Early Years 3

Communication & Literacy

VERBAL COMMUNICATION

  • communicate and listen to others, using words and gestures to express ideas and feelings in a variety of contexts.
  • produces rhymes
  • listens and responds to teachers and peers in a variety of contexts
  • makes observations and explains thinking in detail
  • beginning to use and interpret gestures, tone of voice, and other non-verbal communication
  • follows and gives one and two-step directions
  • uses language to solve problems with peers
  • responds to repetitive patterns in stories
  • presents confidently and listens to presentations as an appropriate audience member
  • asks questions for a variety of purposes in different contexts

PRODUCING TEXT

  • demonstrates an interest in writing
  • writes and labels simple instructions
  • uses sentence starters
  • demonstrates an awareness that writing can convey an idea or feeling
  • writes simple messages using a combination of letters, pictures and symbols
  • experiments with a variety of writing forms for different purposes
  • writes all letters consistently
  • beginning to use capital letters to start sentences and use a full stop to end sentences
  • shows emergent spelling behaviours
  • writes a bank of frequency words from the classroom environment
  • uses writing (symbols, images, words) to PLAN activities, play, and projects

INTERPRETING TEXT

  • shows an interest in reading and shows preference in choosing books
  • understands concepts of print and knows how texts are organized
  • understands the difference between fiction and non-fiction
  • understands the basic elements of story (Events, Characters, Setting, Problem) and uses them to discuss stories and create own stories
  • demonstrates knowledge of all the letter sounds
  • recognizes a bank of high frequency words from classroom environment
  • makes inferences while reading or being read to and while reading individually
        • PM READING ASSESSMENT LEVELS 1-5

READING PROCESS STRATEGIES

  • uses pictures cues
  • uses knowledge of beginning and end sounds
  • self corrects when reading
  • sounds out words
  • pausing, repeating, rereading

COMPREHENSION STRATEGIES

  • Retell
  • Predict
  • Questioning
  • Making Connections (Text-to-Self)
  • Visualizing

Numeracy & Reasoning

NUMBER SENSE

  • Numbers are a naming system
  • Numbers can be used in many ways for many purposes
  • Numbers are connected to each other and making connections helps us understand numbers

COUNTING

  • count to determine the number of objects in a set
  • count on and back using manipulatives to 20 from the highest number
  • state one more and one less to 20
  • subitize groups to 5

WHOLE NUMBER

  • can decompose numbers to 10 into many different parts. e.g. 8 = 5 and 3 or 4 and 4 or 7 and 1
  • regroup 10 ones for ten
  • use mathematical language (more, less, equal, same as, not same as)
  • model, read, write, order numbers to 20

ADDITION AND SUBTRACTION

  • recognize and uses addition, subtraction, equal signs (e.g. 5=3+2 is the same as 3+2=5)
  • use concrete materials to add and subtract single digit numbers to 10
  • recognizes number facts and bonds of 10 (e.g. 10=2+8, 4+6=10)

FRACTIONS

  • begin to understand whole-part relationships
  • use the language of fractions in everyday play (half, share, double)
  • break sets into parts for sharing

ESSENTIAL MANIPULATIVES

SHAPE AND SPACE

  • shapes can be described and organized by their properties
  • objects in our environment have a position and space that can be described
  • explores, sorts, and compares familiar 2D and 3D shapes by attributes
  • explores shapes and uses them to draw pictures and design objects with concrete materials
  • begins to decompose shapes into smaller shapes using symmetry
  • recognizes and understands that different shapes have different names

POSITION AND MOVEMENT

  • understands basic spatial relationships and movements and gives simple directions (up/down, in/out, beside, etc)
  • explores grids and maps and how they help with orientation

SORTING AND MATCHING

  • sort and classify familiar objects and explain the reason for the classification
  • uses category vocabulary to sort different objects (size, color, shape) (ASSESSMENT)

PATTERNS IDENTIFYING AND CREATING

  • begins to identify and describe the repeating and growing nature of patterns in everyday contexts
  • demonstrates the ability to identify, create, reproduce, and extend patterns using physical materials

DATA

  • uses closed Yes/No questions to gather data
  • sort and label real objects by attributes
  • represent information through pictographs and tally charts
  • create pictographs, tally mark, living graphs using real objects

LENGTH, MASS, CAPACITY

  • compare length, mass and capacity of objects using nonstandard units to solve problems
  • identify, compare and describe attributes of real objects (longer, shorter, heavier, etc)

TIME

  • identify, describe and sequence events in their daily routine (before, after, today, etc)

Motion & Perception

BALANCE

  • walks on the beam without assistance using proper technique
  • stands on one foot for 10 seconds or more
  • walks along a line while looking straight ahead
  • cooperates with others when doing balance tasks
  • swings and climbs on play structures
  • discusses importance of balance and space, and how these skills are applied in life
  • names the parts of the body that are most important when balancing

FITNESS

  • describes how the body responds to different physical activities
  • shares the things they enjoy about being physically active
  • identifying how regular physical activity can help keep people healthy and which activities are healthy
  • able to push and pull with increasing strength
  • stretches body with increased flexibility
  • performs physical activity for longer periods of time without getting winded or tired
  • names the parts of that are improved by a healthy lifestyle and links them to specific exercises

LOCOMOTION and SPACE

  • performs locomotion skills in any direction from one point
  • coordinates arms and legs when running
  • creates movement sequences without equipment
  • running at different speeds and in different directions with others in a designated area
  • hops and skips without assistance
  • jumps with two feet over objects
  • uses peddling toys with confidence
  • somersaults with assistance
  • plays games that require an understanding of boundaries
  • moves around safely and is aware of the presence of others
  • knows the difference between personal space and shared space
  • working with a partner or small group to complete a movement task or challenge
  • mirrors the movement of others
  • follows instructions for personal safety while moving
  • discussing importance of locomotion skills and knows where skills are applied in life
  • names parts of the body involved in locomotion

EYE/HAND/FOOT COORDINATION

  • can throw overhand with limited accuracy
  • catches soft materials with two hands and uses body
  • kicks a ball forward from the ground
  • tracks objects with their eyes with increased consistency
  • dribbles and bounces a ball with one or two hands
  • right/left handedness is established
  • safely throws, kicks, and dribbles around other people
  • discussing importance of eye/hand/foot skills and how skills are applied in life
  • naming parts of the body needed for EYF coordination

Social Well-Being and Sense of Self

PLAY

  • Wants to play with friends
  • Likely to agree to rules
  • Takes turns
  • Shares with others
  • Cooperates
  • Plays various roles from life
  • Participates in socio-dramatic play

INTERACTIONS

  • Uses a positive tone of voice and body language
  • Gives and receives compliments and criticism
  • Listens to others and responds
  • Developing an understanding of honesty
  • Able to problem solve with peers
  • Accepts other points of view
  • Helps people

CREATIVE DEVELOPMENT

  • Participates in song, dance, acting
  • Copies drawings
  • Uses a variety of tools to express themselves
  • Can keep a beat

Personal & Emotional

EMOTIONAL

  • Aware of and can label their own emotions
  • Can make choices and decisions
  • Understands when to ask for help
  • Shares personal experiences
  • Calms self after being upset
  • Aware of others feelings

ATTITUDE

  • Developing the ability to be persistent
  • Interested in trying new experiences
  • Recognizes personal accomplishments and interests
  • Adapts to changes in the learning environment

PERSONAL SKILLS

  • Follows one and two step instructions
  • Demonstrates a positive self image
  • Takes care of personal belongings
  • Shows independence in preparing for activities and making transitions
  • Cares for own toilet needs
  • Reflects on learning