Académique Documents
Professionnel Documents
Culture Documents
Note 1 – Comments are organized around terms as guidelines only in order to assist new
Kindergarten teachers.
Note 2 – Many comments are sentence starters only, and require an example of how the
student demonstrates understanding, or a suggestion to support learning.
Note 3 – In the Approaching Expectations area, you may prefer to use the terms, “with
direct support”, or “with guided support”. For example, - identifies his name with direct
support, such as when a limited number of names are presented
Term 1
Language Arts
Approaching Expectations Meeting Expectations
Reading and Viewing
- is learning to identify his name through daily - identifies his name, as demonstrated…
routines such as … - identifies some letters of the alphabet. He
- is learning to identify some letters of the knows…
alphabet. He knows … - identifies some letter sounds. He knows…
- is learning to identify some letter sounds. He - identifies all letters of the alphabet
knows … - identifies all letter sounds
- demonstrates understanding of concepts about
- is beginning to understand concepts about print and books (e.g. there is a direction to
print and books (e.g.. there is a direction to print; books are for reading)
print; books are for reading) - engages in reading or reading-like behavior
- is beginning to engage in reading or reading- (e.g. looks at books independently for a short
like behavior with support from… period of time
Writing and Representing
- is beginning to print his own name (e.g. - prints his own name in …
tracing, copying - prints some letters of the alphabet
- is beginning to print some letters of the - recognizes that writing can be “talk written
alphabet (e.g. tracing, copying) down” and that print carries a constant
- is beginning to recognize that writing can be message
“talk written down” and that print carries a
constant message
Speaking and Listening
- is beginning to use speaking and listening - uses speaking and listening during centres to
during (….. ) to express ideas and ask for express ideas and ask for assistance
assistance - demonstrates use of social language to
- is beginning to use social language to interact interact co-operatively with others and to
co-operatively with others and to solve solve problems (e.g. “Can I have turn?”, “I’m
problems (e.g. “Can I have turn?”, “I’m frustrated because…”)
frustrated because…”) - demonstrates being a good listener for a
- is learning to be a good listener for a sustained period of time by …
sustained period of time, particularly when… - uses oral language to explain, inquire and
- is beginning to ask questions to construct and compare, evident during…
clarify meaning - asks questions to help construct ideas and
- uses simple or incorrect sentence structure clarify meaning
when speaking (e.g. “I hungry.”; “I goed - uses correct sentence structure when speaking
outside.” (e.g. “I am hungry.”; I went outside.”)
Term 2
Approaching Expectations Meeting Expectations
Language Arts
Reading and Viewing
- is beginning to identify some letters of the - identifies many letters of the alphabet and
alphabet. He knows… their sounds, evident during…
- is beginning to identify some letter sounds. - identifies all the letters of the alphabet and
He knows… their sounds, evident during…
- is beginning to be aware of the connection - demonstrates awareness of the connection
between reading, writing and oral language between reading, writing and oral language,
(e.g. reads back journal writing) seen when he …
- is beginning to respond to literature through a - responds to literature through a variety of
variety of activities such as role-play, art, activities such as role-play, art, music, choral
music, choral reading, talking reading, talking
Mathematics
Term 2
Approaching Expectations Meeting Expectations
- is learning to count backwards from 10 to 1; - can count backwards from 10 to 1
can accurately count to … - recognizes, and can name arrangements of 1
- is learning to recognize and name familiar to 5 objects or dots (for example, dice),
arrangements of 1 to 5 objects or dots (for evident during…
example, dice) - matches a numeral, 1 to 10, to a group of
- is learning to match a numeral, 1 to 10, to a objects
group of objects - represents and describes the numbers 0 to 10,
- is learning to represent and describe the with objects and pictures, as demonstrated
numbers 0 to 10, with objects and pictures in…
- is learning to compare quantities, 0 to 10,
using one-to-one correspondence
- compares quantities, 0 to 10, using one-to-one
- is beginning to identify and reproduce correspondence (e.g. recognizes that one
patterns using 2 to 3 objects, sounds, or button represents one, and that two buttons
actions represents the number two etc.)
- identifies and reproduces patterns using 2 to 3
objects, sounds, or actions, evident in…
Mathematics
Term 3
Approaching Expectations Meeting Expectations
- is learning to count forward by ones starting - can count forward by ones starting anywhere
anywhere from 1 to 10 from 1 to 10
- is learning to recognize and name - recognizes and names arrangements of 1 to 5
arrangements of 1 to 5 objects or dots (e.g., objects or dots (e.g., dice)
dice) - matches a number to a group of objects from
- is learning to match a number to a group of 1 to 10, demonstrated in …
objects from 1 to 10 - represents and describes numbers from 0 to
- is learning to represent and describe numbers 10, with objects and pictures, as evident in…
from 0 to 10, with objects and pictures - extends and creates repeating patterns using 2
- is beginning to extend and create repeating to 3 objects, sounds, or actions
patterns using 2 to 3 objects, sounds, or - uses direct comparison to compare two
actions objects based on length, weight or volume
- is beginning to use direct comparison to - builds and describe 3-D objects
compare two objects based on length, weight
or volume
- is beginning to build and describe 3-D objects
Social Studies
Term 1
Approaching Expectations Meeting Expectations
- is beginning to participate co-operatively in - participates co-operatively in groups (taking
groups (taking turns, sharing) turns, sharing)
- is learning to present information to a group - presents information to a group, as evident
(e.g. oral: show and tell, visual: picture of during his … (e.g. oral: show and tell, visual:
family) picture of family)
- is beginning to demonstrate an awareness of - demonstrates an awareness of the concept of
the concept of change, such as seasonal change, such as seasonal changes, as
changes demonstrated by…
- is beginning to demonstrate responsible - demonstrates responsible behaviour in caring
behaviour in caring for his immediate for # immediate environment (for example,
environment (for example, cleans up, hangs cleans up, hangs up coat and backpack)
up coat and backpack)
Social Studies
Term 2
Approaching Expectations Meeting Expectations
- is beginning to identify the purpose of - identifies the purpose of classroom and school
classroom and school expectations, such as … expectations, as evident in…
- is beginning to present more information to a - can present information to a group, as evident
group (e.g. oral: show and tell, visual: picture in his… (e.g. oral: show and tell, visual:
of family) picture of family)
Social Studies
Term 3
Approaching Expectations Meeting Expectations
- is beginning to demonstrate his roles and - demonstrates his roles and responsibilities as
responsibilities as a member of the classroom a member of the classroom and school
and school community (keeps work space community (keeps work space tidy, puts away
tidy, puts away belongs, helps others, etc.) belongs, helps others, etc.)
- is more willing to make presentations to a - presents a variety of information during a
group (e.g. oral: show and tell, visual: picture presentation, as evident during his … (e.g.
of family) oral: show and tell, visual: picture of family)
Science
Term 1
Approaching Expectations Meeting Expectations
- is learning to describe features of local plants - describes features of local plants (for
(for example, leaves, pumpkins) example, leaves, pumpkins), as demonstrated
- is learning to compare local plants in his…
- is beginning to describe properties of - compares local plants, using … (pictures,
materials, including colour, shape, texture, words, oral description etc.)
size and weight
- describes properties of materials, including
colour, shape, texture, size and weight,
through…
Science
Term 2
Approaching Expectations Meeting Expectations
- is learning to describe features of local - describes features of local animals, such as …
animals, such as … - describes ways to rethink, refuse, reduce,
- is beginning to describe ways to rethink, reuse, recycle, as demonstrated in his…
refuse, reduce, reuse, recycle
Science
Term 3
Approaching Expectations Meeting Expectations
- is learning to compare common animals, such - compares common animals, such as …
as … - uses the five senses to make observations, as
- is beginning to use the five senses to make evident in…
observations - shares observations with others, demonstrated
- is beginning to share observations with others during…
The following comments are not organized around terms. Each outcome has a choice of
two comments to better represent student learning.
Physical Education
ACTIVE LIVING
- is learning to identify benefits of regular physical activity (e.g., it’s fun, helps you grow stronger, keeps
heart healthy)
- identifies benefits of regular physical activity (e.g., it’s fun, helps you grow stronger, keeps heart
healthy)
- with suggestions, is able to identify physical activities he enjoys doing
- identifies physical activities he enjoys doing, such as…
- is learning to identify the importance of food as fuel for physical activity
- identifies the importance of food as fuel for physical activity, evident in…
PARTICIPATION
- with encouragement and/or insistence, participates daily in moderate to vigorous physical activities
such as …
- participates daily in moderate to vigorous physical activities such as …
MOVEMENT SKILLS
- is learning to perform movements in personal space while maintaining control
- performs movements in personal space while maintaining control, evident during…
- is learning to use body to create shapes (for example, bending, curling, pulling, pushing, stretching,
swinging, and/or twisting)
- uses body to create shapes (for example, bending, curling, pulling, pushing, stretching, swinging,
and/or twisting)
- is learning to perform specific movement skills such as walking, running, jumping, hopping, body
rolling (log rolls, shoulder rolls)
- performs specific movement skills such as walking, running, jumping, hopping, body rolling (log rolls,
shoulder rolls)
- with assistance, is able to use a ball or other object to perform skills such as … (rolling or sliding an
object toward a target, carrying an object, underhand throwing toward a target)
- is able to use a ball or other object to perform skills such as … (rolling or sliding an object toward a
target, carrying an object, underhand throwing toward a target)
SAFETY, FAIR PLAY AND LEADERSHIP
- requires reminders to follow safety guidelines when participating in physical activity, such as …
(staying within boundaries, using equipment with supervision, listening to instructions)
- identifies safety guidelines for participating in physical activity, such as …
- requires reminders to follow rules and directions when participating in physical activities, such as
stopping on a signal, listening to directions, sharing equipment
- follows rules and directions when participating in physical activities, such as …
- with reminders and modeling, is able to work cooperatively with classmates during physical activity
(for example, respecting others’ personal space, not pushing or shoving, taking turns)
- works cooperatively with classmates during physical activity (for example, respecting others’
personal space, not pushing or shoving, taking turns)
Fine Arts
Music
- is beginning to respond to beat in music
- is beginning to use movement to respond to a variety of music
- is beginning to demonstrate a willing to participate in music activities, evident in…
- responds to beat in music, demonstrated in…
- uses movement to respond to a variety of music
- demonstrates a willingness to participate in music activities
- is beginning to perform rhythmic patterns from class songs
- is beginning to sing melodies
- is beginning to experience music from a variety of historical and cultural contexts (e.g., folk,
classical, popular)
- performs rhythmic patterns from class songs, for example…
- can reproduce melodies, evident during…
- experiences music from a variety of historical and cultural contexts (e.g., folk, classical, popular)
Drama
- is beginning to demonstrate a willingness to express feelings and ideas
- is beginning to demonstrate respect for the contributions of others
- is beginning to describe his response to a dramatic work
- is beginning to demonstrate a willingness to work cooperatively
- is beginning to use vocal elements (high-low, loud-soft) when developing roles
- is beginning to demonstrate an awareness of a variety of movements used to express an idea, mood, or
role
- is beginning to retell known stories in correct sequence
- is beginning to demonstrate a willingness to participate in drama activities that explore the roles of
community members
- is beginning to demonstrate appropriate audience skills
- demonstrates a willingness to express feelings and ideas, evident during…
- demonstrates respect for the contributions of others, as demonstrated by…
- describes his response to a dramatic work
- demonstrates a willingness to work cooperatively, evident during…
- uses vocal elements (high-low, loud-soft) when developing roles
- demonstrates an awareness of a variety of movements used to express an idea, mood, or role
- retells known stories in correct sequence
- demonstrates a willingness to participate in drama activities that explore the roles of community
members
- demonstrates appropriate audience skills, demonstrated during…
Visual Arts
- is beginning to demonstrate respect for his work and others, such as learning to give positive
comments
- is beginning to demonstrate a willingness to display artwork
- is beginning to use a variety of materials, tools, equipment, and processes to make images, such as
crayons, playdough, paint
- demonstrates respect for his work and others by …
- demonstrates a willingness to display artwork
- uses a variety of materials, tools, equipment, and processes to make images, such as crayons,
playdough, paint
Dance
- is beginning to move expressively to a variety of sounds and music
- is beginning to demonstrate a willingness to perform various dances
- moves expressively to a variety of sounds and music
- willing to perform various dances, such as…
Social Responsibility
- is usually friendly and, if asked, will help or include others
- sometimes needs prompting to participate in and contribute to classroom and group activities
- is usually welcoming, friendly, kind and helpful
- is welcoming, friendly, kind and helpful
- participates in and contributes to classroom and group activities
- in conflict situations, he tries to state feelings and manage anger appropriately but can become
frustrated without adult intervention, therefore …
- can identify simple problems and with help can generate ways to solve the problem
- in conflict situations, he tries to express feelings honestly and manages anger appropriately
- can identify problems and generate ways to solve the problem
- at times, can be respectful, therefore he is encouraged to…
- may not notice when others are treated unfairly
- treats others fairly and respectfully
- is interested in fairness
The following items are things to consider when discussing a student’s fine motor
development. Please develop appropriate comments.
Scissors:
- Proper grip and arm placement (elbow tucked in)
- Accuracy – straight lines/curves lines
- Uses other hand to hold paper and provide support
- Safety
Colouring/drawing:
- Motor control
- Pressure
- Scribbling versus colouring in lines