Developmental Domains: Social, Cognitive, Communication/Language, Physical

Overall Expectations:
Language 2: Demonstrate understanding and critical awareness of a variety of written materials that are read by and with the EL K team Language 3: Use reading strategies that are appropriate for beginning readers in order to make sense of a variety of written materials Mathematics DM5: Sort, classify, and display a variety of concrete objects, collect data, begin to read and describe displays of data, and begin to explore the concept of probability in everyday contexts.

Specific Expectations

Making Connections: Ways in Which Children Might Demonstrate Their Learning

Making Connections: Early Learning-Kindergarten Team's Intentional Interactions

As children progress through the Full-Day Early Learning-Kindergarten program, they: 2.4 respond to a variety of materials read aloud to them

Saying: I've read this book with my mom before. It's easy to remember"

Challenging: "Does anyone know what noise a bear makes" How does it walk?" Responding: During the read-aloud model how the children can look at the illustrations to figure out what animal or colour the word is they are reading.

2.7 use illustrations to support comprehension of texts that are read by and with the ELK team

2.9 retell stories, in proper sequence, that have been read by and with the ELK team, using pictures in the book and/or props

Saying: "I will be the bear and the frog, and maybe we can ask the teacher to be the teacher"

Responding: "What does the green frog see?" "Who does the teacher see?"

Doing: Using stick puppets two students retell the story 3.1 begin to use reading strategies to make sense of unfamiliar texts in print Saying: "I can't remember what colour the horse is. I'm going to check the big book." Challenging: "The book says "I see a b... and then there's a picture of a horse. What colour begins with a b?" Extend: Using the big book demonstrate using a finger to point to each word DM5.2 collect objects and data and make representations of their observations, using concrete graphs Saying: "I think a bird has two legs so it should go under the number two." "There are a lot of animals with four legs" Doing: Student place the picture of the gold fish under the number 0 Responding: "Where do you think the frog should go?" Challenging: "What did you find out?" "How many legs do you think most animals have? Why?" Extending: Encourage students to make a different kind of graph on the floor using hula hoops