Kindergarten English Curriculum

ADEK English Curriculum Map "Kindergarten"

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Kindergarten English Curriculum by Mind Map: Kindergarten English Curriculum

1. Literacy Readiness Skills

1.1. Term 1

1.1.1. Concept of print & environmental Print

1.1.1.1. Learning Outcomes: 1- Read environmental print correctly. 2- Understand that print differs from pictures by using one-to-one correspondence when reading. 3- Use directionality left to right, top to bottom when engaged in reading and writing or play.

1.1.1.2. Developing: 1- Read environmental print. 2- Understand that print and pictures convey meaning by telling a story from a text or a picture. 3- Hold a book using correct orientation of a book.

1.1.1.3. Emerging: 1- Recognise print in the environment. 2- Explore print and pictures in the environment and books 3- Explore proper orientation of a book by spending time looking at books and other materials.

1.1.1.4. Assessment Criteria: 1- Reads environmental print and understand its meaning. 2- Knows the purpose of print. 3- Knows the difference between print and pictures. 4- Uses English text directionality correctly.

1.1.2. Phonological Awareness

1.1.2.1. Learning Outcome: 1-listen to and identify phonemes in words.

1.1.2.2. Developing: 1- Listen to and say individual phonemes in words through reading words slowly.

1.1.2.3. Emerging: 1- Listen to individual phonemes in words.

1.1.2.4. Assessment Criteria: 1- Identifies the sounds of letter in words (in a meaningful context).

1.2. Term 2

1.2.1. Phonological Awareness

1.2.1.1. Learning Outcomes: 1- Listen to and generate rhyming words. 2- Listen to, say and blend syllables in words. 3- Listen to and identify the ending phoneme in words.

1.2.1.2. Developing: 1- Listen to, say and connect rhyming words. 2- Listen to, say and clap syllables in words. 3- Listen to and connect similar ending phonemes in words.

1.2.1.3. Emerging: 1-Listen to rhyming words. 2-Listen to and say syllables in words. 3-Listen to similar ending phonemes in words.

1.2.1.4. Assessment Criteria: 1- Participates in generating rhyming words. 2- Reads blended words. 3- Generates blended words. 4- Blends syllables in words. 5- Identifies the last sound in a word (in a meaningful context).

1.2.2. Letter Knowledge

1.2.2.1. Learning Outcomes: 1- Use one’s name to learn about words and make connections to words. 2- Recognize the sequence of letters in words. 3- Use efficient and consistent motion to form letters.

1.2.2.2. Developing: 1- Identify letters from their own name. 2- Produce letter names and connect them to their shapes. 3- Form letters using art materials.

1.2.2.3. Emerging: 1-Explore letters through play. 2- Produce letter names. 3- Explore letters shapes using their body.

1.2.2.4. Assessment Criteria: 1- Uses letters from his/her own name to find/learn new words. 2- Uses letters from his/her own name to make new words. 3- Uses own name is a learning tool.

1.2.3. Phonics

1.2.3.1. Learning Outcomes: 1- Generate beginning consonant sounds in words and match sounds to a letters when reading writing. 2- Say the first sound of a word when reading.

1.2.3.2. Developing: 1- Identify beginning consonant sounds in words and match sounds to a letters during shared and guided reading. 2- Identify the first sound of a word during shared and guided reading.

1.2.3.3. Emerging: 1- Listen to beginning consonant sounds in words during shared and guided reading. 2- Listen to the first sound of a word during shared and guided reading .

1.2.3.4. Assessment Criteria: 1- Says the beginning consonant sound. 2- Knows the relationship between letters and sounds. 3- Says the first sound of a letter (consonant and vowels) . Students continue learning the same skill in grade 1. ( Assessment 1 & 2)

1.2.4. Spelling Patterns

1.2.4.1. Learning Outcome: 1- Recognize and use simple -at and -an VC pattern phonograms. 2- Recognize and use simple -ay VC pattern phonograms.

1.2.4.2. Developing: 1- Listen to and identify simple -at and -an VC pattern phonograms during shared and guided reading. 2- Listen to and identify simple -ay VC pattern phonograms during shared and guided reading.

1.2.4.3. Emerging: 1- Listen to simple -at and -an VC pattern phonograms during shared and guided reading. 2- Listen to simple -ay VC pattern phonograms during shared and guided reading.

1.2.4.4. Explanatory Notes: 1- Uses letters from his/her own name to find/learn new words. 2- Uses letters from his/her own name to make new words. 3- Uses own name is a learning tool. 4- Says the letters in a word in the correct sequence. 5- Writes letters clearly.

1.3. Semester 3

1.3.1. Phonological Awareness

1.3.1.1. Learning Outcome: 1- Listen to and manipulate the beginning phonemes in words.

1.3.1.2. Developing: 1-Listen to and say beginning phonemes in words. 2- Listen to and say long vowel sounds in the middle of words. 3- Listen to and blend onset (first phoneme) with rime (last phoneme) in words.

1.3.1.3. Emerging: 1- Listen to similar beginning phonemes in words. 2- Listen to and say long vowel sounds in the middle of words. 3- Listen to and blend onset (first phoneme) with rime (last phoneme) in words.

1.3.1.4. Assessment Criteria: 1- Listens to the sounds of letters in words. 2- Changes the first sound in a word to generate a new word. 3- Identifies words that have the same medial sound (in a meaningful context). 4- Identifies the medial sound in two words and says whether they are the same or not (in a meaningful context).

1.3.2. Letter Knowledge

1.3.2.1. Learning Outcome: 1- Match an uppercase with the corresponding lower case letter.

1.3.2.2. Developing: 1-Recognize upper and lower case letters in shared and guided reading.

1.3.2.3. Emerging: 1- Identify upper and lower case letters.

1.3.2.4. Assessment Criteria: 1- Identifies an uppercase letter and matches it with its corresponding lowercase. This outcome continues in Grade 1.

1.3.3. Phonics

1.3.3.1. Learning Outcome: 1- Recognize and use beginning and ending consonant sounds in words and match them to a letter.

1.3.3.2. Developing: 1- Recognize and use the beginning consonant and vowel sounds in words and match a sound to a letter.

1.3.3.3. Emerging: 1- Recognize and use the beginning consonant and vowel sounds in words.

1.3.3.4. Assessment Criteria: 1- Identifies the beginning consonant sound in word and match it to the corresponding letter. 2- Identifies the ending consonant sound in word and match it to the corresponding letter.

1.3.4. Spelling Patterns

1.3.4.1. Learning Outcome: 1- Recognize and use words with the -and sound. 2- Recognize and use words with the –ake sound. 3- Recognize and use words with the –ike sound.

1.3.4.2. Developing: 1- Listen to and identify words with the -and sound during shared and guided reading. 2- Listen to and identify words with the –ake sound during shared and guided reading. 3- Listen to and identify words with the –ike sound during shared and guided reading.

1.3.4.3. Emerging: 1- Listen to words with the -and sound during shared and guided reading. 2- Listen to words with the –ake sound during shared and guided reading. 3- Listen to words with the –ike sound during shared and guided reading.

1.3.4.4. Explanatory Notes: 1- Identifies an uppercase letter and matches it with its corresponding lowercase. This outcome continues in Grade 1.

2. Reading

2.1. Term 2

2.1.1. Reading Text

2.1.1.1. Learning Outcomes: 1- read known words in texts 2- read recurring language patterns in text

2.1.1.2. Developing: 1- use letter sound cues when reading 2- read repeated pattern text through language play

2.1.1.3. Emerging: 1- engage in imitative role play reading 2- engage in repeated pattern language play activities

2.1.1.4. Assessment Criteria 1- Reads familiar words independently 2- Uses repeated language patterns when reading texts

2.1.2. Reading for Meaning

2.1.2.1. Learning Outcomes: 1- retell a sequence of events in a story with the beginning, middle and end

2.1.2.2. Developing: 1- retell a sequence of events in a story with prompt

2.1.2.3. Emerging: 1- recall some events in familiar stories or books

2.1.2.4. Assessment Criteria: 1- Recalls events from a story accurately 2- Sequences events in a chronological order (beginning- middle- end)

2.1.3. Vocabulary/High Frequency Words

2.1.3.1. Learning Outcome: 1- identify and use high frequency words with five or more letters

2.1.3.2. Developing: 1- identify and use high frequency words with three or four letters

2.1.3.3. Emerging: 1- identify and use high frequency words with one or two letters

2.1.3.4. Assessment Criteria: 1- Identify HFW within text 2- Reads HFWs 3- Write HFWs

2.2. Term 3

2.2.1. Reading Text

2.2.1.1. Learning Outcome: 1- read aloud with increasing intonation and fluency

2.2.1.2. Developing: 1- read aloud familiar text with some fluency

2.2.1.3. Emerging: 1- engage in read alouds

2.2.1.4. Assessment Criteria: 1- Reads smoothly and with expression at their independent reading level

2.2.2. Reading for Meaning

2.2.2.1. Learning Outcomes: 1- respond to texts by making connections between the text and personal experiences using different media. 2- give simple interpretations of pictures and illustrations from fiction and nonfiction texts.

2.2.2.2. Developing: 1- respond to texts by making personal connections to a story through drawing or role play 2- recall details from pictures and illustrations in different texts

2.2.2.3. Emerging: 1- respond to read aloud books 2- identify pictures and illustrations in different texts

2.2.2.4. Assessment Criteria: 1- Comprehends read aloud texts 2- States a connection between read alouds and their own life experiences 3- Uses different media (arts, drama, writing, role play) to show understanding

2.2.3. Vocabulary/High Frequency Words

2.2.3.1. Learning Outcome: 1- Read high frequency words in a continuous text

2.2.3.2. Developing: 1- Identify high frequency words in a continuous text

2.2.3.3. Emerging: 1- listen to high frequency words in a continuous text

2.2.3.4. Assessment Criteria: 1- Read a large number of HFW automatically 2- Read HFW in a book, a poem or a chant (not in flashcards) Students continue to learn this skill in Grade 1

2.3. Reading resources: Fiction and non-fiction books • Traditional stories and rhymes • Comics and magazines • Books made by children • Story props and puppets

3. Writing

3.1. Term 1

3.1.1. Text Types

3.1.1.1. Learning Outcome: 1- Recount a personal experience with a sense of personal voice through shared and guided writing

3.1.1.2. Developing: 1- recount a personal experience through shared and guided writing

3.1.1.3. Emerging: 1- recount a simple personal experience through shared and guided writing

3.1.1.4. Assessment Criteria: 1- Tells a personal story or an experience. 2- States information in an interesting way. 3- Shares own feeling about the event (topic).

3.1.2. Writing Process

3.1.2.1. Learning outcomes: 1- generate and expand ideas through shared and guided prewriting 2- share their writing with teacher and peers

3.1.2.2. Developing: 1- generate ideas through shared and guided prewriting 2- share writing with teacher and peers

3.1.2.3. Emerging: 1- borrow ideas from mentor text and read alouds 2- share writing with known adults and peers only

3.1.2.4. Assessment criteria: 1- Offers ideas on a specific topic. 2- Builds on other students ideas. 3- Actively engages in shared and guided prewriting. 4- Shows interest in a topic of study. 5- Remember ideas from the topic. 6- Read aloud own writing 7- Speaks about own writing 8- Act out own writing 9- Allow teacher to display own writing

3.1.3. Conventions

3.1.3.1. Learning outcomes: 1- use letters or approximated letters in clusters to form words to convey meaning

3.1.3.2. Developing: 1- use marks, symbols, letters and pictures to convey meaning

3.1.3.3. Emerging: 1- produce random and controlled scribbles

3.1.3.4. Assessment criteria: 1- Uses a group of letters to form words. 2- Uses words careful to convey intended message.

3.2. Term 2

3.2.1. Conventions

3.2.1.1. Learning outcomes: 1- hold pencil or marker efficiently to begin approximated writing 2- forms most letters correctly using sand, play dough or foam 3- use some prepositional phrases correctly when suggesting ideas for writing 4- use capital letters for names

3.2.1.2. Developing: 1- hold a marker efficiently to begin approximated writing 2- forms some familiar letters correctly using sand, play dough or foam 3- use some prepositional phrases during writing and role play 4- identify a capital letter

3.2.1.3. Emerging: 1- hold a marker to begin approximated writing 2- experiments with letter formation by using sand, play-dough or foam 3- recognize some prepositional phrases 4- recognize capital letters in print and in the environment

3.2.1.4. Assessment criteria: 1- Have a good pencil/marker grip control to form legible writing. 2- Forms letters legibly. 3- Uses (on-in-out-up-down) prepositional phrases during interactive writing. 4- Identifies prepositional phrases in texts. 5- Identifies capital letters in environmental print and in texts. 6- Distinguishes between lower and uppercase letters in environmental print. 7- Writes names using uppercase letters for the first letter.

3.2.2. Writing Process

3.2.2.1. Learning outcomes: 1- generate and expand ideas through shared and guided prewriting 2- share their writing with teacher and peers

3.2.2.2. Developing: 1- generate ideas through shared and guided prewriting 2- share writing with teacher and peers

3.2.2.3. Emerging: 1- borrow ideas from mentor text and read alouds 2- share writing with known adults and peers only

3.2.2.4. Assessment criteria: 1- Offers ideas on a specific topic. 2- Builds on other students ideas. 3- Actively engages in shared and guided prewriting. 4- Shows interest in a topic of study. 5- Remember ideas from the topic. 6- Read aloud own writing 7- Speaks about own writing 8- Act out own writing 9- Allow teacher to display own writing

3.3. Term 3

3.3.1. Writing Process

3.3.1.1. Learning outcomes: 1- generate and expand ideas through shared and guided prewriting 2- share their writing with teacher and peers

3.3.1.2. Developing: 1- generate ideas through shared and guided prewriting 2- share writing with teacher and peers

3.3.1.3. Emerging: 1- borrow ideas from mentor text and read alouds 2- share writing with known adults and peers only

3.3.1.4. Assessment criteria: 1- Offers ideas on a specific topic. 2- Builds on other students ideas. 3- Actively engages in shared and guided prewriting. 4- Shows interest in a topic of study. 5- Remember ideas from the topic. 6- Read aloud own writing 7- Speaks about own writing 8- Act out own writing 9- Allow teacher to display own writing

3.3.2. Conventions

3.3.2.1. Learning outcomes: 1- write recognizable simple sentences with ending punctuation 2- use a period and know its purpose in writing and reading

3.3.2.2. Developing: 1- write a recognizable simple sentence with some evidence of ending punctuating 2- use a period when experimenting with writing

3.3.2.3. Emerging: 1- write at least one recognizable word related to a story or a picture 2- identify and name a period in print and in the environment

3.3.2.4. Assessment criteria: 1- Write a sentence that includes a subject and a verb. 2- Use an ending punctuation (period) when writing a sentence. 3- Locates a period in a sentence within text. 4- Places a period at the end of a sentence when writing. 5- Reflects a period by pausing during oral reading.

3.4. Writing resources: Writing tools - pencils, crayons, color pens, pencil grips, whiteboard markers • Writing materials - paper, post it notes, books and writing templates such as birthday cards, shopping lists and post cards • Equipment - stapler, tape, hole punch, clip board whiteboards • Alphabet: magnetic, wooden and sandpaper letters, letter fans and tracing cards

4. Speaking & Listening

4.1. Term 1

4.1.1. Language for thinking and communication

4.1.1.1. Learning Outcomes: 1- Follow two or more step directions. 2- Engage actively in classroom routines. 3- Recite chants, short poems, rhymes and perform plays in groups in English.

4.1.1.2. Developing: 1- Follow one step directions through games with rules. 2- Engage in classroom routines 3- Recite chants, short poems and rhymes in groups

4.1.1.3. Emerging: 1- follow one step directions with prompt 2- aware of classroom routines 3- listen to chants, short poems and rhymes

4.1.1.4. Assessment Criteria: 1- Understands directions. 2- Follows steps with multiple directions without help. 3- Understands classroom routines 4- Follows classroom routines 5- Uses English when performing plays and reciting poems

4.2. Term 2

4.2.1. Language for thinking and communication

4.2.1.1. Learning Outcomes: 1- describe familiar objects with detail 2- share personal information and recount simple personal experiences through creative play 3- give a simple message to another student, a known or unknown adult using polite terms 4- ask questions related to a topic

4.2.1.2. Developing: 1- describe familiar objects 2- share personal experience through play 3- give a simple message to another student or a known adult 4- ask general questions

4.2.1.3. Emerging: 1- name familiar objects 2- share personal information 3- give a simple message to a known adult 4- listen and respond to simple verbal questions

4.2.1.4. Assessment Criteria: 1- Uses descriptive words when talking about familiar objects 2- Uses play to communicate personal information and experiences in English 3- Gives simple message to others 4- Uses polite terms 5- Speaks to known and unknown adults 6- Asks specific questions related topic or event of discussion

4.3. Term 3

4.3.1. Learning Outcomes: 1- listen and respond to various text that are read aloud. 2- listen actively and participate in whole class conversations with a partner or with a small group

4.3.2. Developing: 1- listen to various text that are read aloud 2- listen actively and engage in classroom conversation

4.3.3. Emerging 1- listen to stories that are read aloud 2- listen and engage in classroom conversation with a partner or with a small group

4.3.4. Assessment Criteria: 1- Listens actively to read alouds. 2- Displays comprehension of read alouds by responding appropriately to questions, tasks or statements. 3- Engages in conversations with a partner. 4- Engages in conversations with a small group. 5- Engages in conversations with the whole class.