SaskatchewanKindergarten
SK Kindergarten English Curriculum
Lessons and practice for every Kindergarten English topic. Aligned to what Saskatchewan schools teach. Help your child build foundational literacy skills at their own pace.
SK Kindergarten English Curriculum | StudyPugHelp
SO_ID | Outcome | StudyPug Topic |
|---|---|---|
ELA.K.CRK.1B | Print awareness; Letter recognition; Personal identity; Oral expression: Make connections among oral language and personal experiences; Share personal experiences and family traditions related to texts |
ELA.K.CRK.1C | Personal narrative; Oral storytelling; Making connections; Cultural awareness: Share personal experiences and family traditions related to texts; Relate aspects of stories and information to personal feelings and experiences |
ELA.K.CRK.1D | Emotional vocabulary; Self-expression; Empathy; Social-emotional learning: Relate aspects of stories and information to personal feelings and experiences; Use vocabulary that describes feelings |
ELA.K.CRK.1E | Informational text features; Content knowledge; Asking questions; Curiosity: Satisfy natural curiosity by engaging in inquiry; Identify self and others as sources of information; Seek information from others including people at school, at home, and in the community |
ELA.K.CRK.1F | Classification skills; Vocabulary organization; Conceptual thinking; Attributes: Sort common items (pictures, words, photographs, objects) into categories; Use vocabulary to describe similarities and differences |
ELA.K.CRK.1G | Comprehension strategies; Asking questions; Inquiry skills; Information gathering: Ask questions to satisfy personal curiosity and information needs; Satisfy natural curiosity by engaging in inquiry |
ELA.K.CRK.1H | Text types; Genre awareness; Purpose of texts; Comprehension: Distinguish between fiction and non-fiction texts; Understand messages shared for different purposes in a variety of forms |
ELA.K.CRK.1I | Prediction skills; Using prior knowledge; Evidence from text; Comprehension strategy: Make connections to background knowledge (before); Identify important ideas and events (during); Recall (after) |
ELA.K.CRK.1J | Social responsibility; Community roles; Following directions; Cooperative skills: Comprehend and respond to texts that address identity, community, and social responsibility; Follow simple directions correctly and independently |
ELA.K.CRK.1A | Oral language development; Listening and responding; Sharing personal experiences: View, listen to, comprehend, and respond to a variety of texts that address identity, community, and social responsibility |
ELA.K.CRK.2B | Concepts of print; Book orientation; Title and author identification; Directionality: Identify concepts of books including front cover, back cover, holding a book right-side-up; Track left to right, top to bottom with return sweep |
ELA.K.CRK.2C | Visual interpretation; Observation skills; Inferencing from images; Describing visuals: Identify key idea(s) and purpose of pictures, graphics, models, and photographs; Use illustrations, photographs, video programs, objects, and auditory cues to understand ideas and information |
ELA.K.CRK.2D | Print concepts; Word boundaries; Spacing awareness; Writing conventions: Identify word spacing; Track left to right, top to bottom, with return sweep; Identify capitals, word spacing and punctuation in sentences |
ELA.K.CRK.2E | Text creators; Book appreciation; Career awareness; Text analysis: Know where to look for the title and author/illustrator; Identify the title and author of various texts; Compare different authors/illustrations considering the illustration or art work and interesting details |
ELA.K.CRK.2F | Emotional literacy; Character feelings; Empathy development; Visual interpretation: Interpret emotions portrayed in visual texts including models, photographs, dramas, dance creations, and video programs; Volunteer personal experiences and feelings prompted by various visuals |
ELA.K.CRK.2G | Critical thinking; Analysis; Similarities and differences; Comprehension depth: Compare similarities and differences such as colour, type of visual, and object placement between various texts; Identify supporting details |
ELA.K.CRK.2H | Pre-reading strategy; Visual scanning; Prediction; Comprehension preparation: Use illustrations, photographs, video programs, objects, and auditory cues to understand ideas and information; Make connections to background knowledge (before) |
ELA.K.CRK.2I | Character analysis; Motivation; Emotional understanding; Literary comprehension: Interpret emotions portrayed in visual texts; Identify what are the characters doing; Connect story events and own experience |
ELA.K.CRK.3A | Active listening; Story comprehension; Retelling; Characters and setting: Listen attentively to others and respond appropriately; Listen to traditional and contemporary stories from a variety of cultures including First Nations and M?tis |
ELA.K.CRK.3B | Phonological awareness; Rhyme recognition; Sound patterns; Oral language play: Recognize and produce rhyming words; Show curiosity in words and their sounds; Develop phonological awareness |
ELA.K.CRK.3C | Procedural texts; Following directions; Sequential thinking; Text features: Follow simple directions correctly and independently; Identify important information; Listen for different purposes |
ELA.K.CRK.3D | Poetic language; Rhythm and rhyme; Memorization; Oral performance: Share poems, rhymes, songs, and finger plays; Recognize and produce rhyming words; Engage with language play |
ELA.K.CRK.3F | Musical literacy; Movement; Memory; Language play: Share poems, rhymes, songs, and finger plays; Recognize how gestures and body language communicate part of the message |
ELA.K.CRK.4A | Letter identification; Letter sounds; Phonological awareness; Sound-symbol correspondence: Demonstrate an awareness that communication can occur through visuals and print texts; Identify the most common grapheme and produce the phoneme for each consonant and short vowel |
ELA.K.CRK.4B | Letter identification; Letter-sound correspondence; Phoneme production; Alphabet sequence: Name all uppercase and lowercase letters in and out of order with increasing automaticity; Identify the most common grapheme and produce the phoneme for each consonant and short vowel |
ELA.K.CRK.4C | Phonemic awareness; Initial sound identification; Sound isolation; Alliteration: Identify phonemes orally in spoken words starting with initial sounds; Identify and generate words that begin with the same initial sound (alliteration) |
ELA.K.CRK.4D | Phonemic awareness; Final sound identification; Sound segmentation: Identify where a sound occurs in a word?beginning, end or middle?starting with initial sounds, then final and finally medial |
ELA.K.CRK.4E | Phonics patterns; Word recognition; Rhyming patterns; Decoding strategies: Blend basic sounds to read simple decodable words including VC and CVC patterns; Develop phonological awareness |
ELA.K.CRK.4F | Word recognition; Sight words; Environmental print; Print in daily life: Recognize familiar words in everyday print such as signs and labels; Match spoken words to written words; Demonstrate an awareness that print is a permanent way of recording ideas |
ELA.K.CRK.4G | Phonemic awareness; Medial sound identification; Vowel sounds; Sound discrimination: Identify where a sound occurs in a word?beginning, end or middle?starting with initial sounds, then final and finally medial; Show curiosity in words and their sounds |
ELA.K.CRK.4H | Word awareness; Word parts; Vocabulary development; Morphological awareness: Segment compound words to syllables; Identify compound words through listening and speaking activities |
ELA.K.CRK.4I | Phonemic blending; Sound synthesis; Decoding; Word reading: Blend phonemes to form spoken words, starting with blending two to three phonemes into a word with a simple syllable structure |
ELA.K.CRK.4T | Emergent reading; Pattern recognition; Reading practice; Confidence building: Choose to read or look at books, and demonstrate knowledge of print, reading-like behaviours, and book-handling skills; Demonstrate an interest in and knowledge about books and reading |
ELA.K.CRK.4Y | Fluency development; Prosody; Expressive reading; Oral reading: Demonstrate understanding of sentence structure by breaking sentences into meaningful parts and using appropriate pauses when reading aloud; Read a variety of texts with accuracy, appropriate pace and prosody to support comprehension and engage listeners |
ELA.K.CCK.1 | Emergent writing; Story creation; Illustration; Author identity: Compose and create various visual, multimedia, oral, and written texts that explore and present thoughts, ideas, and experiences |
ELA.K.CCK.2A | Emergent writing; Drawing to communicate; Symbols and pictures; Fine motor skills: Use and construct symbols, pictures, and dramatizations to communicate feelings and ideas; Use imagination to communicate when appropriate |
ELA.K.CCK.2C | Elaboration; Detail addition; Descriptive communication; Revision concept: Add detail to representations; Combine words and images to make meaning; Tell others about the intended meaning of drawings and writings |
ELA.K.CCK.2D | Letter case awareness; Letter matching; Print conventions; Writing preparation: Demonstrate knowledge of upper and lower case letters; Show awareness of the first place position of a capital letter in words |
ELA.K.CCK.2E | Punctuation introduction; Sentence boundaries; Print conventions; Emerging writing: Notice the use of punctuation marks and try them out in own communication; Show awareness of the first place position of a capital letter in words |
ELA.K.CCK.3A | Oral language development; Sentence structure; Expression; Turn-taking in conversation: Use oral language to engage in exploratory and imaginative play; Use different sentence patterns; Converse on personal experiences, preferences, and topics of interest |
ELA.K.CCK.3C | Adjectives; Descriptive language; Vocabulary expansion; Oral expression: Use vocabulary that describes feelings; Manipulate sounds and words in shared, guided, and independent activities |
ELA.K.CCK.3D | Collaborative communication; Active listening; Respectful speaking; Turn-taking: Share information and ideas with a group; Initiate conversations; Take part in group activities such as circle or story time; Play co-operatively with other children |
ELA.K.CCK.3 | Collaboration skills; Social interaction; Listening to peers; Respectful communication: Play co-operatively with other children; Express suggestions given by playmate; Interpret peer's response to ideas; Contribute ideas and experiences and consider the ideas of others |
ELA.K.CCK.4A | Morphological awareness; Plural forms; Grammar concepts; Suffixes: Explain that -s means plural; Understand that words can change form to show quantity |
ELA.K.CCK.4B | Letter formation; Fine motor control; Name writing; Print concepts: Experiment with drawing, scribbling, letters, and temporary spelling to convey ideas; Demonstrate knowledge of upper and lower case letters |
ELA.K.CCK.4C | Purpose awareness; Functional writing; Authentic writing tasks; Communication goals: Write as part of play (e.g., grocery list, parking tickets, menu, signs); Share experiences, feelings, and thoughts with a scribe |
ELA.K.CCK.4D | Morphology awareness; Inflectional endings; Word changes; Grammar foundation: Use -ing as a word ending; Explain that -s means plural; Explore how words change with endings |
ELA.K.CCK.4E | Oral composition; Scribe use; Emergent writing; Voice to print: Share experiences, feelings, and thoughts with a scribe; Compose with a scribe; Dictate a story based on a representation that needs to be explained in writing |