Prince Edward IslandKindergarten
PEI Kindergarten English Curriculum
Lessons and practice for every Kindergarten English topic. Aligned to what Prince Edward Island schools teach. Help your child build reading, writing, and speaking skills.
PEI Kindergarten English Curriculum | StudyPugHelp
CO_ID | Curriculum Outcome | StudyPug Topic |
|---|---|---|
K.SL1.1.a | Express feelings and opinions and describe personal experiences and interests: Express feelings and opinions and describe personal experiences and interests |
K.SL1.1.b | Develop vocabulary knowledge and descriptive abilities through sharing: Develop vocabulary knowledge and descriptive abilities through show and tell activities |
K.SL1.2 | Listen respectfully to ideas and opinions of classmates and adults: Listen respectfully to ideas and opinions of others |
K.SL1.3.a | Begin to ask and respond to questions seeking help or information: Begin to ask and respond to questions seeking help or information using who what why where when |
K.SL1.3.b | Learn to ask open-ended questions using who what where when why format: Practice open-ended questions suitable for guest speakers and field trips |
K.SL1.4.a | Follow classroom instructions and give simple directions to peers: Follow and give directions in different contexts |
K.SL1.4.b | Follow increasingly complex directions with multiple steps: Follow directions with more than one instruction and complete tasks |
K.SL1.5 | Participate appropriately in small and large group discussions: Participate in conversation and in small and whole group discussion |
K.SL1.6 | Use body language and tone of voice to communicate meaning effectively: Use gestures and tone to convey meaning |
K.SL1.7 | Present information and respond to presentations from others: Engage in simple oral presentations and respond to oral presentations |
K.SL1.8 | Demonstrate awareness of social conventions in cooperative activities: Demonstrate awareness of social conventions in group work and cooperative play |
K.SL1.9 | Develop vocabulary for emotions and understand impact of word choices: Develop vocabulary of feelings and awareness that some vocabulary choices can hurt people |
K.SL1.10 | Share home literacy experiences and connect family reading traditions to school learning: Connect home and school literacy experiences through sharing and discussion |
K.SL2.1 | Identify and count the number of words in spoken sentences: Identify how many words are in a spoken sentence |
K.SL2.2 | Break words into syllables and blend syllables into words: Segment and blend words into syllables |
K.SL2.3 | Recognize and create rhyming words in songs poems and games: Recognize and produce rhyming words in oral language |
K.SL2.4 | Identify first and last sounds in spoken words: Recognize beginning and final phonemes in oral language |
K.SL2.5 | Learn letter sounds through interactive games songs rhymes and musical activities: Participate in phonics games songs and rhyming activities to develop sound awareness |
K.RV1.1.a | Understand that books and texts provide knowledge culture entertainment and information: Interact with text for knowledge culture entertainment interest and information |
K.RV1.1.b | Read and view multimodal texts ancestral teachings and oral traditions: Read and view multimodal text ancestral teachings oral traditions and stories with purpose |
K.RV1.2 | Demonstrate awareness of basic concepts of print including book handling and directionality: Demonstrate awareness of basic concepts of print |
K.RV1.3.a | Identify as a reader and choose books for personal interest: Identify as a reader |
K.RV1.3.b | Choose texts for specific purposes including knowledge entertainment practice and interest: Engage in purposeful text selection and choose from variety of text for interest or learning needs |
K.RV1.6.a | Begin to use letter-sound knowledge to decode words and simple connected text: Begin to use letter-sound knowledge to decode words and simple connected text |
K.RV1.6.b | Develop ability to recognize and name uppercase and lowercase letters: Develop complete alphabetic knowledge and attempt to decode words and simple connected text |
K.RV1.8.a | Read common sight words environmental print and personally meaningful words: Begin to read high frequency words environmental print and words that have personal significance |
K.RV1.8.b | Identify own name in print and read high frequency words from Fundations list: Identify own name in print and read high frequency words |
K.RV1.9.a | Name most letters of the alphabet and match them to corresponding sounds: Name most letters and corresponding sounds |
K.RV1.9.b | Match upper and lower case letters and order alphabet correctly: Match upper and lower case letters and order alphabet in correct sequence |
K.RV1.10 | Respond to stories and texts through drawing discussion and creative expression: Respond personally to texts in variety of ways to demonstrate comprehension |
K.RV1.11 | Recognize different kinds of books and texts including stories poems and information books: Develop awareness of different types of text |
K.RV1.12 | Ask questions about characters settings and events in stories: Begin to ask questions about a text |
K.RV1.13 | Identify basic text components including title author and illustrator: Recognize basic components of text such as author illustrator and title |
K.RV1.14 | Experience Indigenous stories oral traditions and cultural teachings from local communities: Learn from Indigenous stories oral traditions and cultural teachings |
K.RV1.15 | Learn about community workers through stories books and dramatic play: Read view and discuss texts about community helpers and local community |
K.RV1.16 | Learn proper book handling library procedures and text care: Demonstrate proper care of books and understand library organization and procedures |
K.RV1.17 | Work with reading partners to share books stories and collaborative text exploration: Participate in buddy reading and collaborative text exploration activities |
K.WR1.1 | Understand that writing and symbols communicate messages: Understand that print carries a message |
K.WR1.2 | Begin to understand we write for different reasons and different people: Begin to demonstrate awareness of audience and purpose |
K.WR1.3.a | Write simple messages using drawing pictures and letters: Write simple messages |
K.WR1.3.b | Use drawing to support and enhance written messages: Draw pictures to represent thoughts and record sounds heard in words through invented spelling |
K.WR1.4 | Begin to understand strategies for improving and fixing writing: Begin to develop awareness of editing strategies |
K.WR1.5 | Write from left to right and top to bottom on page: Develop the concept of directionality |
K.WR1.6 | Match spoken words to written words in simple sentences: Develop one-to-one correspondence between spoken and written words |
K.WR1.7 | Understand and use both capital and small letters in writing: Understand that letters can be written in upper and lower case |
K.WR1.8 | Use letters to represent the sounds they hear in words: Use letters to represent the predominant sounds in words |
K.WR1.9.a | Use word walls classroom labels and familiar words to support writing: Begin to use sight words environmental print and words that have personal significance to support writing |
K.WR1.9.b | Use classroom resources including word walls and picture dictionaries: Use environmental print including word walls picture dictionaries and individual word rings |
K.WR1.10 | Experiment with periods and other punctuation marks in writing: Experiment with punctuation |
K.WR1.11 | Learn to leave appropriate spaces between words when writing: Begin to use spaces between words |
K.WR1.12 | Write and represent thoughts about seasonal changes and natural world: Create texts about seasonal changes and natural world observations |
K.WR1.13 | Create daily journal entries combining drawing and beginning writing attempts: Create personal journal entries combining drawing and early writing attempts |
K.WR1.14 | Use simple technology tools for creating and sharing basic texts and messages: Begin to use technology tools for creating and sharing simple texts |
K.WR1.15 | Reflect on learning growth as readers and writers through portfolio discussion: Begin to reflect on own growth as readers and writers through portfolio discussion and self-assessment |