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CHART
CORRELATION
The curriculum correlation chart is based on
British Columbia’s Kindergarten Curriculum, 2006
Kindergarten Plus!BY JONI BOWMAN
This chart has been created to provide a quick, visual reference to link the Learning Outcomes of British Columbia’s Kindergarten Curriculum (2006) with the various components of the Kindergarten Plus! program. You will notice that many expectations are covered in more than one lesson and in more than one unit. This has been done for several reasons:
■ To introduce the entire concept in one lesson is sometimes not possible, nor developmentally sound
■ To reinforce knowledge/skills/attitudes addressed in previous lessons/units
■ To provide multiple, meaningful learning opportunities for students
The Learning Outcomes for the following subject areas have been linked to the Kindergarten Plus! program:
■ Mathematics
■ Language
■ Science
■ The Arts
■ Health and Physical Education
■ Social Studies
Next to some Learning Outcomes you will sometimes see the word ongoing, rather than a specifi c reference to a lesson or activity. These Learning Outcomes cannot be covered in one or two lessons. They are daily classroom behaviours/actions that need to be introduced, encouraged, and positively reinforced in the classroom and school yard on an ongoing basis.
ReferencesKeenan, M. Planning an Early Childhood Program. Winnipeg:
Peguis Publishers, 1993.
Ministry of Education, Province of British Columbia. Kindergarten Integrated Resource Package, 2006.
Politano, C., J. Paquin, C. Cameron, and K. Gregory, Practical Ideas to Start Up the School Year Grades K-3. Winnipeg: Portage & Main Press, 2004.
NOTE TO EDUCATORS
Correlation Key to the Learning Outcomes
M Mathematics e.g., M5 – Math Lesson 5
L Language Arts e.g,. L2.1 – Language Week 2 Lesson/Day1
IS Integrated Studies e.g., IS1 – Integrated Studies Lesson 1
AIS Additional Integrated Studies e.g., AIS7 – Additional Integrated Studies Suggestion 7
RC 1/2 Reading Centre Weeks 1 & 2
RC 3/4 Reading Centre Weeks 3 & 4
W&L 1/2 Writing/Language Centre Weeks 1 & 2
W&L 3/4 Writing/Language Centre Weeks 3 & 4
A&C 1/2 Arts & Crafts Centre Weeks 1 & 2
A&C 3/4 Arts & Crafts Centre Weeks 3 & 4
DC 1/2 Discovery Centre Weeks 1 & 2
DC 3/4 Discovery Centre Weeks 3 & 4
MC 1/2 Mathematics Centre Weeks 1 & 2
MC 3/4 Mathematics Centre Weeks 3 & 4
TC 1/2 Tactile Centre Weeks 1 & 2
TC 3/4 Tactile Centre Weeks 3 & 4
LC 1/2 Listening Centre Weeks 1 & 2
LC 3/4 Listening Centre Weeks 3 & 4
DRC 1/2 Dramatic Centre Weeks 1 & 2
DRC 3/4 Dramatic Centre Weeks 3 & 4
BB1 Big Book Suggestion 1
BB2 Big Book Suggestion 2
MATHEMATICS
Learning Outcomes: Match up specifi c outcomes to the number in the left-hand column of the chart below.
Specifi c
Number
As children progress through the Kindergarten year, they:
1. count orally by 1s, 2s, 5s, and 10s to 100
2. estimate and count objects in a set (0 to 50) and compare estimates to the actual number
3. recognize, build, compare, and order sets of objects (0 to 50) using both comparitive and numerical terms
4. read number words up to 10
5. explore, represent, and describe numbers up to 50 in a variety of ways
6. demonstrate and explain orally an understanding of half as part of a whole
Patterns and Relations
As children progress through the Kindergarten year, they:
7. identify, reproduce, extend, create, and compare patterns using actions, manipulatives, diagrams, and spoken terms
8. recognize patterns in the environment
Shape and Space (Measurement)
As children progress through the Kindergarten year, they:
9. classify, describe, and arrange objects using comparative language to compare length, size, area, weight, and volume
10. use comparative terms to describe time and temperature
11. compare the relative sizes of non-standard units by measuring the same object using different units of measurement, and recognize that different objects may have the same mass
12. select an appropriate non-standard unit to estimate, measure, record, compare, and order objects and containers
13. estimate the number of uniform objects and irregular shapes that will cover a given area and verify their estimates by covering and counting
14. compare and sequence events according to the duration of time (using non-standard units), time of day, days of the week, and the seasons
15. recognize and name the value of pennies, nickels, and dimes
Outcome Unit 1 – I Am Special! Unit 2 – Apples and Pumpkins Unit 3 – Colours and Shapes Unit 4 – Gingerbread Man Unit 5 – Winter Wonderland
1. M4, M6, M7, M13, M14 M1, M11, M12, MC2, MC3, MC4, BB1 M4, M5, M6, M7 M1, M4, M5, M15, MC3/4 M1, M5, M6, M10, M11
2. M4 M9
3. M4, M13 M12 M1, M4 M1
4. L1.2 MC3/4
5. M4, M5, M7, M1 M12, MC4 M4, M5, M6, M7 M1, M6 M1, M5, M6, M10, M11
6.
7. M2, TC2 M1, M2, M9 M1, MC3/4 M3, MC1/2 M8
8. IS1, IS2, DC3
9. M8 M6, M7, M10, M14, M15, MC1 M14, M15 M2, M10, M11 M3
10.
11. M12
12. M6, M14 M14
13. M10
14. M11
15. M8, M9
16. M9 DRC3/4
17.
18.
19.
20.
21. M9, M10, M15
22. M11
23.
24. M7
25.
26. M3, M10 M4, M5, M13 M3, M8 M12, M16 M2, M15
27. M1, M6, M9, M10, M12, M15, MC3/4 M8, M16, TC4 M2, M13, MC1/2 M7, MC1/2
28. M4, M5, M13 M3, M8 M16 M2, M15 M7
29. M3, M10 M4, M5, M13 M3, M8 M12, M16 M2, M15
30. M3, M10 M4, M5, M13 M3, M8 M12, M16 M2, M15
31.
16. use money as a form of exchange
17. create equivalent sets of coins up to 10 cents in value
Shape and Space (3-D Objects and 2-D Shapes)
As children progress through the Kindergarten year, they:
18. explore and describe real-world and three-dimensional objects using descriptive attributes such as big, little, like a box, and like a can
19. explore, identify, and classify three-dimensional objects in the environment according to their properties
20. construct three-dimensional objects using materials such as plasticine, blocks, and boxes
21. identify and describe specifi c two-dimensional shapes such as circles, squares, triangles, and rectangles
22. construct and rearrange a design using a set of two-dimensional shapes
23. compare, sort, classify, and pattern two-dimensional shapes
Shape and Space (Transformations)
As children progress through the Kindergarten year, they:
24. use directional terms such as over, under, beside, near, far, left, and right to describe the relative position of objects and shapes
25 match the size and shape of fi gures by superimposing one on top of another
Statistics and Probability (Data Analysis)
As children progress through the Kindergarten year, they:
26. collect fi rst-hand information by counting objects, conducting surveys, measuring, and peforming simple experiments
27. sort objects to one attribute chosen by themselves or the teacher
28. construct a pictograph using one-to-one correspondence
29. compare data using appropriate language, including quantitative terms
30. pose oral questions in relation to the data gathered
Statistics and Probability (Chance and Uncertainty)
As children progress through the Kindergarten year, they:
31. predict the chance of an event happening using the terms never, sometimes, and always
Unit 6 – Friendship Unit 7 – All About Bears Unit 8 – Spring Is Here! Unit 9 – On the Farm Unit 10 – Community Helpers
M2, M3, M8, M10, M14, M15 M4, M5, M6, M12, M13, MC1/2 M5, M7, M12, M16, MC1/2 M4, M6, M7, M8, M14, M15 M4, M7, M10, M14, M15, MC1/2, MC3/4
M8 M5 M14 M5, M7, MC1/2
M6, M8, M11 M5 M4, M14
M6, MC1/2
M2, M6, M14, M15, MC1/2 M5, M6, M12, M13, MC1/2 M7, M12, M16, BB2 M4, M7, M8, M15 M7, M14, M15
M14 M13
M5, MC3/4 M3 M6, M8, MC3/4 M3 M11
IS2, L3.2 BB1, IS2
M8 M10, M11, M16 M4, M11, M15 M14 M6, M7, M8
M2
M5 M14 M7
M8 M11, M16 M4, M11 M14 M8
M5
M7, M9 M14 M11
M9, M10
M10 DRC3/4
M10
M12, M13 M12
M12, M13 M12
M13 M13
M10
M10
M10
BB2 M13 M5
M14 M13
M1, M7 M1, M8 M1 M2, M9 M2, M11
M4, DC3/4 M2, M15, MC3/4 M2, MC3/4 M1, M4, M12, M16, MC1/2 M1, M10
M1, M8 M1 M9
M1, M7 M1, M8 M1 M2, M9 M2,M11
M1, M7 M1, M8 M1 M2, M9 M2, M11
M16 M3
Learning Outcomes: Match up specifi c outcomes to the number in the left-hand column of the chart below.Developing Oral Language
As children progress through the Kindergarten year, they:
1. use speaking and listening when engaging in exploratory and imaginative play to: express themselves, ask for assistance, exchange ideas, experiment with new ideas or materials
2. engage in speaking and listening activities to share ideas about pictures, stories, information text, and experiences
3. demonstrate use of social language to interact co-operatively with others and to solve problems
4. demonstate being a good listener for a sustained period of time
5. demonstrate being a good speaker (including sustaining conversation on a familiar topic)
6. use oral language to explain, inquire, and compare
7. experiment with language and demonstrate enhanced vocabulary usage
8. connect what is already known with new experiences during speaking and listening activities
9. ask questions to construct and clarify meaning
10. use meaningful syntax when speaking (e.g., include a subject and a verb, simple connecting words when needed)
11. speak clearly enough to be understood by peers and adults
12. demonstrate auditory discrimination and orally manipulate sounds in words (e.g., use phonological awareness)
Developing Reading and Viewing Abilities
As children progress through the Kindergarten year, they:
13. demonstrate awareness of the connection between reading, writing, and oral language
14. respond to literature through a variety of activities (e.g., role playing, art, music, choral reading, talking)
LANGUAGE
Outcome Unit 1 – I Am Special! Unit 2 – Apples and Pumpkins Unit 3 – Colours and Shapes Unit 4 – Gingerbread Man Unit 5 – Winter Wonderland
1. TC3/4, DRC1/2, DRC3/4 A&C3, TC4, DRC1, DRC2, DRC3, DRC4 AIS3, AIS4, AIS7, A&C3/4, DC1/2, AIS2, AIS8, DRC1/2, DRC3/4 AIS1, AIS7, AIS8, AIS9, A&C3/4, DC3/4, TC1/2, TC3/4, DRC1/2, DRC3/4 DRC1/2, DRC3/4
2. M11, M13, L1.5, L2.5, L3.2, L4.2, IS1, M5, M13, IS1, IS2 (ongoing) L3.5, L4.3, IS1, IS2, AIS3, AIS4, AIS7, M12, IS1, IS2, AIS2, AIS7, AIS8 (ongoing) M16, L3.2, L4.3, IS1, IS2 (ongoing) IS2, AIS2, AIS4 (ongoing) AIS9 (ongoing)
3. M7, M13, M15, L3.2, L4.2, MC1/2, DRC1, DRC2, DRC3, DRC4 (ongoing) AIS10, TC1/2, TC3/4, DRC1/2, M4, M6, M7, M10, M11, M13, M14, M5, M7, M10, M11, M13, L2.5, L4.5, IS1, DRC1/2, DRC3/4 (ongoing) DRC3/4 (ongoing) L3.5, AIS6, AIS7, MC3/4, DRC1/2, IS2, DRC1/2, DRC3/4 (ongoing) DRC3/4 (ongoing)
4. ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶
5. ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶ IS1, ongoing
6. M1, M3, M6, M10, M11, M15, L1.2-1.5, M4, M5, M6, M8, M10, M14, M16, M3, M9, M10, M14, L1.2-1.5, L2.2-2.5, M4, M9, M10, L1.2-1.5, L2.2-2.5, M2, M7, M8, M15, M16, L1.2-1.5, L2.2-2.5, L2.2-2.5, L3.2-3.5, L4.2-4.5, IS1, L1.2-1.5, L2.2-2.5, L3.2-3.5, L4.2-4.5, L3.2-3.5, L4.2-4.5, IS1, IS2, AIS9 L3.2-3.5, L4.2-4.5, IS1, IS2 L3.2-3.5, L4.2-4.5, IS1, IS2, AIS2, AIS8, DC3/4 IS2, DC3/4 IS1, IS2, AIS8
7. L4.3, AIS2, ongoing AIS6, AIS9, ongoing ISI, ongoing M7, M12, IS1, IS2, DC1/2, ongoing L1.2, L2.2, L4.3, 1S1, AIS9, ongoing
8. M11, IS1, DC1/2, DC3/4, IS1, IS2, AIS6 M13, IS1, AIS9 IS1, IS2, DRC1/2, DRC3/4 M14, M16, IS1, AIS2, AIS8, AIS9 DRC1/2, DRC3/4
9. ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶
10. ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶
11. ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶
12. ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶
13. ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶
14. IS1, L1.5, L2.5, L3.2, L4.2, IS1, IS2 L3.5 M12, L3.5, IS1, IS2, W7l1/2, W&L3/4 L2.5, L3.2, L4.5
15. L1.1, L1.3,L1.4, L2.1, L2.3, L2.4,L3.1, IS2, L1.1, L1.3, L1.5, L2.1, L2.3, L2.5, L1.1, L1.3, L1.5, L2.1, L2.4, L2.5, L3.1, L1.1, L1.3, L1.5, L2.1, L2.4, L3.1, L3.3, L1.1, L1.3, L1.5, L2.1, L2.4, L3.1, L3.5, L4.1, L3.3, L3.5, L4.1, L4.5, RC1/2, RC3/4, L3.1, L3.3, L3.5, L4.1, L4.3, L4.5, L3.3, L4.1, W&L1/2, W&L3/4, RC1/2, L4.1, L4.3, L4.5, W&L1/2, W&L3/4, L4.3, W&L3/4, RC1/2, RC3/4, LC1/2, LC3/4 LC1/2, LC3/4 W&L3/4, RC1/2, RC3/4, LC1/2, LC3/4 RC3/4, LC1/2, LC3/4 RC1/2, RC3/4, LC1/2, LC3/4
16. IS1 IS1
17. L4.3 W&L3 L4.2 L1.3, L3.4, L4.3, W&L3/4
18. IS1, IS2, AIS3 IS1, IS2, 3.2 L4.2 M12, IS1,IS2 L3.3
19. L1.1, L1.3, L1.4, L2.1, L2.3, L2.4, L3.1, L1.1, L1.3, L1.5, L2.1, L2.3, L2.5, L3.1, L1.1, L1.3, L1.5, L2.1, L2.4, L1.1, L1.5, L2.1, L2.4, L3.1, L3.3, L4.1, L1.1, L1.3, L1.5, L2.1, L2.4, L3.1, L3.3, L3.5, L3.3, L3.5, L4.1, L4.5 L3.3, L3.5, L4.1, L4.3, L4.5, W&L3/4 L2.5, L3.1,L3.3, L4.1, L4.3, L4.5 L4.1, L4.3, W&L3/4
20. IS2, L1.2, L1.3, L1.4, L1.5, L2.2, L2.3, L1.2, L1.3, L1.4, L1.5, L2.1, L2.3, L2.4, L1.2, L1.3, L1.4, L1.5, , L2.2, L2.3, L2.4, L1.2, L1.3, L1.4, L1.5, L2.2, L2.3, L2.4, L1.2, L1.3, L1.4, L1.5, L2.2, L2.3, L2.4, L3.3, L2.4, L3.3, L3.4, L3.5, L4.3, L4.4, L4.5, L2.5, L3.2, L3.3, L3.3, L3.5, L4.2, L4.3, L2.5,L3.2, L3.3, L3.4, L4.2, L4.3, L4.4, L3.2, L3.3, L3.3L4.2, L4.3, L4.4, L4.5, L3.4, L3.5, L4.2, L4.4, W&L3/4 C1/2, TC3/4 L4.4, L4.5, W&L4, TC3 L4.5, W&L 1/2, W&L3/4 IS1, W&L1/2, W&L3/4
21. M1, M9, M15, IS2, W&L3/4 BB2 M12, IS1, IS2, BB2 M7, M15, BB1, BB2
22. M1, M9, M15 M12, IS1, IS2, BB2 M7, BB1, BB2
23. M1, M9, M15, W&L3/4 M12, IS1, IS2, BB2 M15, BB1, BB2
24. M1, M9, M15 M12, IS1, IS2, BB2 BB2
25. M1, M9, M15, IS2, W&L3/4 IS1 M15, BB1, BB2
26. IS2 ISI, BB2 BB2
27. M1, M9, M15, IS2, W&L3/4, TC3/4 W&L1/2, TC3 BB2 M12, IS1, IS2, BB2 M7,M15, BB1, BB2
Learning Outcomes: Match up specifi c outcomes to the number in the left-hand column of the chart below.
Specifi c
15. engage in reading or reading-like behaviour
16. in discussions, use strategies before reading and viewing to enhance comprehension, including: accessing prior knowledge, predicting, making connections, asking questions
17. in discussions, use strategies during reading and viewing to monitor comprehension, including: predicting and confi rming unknown words and events by using language patterns and pictures, making pictures in their heads (visualizing), asking the question, Does that make sense?
18. engage in discussions and create representations after reading and viewing to refl ect on the text to confi rm meaning
19. demonstrate understanding of concepts about print and concepts about books (e.g., there is a
directionality to print; books are for reading)
20. identify most of the letters of the alphabet and their sounds, and a few high-frequency words, including their name, and names of signifi cant others
Developing Writing and Representing Abilities
As children progress through the Kindergarten year, they:
21. create simple messages using a combination of pictures, symbols, letters, and words to convey meaning
22. recognize that writing can be talk written down and that print carries a constant message
23. show an interest in, and a positive attitude toward, writing and representing
24. engage in discussions before writing and representing to generate ideas when responding to text and classroom experiences (e.g., observing, listening, using the other senses, drawing, brainstorming, listing, webbing, partner-talk)
25. express meaning during writing and representing by using inventive spelling and copying existing words/representations
26. engage in discussions after writing or representing about the experience of writing or representing and share work with others
27. print most of the letters of the alphabet, own name, and a few simple words, and record a prominent sound in a word
Unit 6 – Friendship Unit 7 – All About Bears Unit 8 – Spring Is Here! Unit 9 – On the Farm Unit 10 – Community Helpers
AIS7, TC1/2, DRC1/2, DRC3/4 AIS3, AIS7, AIS9, W&L1/2, DC3/4, DC3/4, TC1/2, TC3/4, DRC1/2, DRC3/4 TC1/2, DRC1/2, DRC3/4 M1, M12, AIS1, AIS14, DC1/2, DC3/4, TC1/2, DRC1/2, DRC3/4 TC1/2, DRC1/2, DRC3/4
M16, L1.5, L2.3, L2.5, L3.5, L4.5, IS1, M7, M9, L1.5, L2.5, L2.5, L4.5, IS1, IS2, M4, M14, L1.4, L1.5, L2.5, L3.2, L4.3, M5, M11, L2.5, L3.4, L3.3, L4.5, IS1, IS2, L1.2, L1.5, L2.2, L3.4, L3.5, L2.2, IS1, IS2, IS2, AIS5, AIS7, AIS8, AIS13 (ongoing) AIS7, AIS9, W&L1/2 (ongoing) IS1, IS2, AIS4, AIS13, W&L1/2 (ongoing) AIS2, AIS3, AIS4, AIS8, AIS15 (ongoing) AIS2, AIS5, AIS7, AIS10 (ongoing)
M4, M8, M9, M14, M15, L2.5, L3.5, M2, M3, M5, M10, M12, M13, L2.5, M5, M7, M9, M12, L2.5, TC1/2, M5, M7, M13, M14, M15, M16, L2.5, M9, M10, M14, M15, L1.5, L3.5, L4.5, AIS7, AIS10, TC1/2, DRC1/2, L4.5, AIS7, DRC1/2, DRC3/4 (ongoing) DRC1/2, DRC3/4 (ongoing) L3.5, L4.5, AIS8, AIS9, AIS14, MC1/2, AIS5,AIS8, AIS14, DC3/4, MC3/4, TC1/2, DRC3/4 (ongoing) DRC1/2, DRC3/4 (ongoing) DRC1/2, DRC3/4 (ongoing)
ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶
AIS11, ongoing M15, ongoing M2, ongoing M13, ongoing M1, IS1, ongoing
M4, M7, M8, M12, M13, M16,L1.2-1.5, M2, M3, M6, M7, M9, M11, M15, M1, M2, M4, M10, M11, M14, L1.2-1.5, M1, M2, M4, M6, M9, M12, M14, M1, M6, M7, M8, M11, L1.2-1.5, L2.2-2.5, /4 L2.2-2.5, L3.2-3.5, L4.2-4.5, IS1, IS2, L1.2-1.5, L2.2-2.5, L3.2-3.5, L4.2-4.5, L2.2-2.5, L3.2-3.5, L4.2-4.5, IS1, L1.2-1.5, L2.2-2.5, L3.2-3.5, L4.2-4.5, L3.2-3.5, L4.2-4.5, IS1, IS2, AIS5,
AIS7, AIS8, AIS11 IS1, IS2 IS2, AIS13 IS1, IS2, AIS3, AIS7, DC3/4 AIS10, DC1/2
M13, M16, ongoing M7, M11, L3.2, IS2, ongoing M2, M4, M9, M10, L1.2, L1.5, IS1, M5, M13, M16, L4.2, IS1, IS2, DC1/2, M1, M2, M8, L.2, L3.5, L4.2, L4.4, IS1, DRC1/2, DRC3/4, ongoing DC3/4, DRC3/4, ongoing IS2, AIS5, DC1/2, ongoing
M12, M16, L2.3, L4.5, IS1, IS2 M6, M9, IS1, IS2 M2, M4, L1.5, L2.5, IS1, DRC3/4 M9, IS1, IS2, AIS1, AIS6, DC1/2, M2, M3, M8, IS1, IS2 DC3/4, DRC1/2, DRC3/4
ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶
ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶
ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶
ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶
ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶
L2.5, L3.5, L4.5 L1.2, L1.5, L2.5, L3.2, L4.5 L2.5, L4.3 L1.5, L2.5, L3.4, L4.5, AIS4, AIS8 L1.4, L1.5, L3.2, L3.5, IS2
, L1.1, L1.3, L2.1, L2.4, L3.1, L4.1, L4.3, L1.1, L1.3, L2.1, L2.4, L3.1, L3.4, L4.1, L1.2, L1.5, L2.1, L2.2, L2.3, L3.2,L3.4, L1.1, L1.4, L2.1, L2.4, L3.1, L4.1, L1.1, L1.3, L1.5, L2.1, L2.2, L2.5, L3.1, /4 RC1/2, RC3/4, LC1/2, LC3/4 L4.3, L4.4, RC1/2, RC3/4, LC1/2, L3.5, L4.1,L4.2, L4.4, L4.5, RC1/2, RC1/2, RC3/4, LC1/2, LC3/4 L3.2, L4.1, L4.2, L4.3, L4.5, RC1/2,
LC3/4 RC3/4, LC1/2, LC3/4 RC3/4, LC1/2, LC3/4
L4.3 L2.2, L3.2, IS1
L1.3, L2.2, L2.4, L3.4, 4.3 L2.2, L2.3, L3.2, L.34, L3.5 L1.2, L2.2, L2.4, L3.2, L1.3, L2.3, L3.2, L4.3
L2.3, L2.4, AIS5 L1.2, L1.3, L3.2 L1.4, L2.3 L3.5, L4.2, L4.3, AIS4, AIS8 L1.2, L3.4, L4.2, L4.5, IS2
5, L1.1, L1.3, L2.1, L2.4, L3.1, L4.1, L4.3, L1.1, L1.3, L2.1, L2.4, L3.1, L3.4, L1.1, L1.2, L1.5, L2.1, L2.2, L2.3, L3.1, L1.1, L1.2, L1.4, L2.4, L3.5 L1.1, L1.3, L1.5, L2.1, L2.2, L2.3, L4.1, L4.3, L4.4 L3.4, L3.5, L4.1, L4.4, L4.5 L4.3, L4.5
3, L1.2, L1.4, L1.5, L2.2, L2.3, L3.2, L3.4, L1.2, L1.3, L1.4, L2.3, L3.3, L3.4, L3.5, L1.2, L1.3, L2.2, L2.3, L2.4, L3.3, L3.4, L1.2, L1.3, L2.2, 2.3, L2.4, L4.2, L1.3, L2.3, L2.5, L3.2, L3.3, L3.4, L4.2, L4.3, L4.4, W&L1/2 L4.2, L4.3, L4.4 L3.5, L4.2, L4.4, L4.5 L4.4, W&L3/4 L4.4, L4.5
M13, M16, IS1, IS2, AIS2, AIS4, M2, M6, M7, M15, IS2, AIS2, IS1, AIS4, AIS13, W&L3/4, BB1, BB2 M1, W&L1/2, BB1, BB2 M8, M11, AIS13, W&L1/2, BB1, BB2W&L3/4 W&L3/4, BB1, BB2
M13, M16, IS1, IS2, AIS4, W&L3/4 M6, M7, M15, IS2, AIS2, W&L3/4, IS1, AIS13, W&L3/4, BB1, BB2 M1, W&L1/2 M8, M11, W&L1/2 BB1, BB2
M13, M16, IS1, IS2, AIS2, AIS4, W&L3/4 M6, M7, M15, IS2, AIS2, W&L3/4, IS1, AIS13, W&L3/4, BB1, BB2 M1, W&L1/2, BB1, BB2 M11, AIS13, W&L1/2, BB1, BB2 BB1, BB2
M16, IS1, IS2 M2, M6, M7, M15, IS2, BB2 IS1, AIS4, AIS13 M1 M8,
M13,M16, IS2, AIS2, AIS4, W&L3/4 M2, M6, M7, M15, AIS2, BB1, BB2 BB1, BB2 M1, IS1, W&L1/2, BB1, BB2 M8, M11, W&L1/2, BB1, BB2
IS1 BB1, BB2
M13, M16, IS1, IS2, AIS2, AIS4, W&L3/4 M2, M6, M7, M15, IS2, AIS2, W&L3/4, IS1, AIS4, AIS13, W&L3/4, BB1, BB2 M1, IS1, W&L1/2, BB1, BB2 M8, M11, AIS13, W&L1/2, BB1, BB2 BB1, BB2
Learning Outcomes: Match up specifi c outcomes to the number in the left-hand column of the chart below.
Specifi c
SCIENCE
Processes and Skills of Science
As children progress through the Kindergarten year, they:
1. use the fi ve senses to make observations
2. share with others information obtained by observing
Life Science: Characteristics of Living Things
As children progress through the Kindergarten year, they:
3. describe features of local plants and animals (e.g., colour, shape, size, texture)
4. compare local plants
5. compare common animals
Physical Science: Properties of Objects and Materials
As children progress through the Kindergarten year, they:
6. describe properties of materials, including colour, shape, texture, size, weight
7. identify materials that make up familiar objects
8. describe ways to rethink, refuse, reduce, reuse, and recycle
Outcome Unit 1 – I Am Special! Unit 2 – Apples and Pumpkins Unit 3 – Colours and Shapes Unit 4 – Gingerbread Man Unit 5 – Winter Wonderland
1. DC1/2 M5, M6, M11, M16, IS1, IS2, AIS6, M14, IS1, AIS3, AIS4, AIS7, A&C3/4, M10, IS2, DC3/4 M7, IS1, IS1, AIS2, AIS7, AIS8, AIS9, AIS7, AIS8, DC1 DC1/2, DC3/4, TC3/4
2. IS1 IS1, IS2, AIS6, AIS7 IS1 M13, IS1, IS2, AIS2, AIS7, AIS8, AIS9, DC3/4, MC3/4
3. M8, M15, IS1, IS2, DC1, DC4
4. DC4
5.
6. M9, M15, M8, M16 M2, M13, MC1/2 IS2 M7, IS1, AIS8, AIS9, DC1/2, M4, M12 DC3/4, MC1/2
7. IS2 DC3/4
8. ongoing (see intro) ongoing (see intro) ongoing (see intro) ongoing (see intro) ongoing (see intro)
9. IS1, IS2 IS1, AIS2, AIS7, AIS8, AIS9
10. IS1, IS2 IS1
Earth and Space Science: Surroundings
As children progress through the Kindergarten year, they:
9. demonstrate the ability to observe their surroundings
10. describe features of their immediate environment
Unit 6 – Friendship Unit 7 – All About Bears Unit 8 – Spring Is Here! Unit 9 – On the Farm Unit 10 – Community Helpers
M8, M9, M12, IS1, IS2, AIS7, M8, M15, M16, IS1, IS2, DC1/2, M2, M4, M1, IS1, IS2, AIS2, AIS3, M1, M2, M9, M12, M14, M15, IS1, IS2, M1, M6, M12, DC1/2, DC3/4, MC1/2DC1/2, DC3/4, MC1/2 DC1/2, TC1/2 DC3/4, TC1/2 AIS8, AIS14, TC3/4 AIS6, AIS7, DC1/2, DC3/4, TC1/2
M8, M9, IS1, IS2, AIS7, DC3/4 M8, M15, IS1, IS2 M2, M4, M11, IS1, IS2, AIS2, M9, M12, M15, IS1, IS2, DC1/2, DC3/4 M12, DC1/2, DC3/4 AIS4, AIS13
IS1, IS2 M4, M11, IS1, IS2, AIS2, AIS8, AIS13 M1, M2, M15, IS1, IS2, AIS6, AIS7, A&C1/2, DC1/2, DC3/4, TC1/2
M4, AIS3 IS2, DC1/2
M1, M2, M15, IS1, A&C1/2
M1, M2, M10, M11, M15, M16, DC1/2, M2, M4, M11, M15, IS1, MC3/4 M12, M14, DC3/4, MC1/2, TC1/2 M1, M7, M8, M10, DC1/2, DC3/4, MC3/4, TC1/2 DC3/4, MC1/2
A&C1/2, TC1/2 M12, DC3/4
ongoing (see intro) ongoing (see intro) ongoing (see intro) ongoing (see intro) ongoing (see intro)
M4, IS1, AIS2, AIS3, AIS4, DC3/4 IS2, AIS7, AIS11
M2, AIS3, AIS4, AIS14, DC3/4 AIS11
Learning Outcomes: Match up specifi c outcomes to the number in the left-hand column of the chart below.
Specifi c
HEALTH AND PHYSICAL EDUCATION
Goals & Decisions
As children progress through the Kindergarten year, they:
1. identify opportunities to make choices
2. identify sources of support and assistance for children at school
3. identify their personal skills and interests (e.g., things they are good at, things they like to do)
4. identify a variety of jobs and responsibilities they have at home and at school (e.g., clean up toys, obey playground rules)
Health
As children progress through the Kindergarten year, they:
5. identify practices that contribute to health, including healthy eating, regular physical activity, emotional health practices, and disease prevention practices
6. identify thoughtful, caring behaviours in families (e.g., nurture, guidance, love)
7. demonstrate an understanding of appropriate ways to express feelings
8. differentiate between positive and negative behaviours and relationships
9. identify ways to avoid hazards and potentially dangerous situations in the home, at school, on the road, and in the community
10. demonstrate an ability to access emergency services (e.g.,fi re, police, ambulance)
11. differentiate between safe and unsafe substances in terms of their potential to benefi t or harm the body (e.g., prescription medicine can benefi t the body if used properly, any unknown substance can be dangerous)
Outcome Unit 1 – I Am Special! Unit 2 – Apples and Pumpkins Unit 3 – Colours and Shapes Unit 4 – Gingerbread Man Unit 5 – Winter Wonderland
1. ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶
2.
3. IS2, AIS3, AIS8, W&L3/4
4. ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶
5. AIS10, AIS15, DC1/2
6. ISI1
7. IS1
8.
9. AIS10
10.
11. AIS10
12.
13. AIS15
14.
15. M7, L3.5 M14, L2.5, L4.5
16.
17. L4.5
18. L2.5 AIS4
19.
20. ongoing ¶ M7
21. AIS4 M7 M14
Physical Education Active Living
As children progress through the Kindergarten year, they:
12. identify benefi ts of regular participation in physical activity (e.g., it’s fun, it helps them grow strong, it keeps the heart healthy)
13. identify the importance of food as fuel for physical activity
14. participate daily (e.g., fi ve times a week) in moderate to vigorous physical activity
Movement Skills
As children progress through the Kindergarten year, they:
15. perform movements in personal space while maintaining control
16. use their bodies to create shapes (e.g., by bending, curling, pulling, pushing, stretching, swinging, and/or twisting)
17. demonstrate proper technique for performing specifi c locomotor movement skills including but not limited to the following: walk, run, jump or hop, body roll (e.g., log roll, shoulder roll)
18. demonstrate proper technique for performing specifi c manipulative movement skills including but not limited to the following: roll or slide an object toward a target, carry an object, two-handed throw of an object underhand toward a target
Safety, Fair Play, and Leadership
As children progress through the Kindergarten year, they:
19. identify safety guidelines for participating in physical activity (e.g., follow instructions, stay within boundaries, use equipment only with supervision)
20. follow rules and directions when participating in physical activities (e.g, stop on signal, listen to instructions before beginning activity)
21. work cooperatively with peers during physical activity (e.g., respecting others’ personal space, not pushing or shoving)
Unit 6 – Friendship Unit 7 – All About Bears Unit 8 – Spring Is Here! Unit 9 – On the Farm Unit 10 – Community Helpers
ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶
L4.5
ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶
IS1, DC3/4 AIS11
IS2, BB2
BB1, BB2
AIS7
IS2 M3, IS2, AIS7
AIS15
IS1
IS1, DC3/4 AIS11 AIS2
L2.5, L3.5, L4.5, IS1, AIS6 L1.2, L3.2 AIS6 M5, AIS13, AIS14 L1.4, L3.5, AIS8
AIS6
AIS6 AIS6 AIS13, AIS14 AIS8
AIS14 AIS8
IS1 M5
L2.5, L3.5, L4.5, IS1, AIS6 L1.2, L3.2 AIS6 M5, AIS13, AIS14 L1.4, L3.5, AIS8
Learning Outcomes: Match up specifi c outcomes to the number in the left-hand column of the chart below.
Specifi c
THE ARTS
Dance
As children progress through the Kindergarten year, they:
1. move safely in both personal and general space
2. move in a variety of levels, pathways, and directions, using a variety of body shapes
3. move in time to a steady beat
4. demonstrate an ability to balance in locomotor and non-locomotor movements
Drama
As children progress through the Kindergarten year, they:
5. demonstrate a willingness to express their feelings and ideas
6. demonstrate respect for the contributions of others
7. describe their response to a dramatic work
8. demonstrate a willingness to work cooperatively
Music
As children progress through the Kindergarten year, they:
9. respond to beat in music
10. perform rhythmic patterns from classroom repetoires
11. maintain a repeated rhythmic pattern in a simple texture
12. demonstrate an awareness of rhythmic phrases in classroom music
Outcome Unit 1 – I Am Special! Unit 2 – Apples and Pumpkins Unit 3 – Colours and Shapes Unit 4 – Gingerbread Man Unit 5 – Winter Wonderland
1. L3.2 L2.5 L3.5 L2.5
2. L2.5 L2.5
3. L3.5, AIS9
4. L2.5 L2.5
5. L3.2, DRC1/2, DRC3/4 DRC1, DRC, DRC3, DRC4 DRC1/2, DRC3/4 L3.5, AIS8, DRC1/2, DRC3/4 L2.5, L3.2, DRC1/2, DRC3/4
6. L2.5
7.
8. L3.2, DRC1/2, DRC3/4 DRC1, DRC, DRC3, DRC4 DRC1/2, DRC3/4 L3.5, AIS8, DRC1/2, DRC3/4 L2.5, L3.2, DRC1/2, DRC3/4
9. L2.5, L3.5 L3.5 L4.5
10. M3
11. L3.5 L3.5 L4.5
12. AIS12
13.
14. W&L3/4, BB1, BB2 BB1, BB2 BB1, BB2 BB1, BB2 BB1, BB2
15. AIS14 M11 DC3/4
16. IS1, IS2 M13
17. AIS3 IS1, BB2 M11 IS1, IS2, BB1, BB2 M15, IS1, AIS4, A&C1/2, A&C3/4, BB1, BB2
18. AIS4, AIS11, A&C1/2, A&C3/4, IS2, A&C1, A&C2, A&C3, A&C4, TC1, TC2 M11,IS1, A&C1/2, A&C3/4 IS1, IS2, AIS1, AIS3, A&C3/4 AIS3, AIS4, AIS10, A&C1/2, DC3/4, TC1/2, TC3/4 A&C3/4, DC3/4
13. identify form in terms of repetition and unity of rhythmic patterns
Visual Arts
As children progress through the Kindergarten year, they:
14. identify a variety of image sources, their own and others
15. describe the many forms that images take
16. suggest purposes for a variety of images
17. use feelings, observation, memory, and imagination as sources for images
18. make 2-D and 3-D images: using a vareity of design strategies, including elaboration and magnifi cation; to communicate experiences and moods; to tell a story; that engage more than one of the senses
Unit 6 – Friendship Unit 7 – All About Bears Unit 8 – Spring Is Here! Unit 9 – On the Farm Unit 10 – Community Helpers
L2.5, L3.5, L4.5, AIS9 M3, L1.2, AIS3 L2.5, AIS6 M5, L2.5, L4.5, AIS13, AIS14, AIS16
L2.5, L4.5, AIS9 L1.2, AI3 AIS6 M5, L2.5, L4.5, AIS13
M3, L1.5, AIS3 AIS13, AIS16
L2.5, AIS9 AIS6 M5, AIS13, AIS14
L2.5, L3.5, L4.5, DRC1/2, DRC3/4 L2.5, L3.2, L4.5, DRC1/2, DRC3/4 L2.5, L4.3, DRC1/2, DRC3/4 M5, L2.5, L3.4, L4.5, DRC1/2, DRC3/4 L1.4, L3.5, AIS9, DRC1/2, DRC3/4
L2.5, L4.5 L2.5, L4.5 L2.5, L4.3 L3.4 L3.5, AIS9
L2.5, L3.5, L4.5, DRC1/2, DRC3/4 L2.5, L3.2, L4.5, DRC1/2, DRC3/4 L2.5, L4.3, DRC1/2, DRC3/4 M5, L2.5, L3.4, L4.5, DRC1/2, DRC3/4 L1.4, L3.5, AIS9, DRC1/2, DRC3/4
L3.5, AIS9 M3, L1.5, AIS6 AIS13, AIS16
AIS16
L3.5 M3, L1.5 M7, AIS16
M4 AIS16
M3
M13, AIS11, BB1, BB2 BB1, BB2 BB1, BB2 M13, BB1, BB2 AIS11, BB1, BB2
M13 M11
IS1, AIS11, A&C3/4 M13 A&C1/2, A&C3/4, BB1, BB2
M13, IS1, IS2, AIS11, BB1, BB2 BB1, BB2 W&L3/4, BB1, BB2 M10, M11, M13, W&L1/2, A&C3/4, M11, BB1, BB2 BB1, BB2
M13, IS1, IS2, AIS2, AIS11 AIS4, A&C3/4, BB2 AIS4, A&C1/2, A&C3/4 M10, AIS2, A&C1/2, A&C3/4 AIS1, AIS11, A&C3/4
Learning Outcomes: Match up specifi c outcomes to the number in the left-hand column of the chart below.
Specifi c
SOCIAL STUDIES
Outcome Unit 1 – I Am Special! Unit 2 – Apples and Pumpkins Unit 3 – Colours and Shapes Unit 4 – Gingerbread Man Unit 5 – Winter Wonderland
1. M5, M13, M15, L2.5, L3.2, L4.2, M8, M11, AIS4, AIS5, DRC1, DRC2, M2, M5, M6, AIS1, AIS2, DRC1/2, M4, M6, M7, M9, M11, M13, M14, M4, M5, M6, M10, M11, M13, M14, MC1/2, DRC1/2, DRC3/4 DRC3, DRCR4 DRC3/4 IS2, AIS4, AIS6, MC3/4, L3.5, L2.5, L3.2, L4.5, IS1, IS2, AIS1, AIS5, DRC1/2, DRC3/4 AIS7, DRC1/2, DRC3/4
2. M1, M2, M3, M8, M9, M10, M16, M5, M6, M7, M10, M13, M14, M15, IS1, M14, IS1, IS2, AIS3, AIS4, AIS7, AIS9, M4, M6, M7, M8, M9, M11, M13, M14, M4, M7, M9, M12, M15, M16, IS1, IS2, IS1, DC1/2 IS2, AIS6, AIS7, AIS8, DC1, DC2, A&3, A&C3/4, DC1/2, DC3/4, TC1/2, TC3/4 M16, L3.5, IS1, IS2, AIS4, AIS6, MC3/4 AIS2, AIS7, AIS8, AIS9, DC1/2, DC4, TC4
3. M1, M9, M12, M15, M16, L2.5, L3.2, M5, M8, M10, M16, L3.2, IS1, IS2, M11, L2.5, L3.5, IS1, M7, M8, M10, M11, M12, L3.5, IS1, M2, M7, M12, M14, M15, L2.5, L3.2, L4.2, IS1,IS2, AIS2, AIS8, AIS12, BB1, BB2 IS2, AIS2, AIS7, AIS9, BB1, BB2 L4.5, IS1, IS2, AIS4, A&C3/4, DC3/4, W&L 3/4, BB1, BB2 BB1, BB2
4. IS1 IS1, IS2, AIS7, AIS8 IS1
5. AIS2
6. ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶
7. ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶
8.
9.
10. LC1/2, LC3/4 M6, M14M IS2, LC1/2, LC3/4 M14, LC1/2, LC3/4 AIS2, LC1/2, LC3/4 LC1/2, LC3/4
11. M16 IS1, IS2
12. ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶
Skills and Processes
As children progress through the Kindergarten year, they:
1. participate cooperatively in groups
2. gather information from personal experiences, oral sources, and visual representations
3. present information using oral or visual representations
Identity, Society, and Culture
As children progress through the Kindergarten year, they:
4. demonstrate an awareness of the concept of change
5. identify groups and places that are part of their lives
Governance
As children progress through the Kindergarten year, they:
6. describe their roles and responsibilities as members of the classroom and school community
7. identify the purpose of classroom and school expectations
Unit 6 – Friendship Unit 7 – All About Bears Unit 8 – Spring Is Here! Unit 9 – On the Farm Unit 10 – Community Helpers
M3, M4, M8, M9, M12, M14, M15, L2.5, M2, M3, M4, M5, M12, M13, L1.5, L2.5, M5, M7, M9, M10, M12, M16, L2.5, M5, M7, M8, M11, M13, M16, L1.5, M9, M10, M13, M15, L1.4, L3.5, AIS5, L3.5, L4.5, AIS1, AIS6, AIS7, AIS10, L4.5, AIS4, TC1/2, DRC1/2, DRC3/4 L3.2, L4.3, DRC1/2, DRC3/4 L3.4, L4.5, AIS1, AIS9, AIS12, L2.5, AIS8, AIS9, AIS14, W&L3/4, DC3/4, AIS11, AIS12, DRC1/2, DRC3/4 AIS13, AIS14, MC3/4, DRC1/2, DRC3/4 TC3/4, DRC1/2, DRC34
M2, M7, M8, M12, IS1, IS2, AIS5, AIS7, M8, M9, ISI, IS2, AIS8, DC1/2, DC3/4 M2, M4, M13, M14, IS1, IS2, AIS2, AIS3, M5, M8, M11, M12, M16, IS1, IS2, AIS3, M1, M5, M12, IS1, IS2, AIS2, AIS7, AIS10, DC1/2, TC1/2, AIS8, AIS14, DC1/2, DC3/4, TC3/4 AIS6, AIS7, AIS9, AIS11, DC1/2, DC3/4, DC1/2, DC3/4, MC1/2, DRC1/2, DRC3/4 TC1/2, DRC1/2
M2, M4, M5, M9, M12, M13, L4.5, IS1, M2, M3, M5, M7, M15, L1.5, L2.5, M4, M7, M11, M14, L1.5, L2.5, L3.2, M1, M5, M10, M11, M13, L1.5, L2.5, M2, M5, M8, M9, M11, L1.2, L1.4, L3.5, IS2, DC3/4, BB1, BB2 L4.5, IS1, IS2, BB1 L4.3, IS1, IS2, AIS4, AIS6, AIS13, LC3/4, L3.4, L4.5, IS1, IS2, AIS8, A&C1/2, IS1, DC3/4, DRC1/2, DRC3/4 DRC1/2, DRC3/4, BB1 DC3/4, DRC3/4, BB1, BB2
IS2 IS1, IS2, BB1 M16, ISI
M4, M5, M6, M7, M8, M9, M10, IS1
ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶
ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶
IS1, DC1/2 M2
AIS11 M1, M4, M5, M6, M7, M8, M10, L1.2, L1.5, L2.2, L3.4, L3.5, L4.2, IS1, AIS2, BB2
LC1/2, LC3/4 M7, M11, DC3/4, W&L3/4, LC1/2, M11, LC1/2, LC3/4 M11, AIS10, LC1/2, LC3/4 M7, M8, AIS3, DC3/4, LC1/2, LC3/4 LC3/4
AIS11
ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶
Economy and Technology
As children progress through the Kindergarten year, they:
8. identify individual human needs
9. identify work done in their community
10. identify examples of technologies used in their lives
Human and Physical Environment
As children progress through the Kindergarten year, they:
11. identify characteristics of different local environments
12. demonstrate responsible behaviour in caring for their immediate environment
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About the Author
Joni BowmanJoni Bowman, BA, M.Ed., MCDTA, is a former elementary school teacher who has taught all subjects in the primary and junior divisions in regular, gifted, and special education programs. As co-author of the Hands-On Science and Technology, Hands-On Social Studies, and Hands-On Mathematics programs, she is committed to providing active and engaging learning experiences for students. Since 2003, her focus has been on creating developmentally appropriate, activity-based programs for Pre-K and Kindergarten students with her business, Springboard for Learning. Joni resides in Burlington, Ontario, with her supportive husband and three inspirational daughters.
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