Kindergarten 2015-16 Student Learning Plan
Student Name
Date
OLT
I understand and accept this SLP for my child as a working document for this school year.
*Signed/typed:
This student learning plan outlines general learning outcomes for the school year.
In collaboration with your online teacher, please complete this SLP with activities and resources your child will use
to demonstrate their learning in each term of the school year.
LANGUAGE ARTS
Please click here to refer to the PLOs online for more details
Oral Language
Writing and Representing
 communicate needs and ideas
 hold a pencil properly
 make connections and ask questions
 print own name and some family members
 use polite social language and listen attentively
 print from left to right
 take turns talking
 print most letters recognizably
 follow short two-step directions
 spell some familiar high-frequency words (you, me)
 use effective non-verbal communication (nod head)
 create messages using pictures, symbols, letters
 using meaningful syntax (“I am hungry.” instead of
 using invented spelling and word copying
“me hungry”)
Reading and Viewing
 demonstrate reading or reading-like behaviour
 recall information about a story
 recognize simple punctuation
 name most of the alphabet upper and lower case
 say the sound and give a word that starts with that
letter
 read common words and family names
Plans/Activities/Resources:
Term 1:
Term 2:
Term 3:
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Suggested activities to develop skills:
 alphabet games
 letter formation using sand, playdough, etc
 word walls
rhythm and rhyming stories
 pattern stories (I like ___., Look at ___.)
 sight word games and stories
 use graphic organizers to respond to literature

Please click here to view writing samples. Writing Sample 3 meets expectations for the end of Kindergarten.
There are also some excellent suggestions to help guide your writing at this site.
MATHEMATICS
Terms:
Please click here to refer to the PLOs online for more details
1 2 3 Key Concepts:
Plans/Activities/Resources:
Number

 count to 10 forward and backward
 arrangements up to 5 objects (subitizing)
 one-to-one correspondence
 number in-depth to 10
Patterns
 repeating patterns of two or three elements
 patterning with sounds, actions, objects, etc.
Measurement
 compare two objects in length, weight or volume
3-D Objects and 2-D Shapes
 sort 3-D objects by colour, size, or shape
 build and describe 3-D objects
SCIENCE
Terms:
Please click here to refer to the PLOs online for more details
1 2 3 Key Concepts
Plans/Activities/Resources:
Skills and Processes

 use the 5 senses (see, hear, smell, feel, taste)
Life Science - Characteristics of Living Things
 describe and compare local plants
 describe and compare common animals
Physical Science – Properties of Objects and
Materials
 describe and sort materials by features
 list materials that make up familiar objects
 rethink, refuse, reduce, reuse, and recycle
Earth and Space Science – Surroundings
 observe and describe your local environment
 caring for your environment
Other:

SOCIAL STUDIES: Self and Family
Terms:
Please click here to refer to the PLOs online for more details
1 2 3 Key Concepts
Plans/Activities/Resources:
Skills and Processes of Social Studies

 participate co-operatively in groups
 gather and present information orally and visually
Identity, Culture and Society
 explore and identify sense of self and family:
 changes in your life
 groups to which they belong
 ways people live together peacefully
 makeup of own family and others
Governance
 roles, rights, and responsibilities in family/school
 purpose of home and school expectations
Economy and Technology
 individual human needs
 types of work done in your community
 technologies in your life
Human and Physical Environment
 characteristics of different local environments
 behaviour in caring for your environment
HEALTH AND CAREER EDUCATION
Terms:
Please click here to refer to the PLOs online for more details
1 2 3 Key Concepts
Plans/Activities/Resources:
Goals and Decisions
 EBUS Student Planner
 make choices (what to wear, eat, play with)
Career Development
 personal skills, interests and responsibilities
Health
 healthy eating and physical activity
 how families provide support and nurturing
 expressing feelings appropriately
 friendship behaviours, dealing with conflicts
 terminology for body parts
 appropriate/inappropriate ways of being touched
 safety guidelines (home and community)
 accessing emergency services
 recognizing and refusing unsafe substances
Other:
PHYSICAL EDUCATION and DPA
Please click here to refer to the PLOs online for more details
Active Living
Movement Skills
Safety, Fair Play, and
Leadership
 benefits of regular
 move the body in
physical activity
different ways,
 safety guidelines
 healthy food choices
directions, levels: walk,
 rules and directions
run, stop, hop, roll, bend
 fair play
 proper technique while
 cooperative team work
handling equipment: roll,
carry, throw, catch, kick
Plans/Activities/Resources:
Term 1:
Term 2:
Term 3:
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ARTS EDUCATION: Dance, Drama, Music, Visual Arts
Please click here to refer to the PLOs online for more details
Key Concepts
Appreciation
Creation
 observe, explore, and respond to
 create/choreograph their own
live, recorded, or print
dances, dramas, music compositions,
presentations and exhibitions
or visual images
 safe and environmentally
responsible use of materials,
technologies and processes
Daily Physical Activity
(DPA)
 participate in a range of
endurance, strength, and
flexibility activities for a
minimum of 30 minutes
each day

Presentation
 perform or exhibit dance, drama,
music selection, or visual images
Plans/Activities/Resources:
Term 1:
Term 2:
Term 3:
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