inches, with both feet lifting off the ground at the same time and landing at the same time. ____ will stand on a two inch wide balance beam with both feet. Following an adult model, ____ will stand on one foot without assistance. ___ will jump backwards with both feet lifting off of the ground at the same time and landing at the same time. Following an adult model, ____ will attempt to walk forward on a two-inch wide balance beam. ___ will jump sideways with both feet lifting off of the ground at the same time and landing at the same time. ____ will take at least two alternating steps on a two inch wide balance beam. ____ will jump over a piece of string that is 2-8 inches high with both feet together. ___ will hop forward on one foot. ____ will jump forward, 14-24 inches, with both feet lifting off the ground at the same time and landing at the same time. ____ will stand on one foot for one to three seconds without assistance.






3.142: Catches eight inch ball 3.143: Jumps a distance of 24 inches to 34 inches 3.147: Catches a large ball thrown from 5 feet using hands/arms 3.148: Balances on each foot for 5 seconds without support 3.149: Balances on one leg with hands on hips 3.161: Jumps forward 2-foot distance, feet together 3.171: Walks 4 feet on 4-inch wide beam without stepping off

While in a standing position, ____ will catch a ball at least eight inches in diameter. ____ will jump forward, 24-34 inches, with both feet lifting off the ground at the same time and landing at the same time. ____ will catch a ball at least ten inches in diameter when it is thrown from a distance of 5 feet with both hands. ____ will stand on one foot for at least five seconds without support. ____ will balance on one leg for at least five seconds with her hands on her hips. ____ will jump forward at least two feet and will land with her feet together. Following an adult model, ____ will walk at least 4 feet on a 4-inch wide balance beam without stepping off or holding onto another person or object.

4.1 begin to demonstrate control of small muscles in activities at a variety of learning centres (e.g., sand, water, visual arts centres) and when using a variety of materials or equipment (e.g., using salt trays, stringing beads, painting with paintbrushes, drawing, cutting paper, using a keyboard, using a mouse, writing with a crayon or pencil)

4.74: Strings one one-inch bead 4.80: Strings three one-inch beads 4.83: Snips with scissors 4.88: Snips on line using scissors 4.93: Strings one-half-inch beads

____ will string at least one one-inch bead with a heavy corded string. ____ will string at least three one-inch bead with a heavy corded string. ____ will cut with scissors, making one snip at a time. ____ will cut with one snipping movement at a time on a drawn line. ____ will string at one-half-inch beads with a string to make a necklace.






4.96: Cuts across paper following a straight line 6 inches long and then a curved line 6 inches long 4.110: Spreads paste/glue on one side of paper and turns it over to stick it to another paper 4.111: Draws a picture of a person 4.113: Cuts out small square/triangle with scissors 4.116: Traces around own hand 4.119: Cut out picture following general shape 4.122: Draws a picture of at least three objects 4.123: Cuts out complex picture following outlines 4.129: Cuts out a circle with scissors

____ will cut along straight and curved lines 6 inches long and not more than ¼ inch wide. ____ will spread paste or glue on one side of a sheet of paper that is at least 4 inches by 6 inches in size and then will attach the glued sheet to another sheet of paper. ____ will draw a person which will include a head, body, eyes, nose, mouth, hair, arms, legs, hands and feet. When given a sheet of paper with a square or triangle at least 3 inches on each side, ___ will cut out the shape without assistance, staying within ½ inch of the lines. ____ will trace around her non-dominant hand. ____ will cut out the general shape of pictures without physical assistance. ____ will draw a recognizable picture that includes at least three different objects. ____ will cut out a complex picture, conforming to the edges of the picture without assistance. When given a sheet of paper with a circle, at least 6 inches in diameter, ____ will cut out the circle staying within ½ inch of the lines.






4.2 demonstrate spatial awareness by doing activities that require the use of small muscles

1.101: Paints within limits of paper 1.147: Completes three-four piece puzzle 4.94: Puts together simple inset puzzles 4.102: Reproduces a two-dimensional block design 4.112: Strings small beads reproducing colour and shape sequence/pattern 4.124: Puts together complex/interlocking puzzle 4.126: Builds 5-block bridge

___ will paint or colour within the limits of a large piece of paper. When ____ is presented with a three to four-piece puzzle, he will put it together. When ____ is presented with a four to six-piece puzzle, he will put it together. When ____ is presented with a two-dimensional block design card involving not more than seven blocks, she will copy the pattern. When ____ is presented with a bead-stringing set and a bead pattern for him to copy, he will demonstrate the ability to reproduce the bead pattern by stringing the beads to match the visual model. When ____ is presented with at least a 12+ piece interlocking puzzle, she will put it together. ____ will make a five-block bridge after viewing a demonstration.

4.3 use a functional grip in written communication to produce writing that they and others can read

4.55: Grasps crayon adaptively 4.78: Holds crayon with thumb and fingers

____ will grasp a crayon and position one end of the crayon toward the paper. ____ will hold a crayon with her thumb and fingers, rather than in a fisted hand.






4.89: Holds pencil with thumb and fingers – adult-like grasp 4.128: Holds paper with one hand while drawing with the other hand 4.131: Holds pencil/crayon using a static tripod grasp 4.132: Holds pencil/crayon using a dynamic tripod grasp to draw

____ will hold a pencil with his thumb and fingers in an adult-like grasp. When given a piece of paper and crayon to draw with, ____ will take the crayon in her dominant hand and will use her non-dominant hand to hold the paper while drawing. ____ will hold a writing utensil near the sharpened part in a static tripod grip, with the thumb on the side and the middle, ring, and index fingers resting on top of the pencil. ___ will hold a writing utensil using a dynamic tripod grasp, with the sharpened end between the pads of the thumb and middle finger with the index finger resting on top of the pencil. The ring and little fingers are flexed, forming a stable arch.

THE ARTS D1.1 demonstrate an awareness of personal interests and a sense of accomplishment in drama and dance (e.g., contribute their own ideas to role playing; create their own actions to accompany a song or chant and/or follow actions created by a classmate)

1.201: Sings and does actions with songs 1.267: Improvises body movements to follow tempo/rhythm

____ will sing a song and do creative actions that accompany the words. When presented with a musical selection that prompts creative dance and creative expression, ____ will do some creative rhythmical movements.

D1.2 explore a variety of tools and materials of their own choice (e.g., blocks, puppets, flashlights, streamers) to create drama and dance in familiar and new ways

1.303: Uses imaginary objects during play 1.304: Uses dolls or action figures to act out sequences

____ will use imaginary objects during play, for example using a banana as a telephone, or pretending to serve food and eat imaginary food. ___ will use dolls or action figures to create situations from real life that they act out.






1.305: Role-plays or organizes other children using props

While engaged in pretend play, ____ will organize other children to use props while they role-play some event they have previously observed or experienced.

D2.1 explore different elements of drama (e.g., character, setting, dramatic structure) and dance (e.g., rhythm, space, shape)



D3.1 use problem-solving skills and their imagination to create drama and dance (e.g., try out different voices for parts of a story or chant; find different ways to move to music, trying to connect the movement with the mood and speed of the music; create a sequence of movements)

1.194: Participates in singing songs with group 1.201: Sings and does actions with songs 1.267: Improvises body movements to follow tempo/rhythm 2.146: Speaks with inflection when describing and event or action

____ will join in singing with a group. ____ will sing a song and do creative actions that accompany the words. When presented with a musical selection that prompts creative dance and creative expression, ____ will do some creative rhythmical movements. When ____ is telling about an exciting occurrence, he will speak with voice inflections that indicate enthusiasm, surprise and spirit. He may increase or decrease his volume and/or pitch, or he may imitate sounds or dialogue he heard for effect.

D3.2 dramatize rhymes, stories, legends, and folk tales from various cultures, including their own (e.g., use actions, pictures, words, or puppets to tell a story at the dramatic play centre or at the block centre)

2.124: Says a favourite rhyme 1.304: Uses dolls or action figures to act out sequences

____ will recite the words of a familiar rhyme correctly. ___ will use dolls or action figures to create situations that include multiple steps from real life that they act out.






1.305: Role-plays or organizes other children using props

While engaged in pretend play, ____ will organize other children to use props while they role-play some event they have previously observed or experienced.

D4.1 express their responses to drama and dance (e.g., by moving, by making connections to their experiences with drama and dance, by talking about drama and dance)

1.267: Improvises body movements to follow tempo/rhythm

When presented with a musical selection that prompts creative dance and creative expression, ____ will do some creative rhythmical movements.

M1.1 demonstrate an awareness of personal interests and a sense of accomplishment in music (e.g., contribute their own ideas to a class song; create their own accompaniment to a song)

1.201: Sings and does actions with songs

____ will sing a song and do creative actions that accompany the words.

M1.2 explore a variety of tools and materials of their own choice (e.g., spoons, castanets, rhythm sticks, music software) to create music in familiar and new ways

1.177: Plays on rhythm instruments

When presented with a basic rhythm instrument and background music, ____ will play the instrument. It is not necessary for her to playing to be rhythmic or exact.

M2.1 explore different elements (e.g., beat, sound quality, speed, volume) of music (e.g., clap the beat of a song; tap their feet on carpet and then on tile, and compare the sounds; experiment with different instruments to accompany a song)

1.171: Claps to music 1.172: Taps to the beat of music 1.173: Marches in time to the music

When ____ is presented with live or recorded music, she will clap in imitation, but not necessarily in time to the music. When presented with live or recorded music that has a precise, slow, simple beat, ____ will mark time to the selection using his fingers, feet, or an object. When ____ is presented with a repetitive marching musical selection, she will march to the music, but not necessarily with the beat.






1.179: Claps to the beat of familiar songs or to speech patterns 1.223: Plays simple rhythmic patterns 1.296: Plays rhythm instruments in various rhythm patterns

When ____ is presented with a familiar song or chant, he will clap in time to the selection. He should clap the beat during the main musical theme or in cadence with the repeating phrases. ____ will use a rhythm instrument to play a simple rhythmic pattern; one steady beat with the music. ____ will play an instrument that is familiar to her using a song that changes rhythmic patterns, and she will change rhythm patterns with the music.

M3.1 use problem-solving skills and their imagination to create music (e.g., experiment with different instruments to create a rhythm pattern to accompany a familiar song; contribute to making a variation on a familiar song with the class)

1.223: Plays simple rhythmic patterns 1.296: Plays rhythm instruments in various rhythm patterns

____ will use a rhythm instrument to play a simple rhythmic pattern; one steady beat with the music. ____ will play an instrument that is familiar to her using a song that changes rhythmic patterns, and she will change rhythm patterns with the music.

M4.1 express their responses to music by moving, by making connections to their own experiences, or by talking about the musical form



M4.2 respond to music from various cultures, including their own (e.g., folk songs, Aboriginal chants, songs in different languages)








M5.1 communicate their ideas about something (e.g., a book, an experience, a painting) through sounds, rhythms, and music (e.g., create a song or a chant, create sound effects, use rhythms to enhance a song or poem)



V1.1 demonstrate an awareness of personal interests and a sense of accomplishment in visual arts (e.g., contribute pages to a class book using their own ideas; offer to make a puppet for a play; create a sculpture from clay)

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V2.1 explore a variety of tools, materials, and processes of their own choice to create visual art forms in familiar and new ways (e.g., use natural and recycled materials at a learning centre)

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V2.2 explore different elements of design (e.g., colour, line, shape, texture, form) in visual arts

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V3.1 use problem-solving skills and their imagination to create visual art forms (e.g., choose materials to make a three-dimensional structure stable; choose an alternative way to fasten their materials if the first way is unsuccessful)

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V4.1 express their responses to visual art forms by making connections to their own experiences or by talking about the form


After ____ views an audio/ visual presentation or live production, he will describe the content, sequence of events, characters and outcomes.

V4.2 respond to a variety of visual art forms (e.g., paintings, fabrics, sculptures, illustrations) from various cultures, including their own


After ____ views an audio/ visual presentation or live production, he will describe the content, sequence of events, characters and outcomes.






V5.1 communicate their understanding of something (e.g., a familiar story, an experience, a song, a play) by representing their ideas and feelings through visual art

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