New BrunswickKindergarten
NB Kindergarten English Curriculum
Lessons and practice for every Kindergarten English topic. Aligned to what New Brunswick schools teach. Build early literacy skills with activities your child can do at their own pace.
NB Kindergarten English Curriculum | StudyPugHelp
SCO_ID | Curriculum Outcome - Elaborations | StudyPug Topic |
|---|---|---|
ELA.K.I.1.a | Exploring language of harmony and respect; using descriptive language to express feelings: Express feelings and opinions and give simple descriptions of experiences using descriptive language |
ELA.K.I.1.b | Expressing feelings and opinions; presenting simple facts about personal experiences: Present simple facts and ideas to peers and teachers about personal experiences and interests |
ELA.K.I.1.c | Identifying helpful and hurtful language; exploring inclusive language: Explore the language of harmony and respect by describing helpful respectful and equitable language and identifying differences between kind and hurtful language |
ELA.K.I.2.a | Using question words; asking about topics of interest; responding to questions: Begin to ask and respond to questions using question words to create questions about specific topics and responding with requested information |
ELA.K.I.2.b | Understanding sequence time and spatial words; giving and following one or two step directions: Give and follow simple one or two step directions or instructions using words for sequence time and spatial concepts |
ELA.K.I.2.c | Exploring communication conventions; using turn-taking; demonstrating consideration for others: Explore appropriate communication conventions and social conventions when interacting including turn-taking and consideration for thoughts and feelings of others |
ELA.K.I.2.d | Using questions wonderings and reflections; responding personally to oral stories and presentations: Respond personally to presentations oral stories and multi-modal text using questions wonderings and reflections |
ELA.K.I.3 | Receiving information from others; reflecting while others speak; interrupting appropriately: Receive the ideas and opinions of others by receiving information reflecting while others are speaking and interrupting when necessary or appropriate |
ELA.K.R.1 | Identifying concepts of print; understanding that print carries meaning; differentiating letters and numbers: Identify concepts of print when engaging with text and explain that printed text carries meaning and differentiate between letters and numbers and words |
ELA.K.R.2.a | Segmenting words and compound words; identifying and producing rhyming words: Demonstrate an awareness of words and some sounds in spoken language by segmenting words in sentences and compound words and identifying and producing rhyming words |
ELA.K.R.2.b | Identifying initial sounds; producing words with given sounds; segmenting syllables: Demonstrate phonological awareness by segmenting multisyllabic words identifying words with same initial sound and producing words starting with given sounds |
ELA.K.R.2.c | Segmenting words into onset and rime; identifying final consonants; deleting syllables: Demonstrate awareness of sounds by segmenting words into onset and rime identifying some words with same final consonant and deleting syllables in multisyllabic words |
ELA.K.R.3.a | Identifying own name; naming letters; ordering alphabet; matching upper and lowercase letters: Apply letter-sound knowledge to decode words and simple connected text by identifying own name naming all letters and matching upper-case and lower-case letters |
ELA.K.R.3.b | Blending initial consonants with word families; decoding simple CVC words; attempting to sound out words: Apply letter-sound knowledge by blending some initial consonants with common word families and attempting to decode some single syllable words |
ELA.K.R.4.a | Naming letters and reading familiar words; demonstrating automatic letter naming and sound recall: Name letters and read some words with accuracy and expression demonstrating automatic naming of all letters and automatic recall of most letter sounds |
ELA.K.R.4.b | Beginning to read simple decodable text; automatically reading some high frequency words: Read some words with accuracy and expression beginning to automatically read single syllable CVC words and some high frequency words in decodable text |
ELA.K.R.5.a | Using Tier One common words; beginning to use Tier Two all-purpose words; using describing words: Use a range of vocabulary when communicating including Tier One common words in interactions and describing words |
ELA.K.R.5.b | Describing word relationships like synonyms and opposites; sorting objects into categories; using kinship vocabulary: Use vocabulary to describe word relationships provide appropriate vocabulary to complete phrases and sort common objects into categories |
ELA.K.R.5.c | Using story vocabulary; connecting prior knowledge; identifying new word meanings; using vocabulary of feelings: Use vocabulary including story vocabulary feelings words and connect prior knowledge of words and word meanings to make predictions about what will happen next |
ELA.K.R.6.a | Describing prior knowledge connections; connecting events to personal experiences; retelling story events: Construct meaning from oral stories and when being read to by describing prior knowledge connections to text imagery and connecting information and events to personal experiences |
ELA.K.R.6.b | Making predictions about texts; retelling main events; predicting plausible next events in stories: Construct meaning by discussing predictions based on cover art and imagery retelling one or two events in familiar stories and predicting plausible next events |
ELA.K.R.6.c | Retelling sequence of events from beginning middle and end; elaborating on main topic with simple details: Construct meaning by retelling the main event of a story and the sequence of events and elaborating on main topic using retell or illustrations with simple details |
ELA.K.R.7.a | Selecting and engaging with variety of text forms; expressing preferences about texts: Select and engage with a variety of text forms for specific uses including decodable text braille audio books graphic texts and non-fiction texts |
ELA.K.R.7.b | Asking to view texts and be read to; seeking texts linking to prior knowledge; interacting with storytellers: Select and engage with variety of text forms for interest or learning needs in first or additional languages and interact with storytellers and community members |
ELA.K.R.7.c | Beginning to identify text forms; recognizing basic text features like author illustrator and title: Begin to identify characteristics forms features and types of text by talking about information in texts and recognizing simple text forms and basic text features |
ELA.K.REP.1.a | Experimenting with mark making and illustration; representing own name and most letters: Print or represent letters and words using writing utensil or assistive technology by experimenting with mark making and representing own name and most letters |
ELA.K.REP.1.b | Representing upper-case and lower-case letters; beginning to show directionality; applying some handwriting mechanics: Print or represent letters demonstrating left-to-right and top-to-bottom directionality and identifying and applying some mechanics like hand posture grip and paper placement |
ELA.K.REP.2.a | Using letters to represent sounds; matching letters to sounds; using abbreviated letter-sound mapping: Apply basic spelling conventions when creating written works by using letters to represent sounds and matching some letters to sounds in spoken language |
ELA.K.REP.2.b | Using phoneme segmentation in invented spelling; representing some sounds in words; beginning to spell simple CVC words: Apply spelling conventions using phoneme segmentation attempting to spell single syllable CVC VC and CV words and representing some sounds in words |
ELA.K.REP.3.a | Using drawings letters and approximations to record meaning; beginning to express ideas through pictures and words: Compose simple sentences using drawings letters and approximations to record meaning and beginning to use sequence when representing ideas |
ELA.K.REP.3.b | Beginning to create simple subject-verb-object sentences; beginning to represent complete thoughts; experimenting with punctuation: Compose simple sentences beginning to create simple sentences and beginning to represent or write complete thoughts and experiment with punctuation |
ELA.K.REP.4.a | Explaining picture and story representations; beginning to represent or tell properly sequenced stories: Organize ideas and create written or media texts by explaining picture and story representations and beginning to represent or tell stories properly sequenced |
ELA.K.REP.4.b | Beginning to identify story elements; beginning to generate and organize ideas for writing through pictures and jot notes: Organize ideas and create texts by beginning to generate ideas through pictures and jot notes and beginning to organize ideas using story maps and story plans |
ELA.K.REP.4.c | Choosing particular forms for specific audiences and purposes; beginning to gather information for research: Organize ideas by choosing particular forms for specific audiences and purposes and beginning to gather information for research using strategies for prewriting |
ELA.K.REP.5 | Using information to support ideas; gathering information to answer questions; using information to form simple arguments: Begin to seek information to support ideas and construct meaning by using information to support ideas and gathering information to answer questions or solve problems |