Junior Kindergarten Descriptors

Term 1 Term 2 Term 3

Communication Oral Language

attends to others communication demonstrates comprehension of message by action, gesture, or vocalization uses verbal and non-verbal communication to focus attention, contribute to conversations, name or describe objects and events, predict, or make comments begins to learn how to respond when messages not understood uses verbal and non-verbal communication to request information or to express wants or needs expresses interest in new ideas and experiences listens to experiences and feelings shared by others makes comments that relate to the topic being discussed develops vocabulary by mimicking, imitating and repeating sounds, words and sentence structures

Oral Language
begins to learn how to respond when messages not understood begins to introduce new topics about objects, events, experiences and people interacts with others in conversation about people, events, objects or experiences begins to take turns in conversations begins to use appropriate words, phrases and statements with adults and peers when speaking and listening, sharing and taking turns will narrate and act out common routines and events during play increases expressive vocabulary by using nouns, prepositions, action words, adjectives, modifiers, descriptive and relational words uses conjunctions for naming sequences of things and to join two sentences for longer narratives

Oral Language
will follow simple 2 or 3 step instructions generates narratives centered around a topic begins to sequence events in narratives expresses personal feelings, attitudes, preferences or protests verbally and non-verbally engages in stories, using rhymes, rhythms, symbols, pictures and drama to celebrate individual and class accomplishments talks with others while playing or exploring to make sense of things and to solve problems begins to tell stories through dramatic play, puppets and character figurines can tell own stories using sentences to describe events or experiences in logical sequence makes up rhymes including nonsense rhymes and chants uses verbal and non-verbal communication to respond to what, where, how, and then what happened questions masters most subjective pronouns like I, you, he, she, it, we, they and objective pronouns this, that, my, mine, me, you, him, her, us, them masters simple regular plurals (e.g. dogs, cats) and simple past tense (e.g. jumped, lifted, coloured) knows common opposites (e.g. hard/soft, big/little)

Early Literacy
participates in shared listening, reading and viewing experiences, using oral, print and other media texts from a variety of sources including picture books, rhymes, photograph books, song books, label books, animal books, predictable stories, pattern books, concept books (alphabet, counting, colour books) and multimedia begins to recognize environmental print and logos learns that print gives information and entertainment explores letter shapes through a variety of media (e.g. magnetic letters, puzzles) differentiates between pictures and text in print media enjoys playful experiences with letters and sounds acquires information from books read to him/her handles books properly turns pages in books from beginning to end begins to connect oral language with print and pictures begins to understand that stories, information and personal experiences can be recorded in pictures and print and can be listened to, read, or viewed generates writing comprised of complex scribbles, mock letters, and letters uses appropriate writing surfaces dictates key words or message to a scribe

Early Literacy
listens and views attentively during story time and will discuss stories that are read participates in shared reading class generated materials (i.e. favorite songs on charts embedded with visual cues, class field trip books, pocket charts with visual and print materials) engages in dialogue with other students about stories or books participates in ways to gather ideas and information by bringing in books, materials or media predicts and anticipates events that take place in stories responds emotionally to characters and actions in stories begins to learn about different purposes for reading and different forms of print (e.g. newspapers, menus, schedules) points to some key words or letters in books begins to recognize environmental print and logos explores developmentally appropriate digital and media devices relates aspects of oral, print and other media texts to personal feelings and experiences (e.g. digital images captured from childs experiences and printed in durable format) uses verbal and non-verbal communication to represent the actions of characters portrayed in oral, print and other media texts demonstrates increasing interest in learning names and sounds of the alphabet recognizes a few printed words by sight words (e.g. own name, Mom, Dad, pets name) notices words in print invents new stories by using picture cues in books knows that left page is read before right page increasingly identifies self as reader

Early Literacy)
rereads favorite songs, books, charts independently or with friends develops a repertoire of favorite books and asks for these stories to be reread frequently develops affection for particular story characters enjoys both fiction and non-fiction print and media hears rhymes in stories and songs and begins to generate and repeat words and rhythms from personal favorites interacts with stories, poems and songs by asking questions of who, why, and where reads familiar stories from memory can retell simple stories in sequence begins to identify the conflict within familiar stories begins to understand sound structure of language and starts to match phonemic sounds to written symbols of the alphabet begins to attend to beginning sound of words and to rhyming words may use beginning knowledge of letter sounds to decode a few short words becomes familiar with book vocabulary such as title, author, illustrator, cover begins to notice punctuation in print begins to want to read in a conventional way begins to understand the distinction between real and pretend stories is beginning to be aware that print is read from left to right and top to bottom begins to track print with fingers while attempting to read identifies the beginning and end of stories makes links between multisensory experiences and images in books explores concepts of letters, words and messages

 imitates adult reading behaviours may recite language of familiar stories begins to fill in missing words from familiar stories, rhymes and songs begins to understand that print and books are organized in predictable ways begins to connect stories to own life and surroundings incorporates vocabulary acquired from literacy sources begins to hold crayons, markers, pencils or other writing implements with proper pencil grip participates in independent and collaborative writing events using a variety of writing surfaces begins to attempt to write own name and other letters and words using scribbles, mock letters, letter approximations, or letters plays with a variety of media to explore letters in own name primarily initial letter (e.g. play dough, stamps, collage, sand) uses writing and drawing for symbolic representation of people, objects, experiences or events begins to differentiate between writing and drawing marks

understands that writing holds a message made up of a combination of letters (and mock letters) combined in meaningful ways begins to memorize words to write or create phonemic strings of letters or mock letters to represent messages may self-select text to copy for the purpose of generating print

Inquiry Science Inquiry

explores and investigates objects and events in the environment explores natural materials and their properties (e.g. water, sand, wood, rocks) explores and responds to the design and properties of a variety of natural and manufactured materials and objects manipulates or uses materials for exploration (e.g. water, sand, wood, wire, clay, and fabric) explores spatial relationships of materials and objects (e.g. going through, around, under, over) explores movement of objects (e.g. rolling, sliding, pushing)

Science Inquiry
begins to demonstrate awareness of the properties of objects and events in the environment, by using adjectives to describe properties (e.g. freezing, slippery, enormous); by sorting objects according to common properties (e.g. colour, size, shape and texture); by arranging objects in some order (e.g. block enclosure); or by matching objects or events as being the same as or going together begins to recognize changes in weather and some ways people and animals adapt to the seasons (e.g. wind, clouds, or thunderstorms) becomes aware of the concept of homes (e.g. apartments, dog house) begins to represent ideas through many expressive languages (e.g. dramatic play, painting) uses sand, water, blocks and other manipulatives to explore scientific and aesthetic concepts uses simple tools in a safe and appropriate manner (e.g. scissors) experiments with materials and combines them in creative ways

Science Inquiry
explores the properties of light, shadow and reflection within the environment (e.g. shadows on concrete at different times of the day) generates ideas to make personal sense of objects, events and relationships becomes aware of the relationship between cause and effect (e.g. throwing a stick into water) begins to recognize familiar animals and their characteristics and surroundings (e.g. desert, mountain, or sea animals) demonstrates the function of some common objects found in and around the home and the community (e.g. shells, wire) demonstrates some ways of organizing materials (e.g. collecting, arranging, creating and transporting) selects and works with a variety of materials to build structures (e.g. blocks, wood and clay)

Mathematical Inquiry
explores and investigates number within daily routines and play (e.g. dividing items between friends, counting animals or cars) explores number concept books and begins to communicate number through verbal or non-verbal means (e.g. points and counts to pictures) begins to understand that numbers can indicate quantity (e.g. how many) sorts sets of objects based on attributes of shape, size, colour or type begins to explore length, weight, and capacity of objects through concrete experiences ( e.g. funnels, cups, tubes and containers in sand and water tables) explores the properties of 3-D objects (e.g. blocks - table, hollow, unit), building manipulatives (Lego, Duplo, gears)

Mathematical Inquiry
matches objects in one-to-one correspondence with concrete objects (e.g. fills spaces in egg cartons with one object in each space) understands number concepts to 4 or more makes connections between same numbers (e.g. Three Bears, Three Little Pigs, Three Billy Goats Gruff) begins to recognize numerals begins to represent number symbolically demonstrates simple addition and subtraction processes compares size and weight of objects matches shapes develops vocabulary to compare objects (e.g. taller, shorter, fatter, longer)

Mathematical Inquiry
counts to 10 with accuracy understands that number words are important and should always be said in the same order begins to count higher than 10 and notice number patterns when counting learns that numbers said later in the counting sequence are larger than numbers said earlier begins to count backwards from 5 can show numbers from 1 5 with fingers understands that numbers express quantities that can be compared uses ordinal words of first, second, third beginning to understand concept of inverse relationship between adding and subtracting with concrete objects measures length by placing two objects next to each other develops vocabulary to compare objects (e.g. taller, shorter, fatter, longer)

Social Studies Inquiry

identifies familiar places in the environment and community (e.g. grocery store, fire station) demonstrates curiousity in the life outside the window participates in planning for events celebrates events (e.g. birthdays, special holidays) begins to explore information on a particular topic from a variety of sources (e.g. illustrations, photographs, videos, objects, multimedia) begins to appreciate cultural history of the community begins to listen to others in a socially appropriate manner, responds appropriately to comments and questions

Social Studies Inquiry

role-plays familiar situations (e.g. store, home, school, dance lessons, soccer games) begins to recognize that some activities or events occur at particular times (e.g. celebrations, music performances) initiates discussion about events outside of school values unique qualities of individuals and their families explores media and artifacts showcasing cultures from around the world begins to develop skills of media literacy by attending to content begins to understand that some events took place long ago participates in group processes and problem solving situations begins to express opinions through verbal and non-verbal communication

Social Studies Inquiry

demonstrates curiousity about the roles or occupations of others shows compassion for social justice issues demonstrates willingness to participate in social justice issues or events initiates celebration moments or events initiates celebration moments or events begins to create spaces of being in play (e.g. Olympics, market, African village) begins to notice geographical features in the environment (e.g. rivers, desert, lake) explores written and visual literacy with nonfiction materials recalls earlier experiences through photos and other visual media; uses concrete objects and artifacts to help remember previous events and experiences begins to understand that older people lived their youth in a different time with similarities and differences from today understand that he/she has rights and responsibilities will collaborate in problem-solving and consensus building

Social and Emotional Development

begins to develop autonomy and self-discovery through play and exploration values and respects significant people in his or her life: celebrates the important moments of individuals at home, at school and in the community begins to match objects with their owners (e.g. teachers bag, Dads shoes, friends hat) requires adult support for cooperative play and turn taking demonstrates curiosity, interest, and some persistence in learning activities shows willingness to explore and expand learning, and to try new things shows willingness to adapt to some new situations begins to follow the rules and routines of familiar environments (e.g. classroom and playground) seeks help as needed separates from parents/guardians willingly when in familiar and comfortable situations gets to and from destinations within the classroom (e.g., familiar locations like snack table or bathroom) explores elements of risk within cautious and safe boundaries (e.g. puddles of water, water sprays) begins to demonstrate knowledge of different kinds of feelings begins to explore the relationship between feelings and behaviours (e.g. feelings are okay, but not all behaviours are okay) will engage in solitary or parallel play alongside other children sharing materials and space will use gestures, words, and questions with adults to show them things or get their attention will seek help from most adults in vicinity engages in associative play (plays in same space begins to value his or her own unique characteristics, interests, gifts and talents begins to value how personal presence and engagement express what it means to belong develops age-appropriate behaviour for social involvement as responsible citizens contributing to their community, such as: helping to clean up toys perceives self as capable of learning shows respect for self participates actively in learning tasks and inquiry identifies and begins to demonstrate effective listening (e.g. actively listens and responds appropriately) begins to express preferences, and identifies basic personal likes and dislikes engages in make-believe and pretend play will use objects in new ways follows directions of the teacher and other school staff predicts where familiar things are located (e.g. hat, backpack, stuffy toy) will explore behaviour parameters begins to use words to describe personal feelings begins to express and accept positive messages begins to deal appropriately with frustration becomes aware of others in the environment and may communicate ideas or rationale for own behaviour or to modify others behaviour (e.g. if youre wearing shoes, dont go in water puddles) begins to identify how others are feeling begins to build awareness of the needs of others and individual similarities and differences begins to express needs to other children and adults in an appropriate manner begins to make friends and form relationships looks for new ways to interact with others (e.g. calling, bringing items, gestures) begins to appreciate the unique characteristics, interests, gifts and talents of self and others by exploring these qualities through inquiry uses more words than actions to defend own toys appreciates how their participation in his or her communities affects their sense of belonging: begins to appreciate the impact that group members have on each other, begins to demonstrate respect for the diverse ways individuals cooperate, work and play together ; and begins to assume responsibility for personal actions, words and choices begins to examine ways in which people create a climate of cooperation by exploring questions for inquiry through problem solving, begins to demonstrate the skills of cooperation, conflict resolution and consensus building: demonstrating mutual respect and a willingness to share space and resources demonstrates thinking processes of exploring, sorting, organizing, elaborating, and connecting to previous experiences is able to carry over projects and topics of study for longer takes some responsibility for selecting and completing learning activities begins to develop a sense of responsibility for tasks at school selects, engages in and completes some independent learning tasks, and seeks assistance, as necessary begins to demonstrate deferred imitation (e.g. will initiate independent drumming a day following a drumming experience) begins to construct social skills through problem solving, coaching and drama begins to form rudimentary understanding of

with same materials) listens to peers and adults begins to demonstrate sharing behaviour (e.g. share space or toys) begins to understand turn-taking

shows pleasure in having friends compliments friends begins to takes turns in activities and discussions begins to work cooperatively with a partner or in a group begins to perform volunteer tasks as a class (e.g. retrieve an object for a friend or teacher) participates in small and large group games and activities

cause and effect of behaviours begins negotiated play when there is a conflict (e.g. thinks of alternative options like taking turns, or dividing toys) begins to demonstrate a positive, caring attitude toward others (e.g. expresses and accepts encouragement and demonstrates fair play) begins to develop respectful communication skills appropriate to context begins cooperative play (interactive socially constructed play) seeks to resolve conflicts uses words to get others to do what they want, appealing to logic and rationale begins to offer and accept help in partner or group situations develops more complex play sequences

Physical Development
investigates the environment by using multisensory exploration (sight, hearing, touch, taste, smell) experiences movement on a variety of surfaces to improve balance and coordination (e.g. grass, gravel, sand, anything uneven) increases skills of independent movement (e.g. begins to follow in a line, begins to dress self independently) experiences cause and effect from physical actions (e.g. open/close, pick up/drop) experiences the basic skills of running, jumping, throwing in a variety of environments (e.g. field) engages with block play (e.g. building, carrying, stacking, reaching, stepping over) develops perceptualmotor skills through activities involving eyehand coordination (e.g. looking at picture books, stacking blocks, nesting toys, playing with small animals, pushing buttons, large chunky puzzles) begins to observe safety rules in the home and the school (e.g. bathroom, kitchen, stairs, playground) begins to recognize that some materials need special safety precautions (e.g. scissors) shows a willingness to participate regularly in short periods of activity with frequent rest intervals makes choices to be involved in a variety of movement experiences begins to develop sensory vocabulary and language as they become familiar with different materials begins to identify familiar sounds in the environment and community ( e.g. school, home, weather, animals and machines) experiences and develops locomotor skills through a variety of activities (e.g. walking on tiptoes, walking backwards, running, hopping, jumping, leaping, rolling, climbing, sliding, skipping) experiences the basic skills in a variety of environments (e.g. playground, jungle gym, small trampoline) explores climbing structures, ramps, steps, and ladders experiences obstacle courses (e.g. jump ropes on the ground, hula hoops, cones, tires, stools or steppers, a mountain of pillows) develops perception of materials in space (in, out, closed, open, empty, full, on, off) begins to connect physical activity and emotional well-being (e.g. feels good, excitement) begins to demonstrate an understanding of basic rules and fair play begins to identify and observe safety rules in such situations as in school, the school bus, as a pedestrian, in the playground, on a riding toy or in a car seat participates in positive hygiene and health care habits (e.g. hand-washing, dental care, wearing appropriate clothing for prevailing conditions) engages in daily physical activity shows a willingness to listen to directions and simple explanations makes choices to be active becomes aware of colours, shapes, patterns and textures in the environment experiences and develops nonlocomotor skills through a variety of activities (e.g. turning, twisting, swinging, balancing, bending, landing, stretching, curling) experiences and develops ways to receive (e.g., catching, collecting); retain (e.g. carrying, bouncing); and send (e.g. throwing, kicking) an object, using a variety of body parts and implements and through a variety of activities collaborates in group games (e.g. parachute, ball games, obstacle courses) experiences educational gymnastics (e.g. balancing on low balance beam, forward roll) develops fine motor skills involving finger speed, arm steadiness, arm and hand precision, finger and hand dexterity, and the manipulation of small materials (e.g. threading big beads, cutting with scissors, pegboards, nuts and bolts, keys and locks, snap together cubes) will use movement to explore ideas and feelings identifies external body parts and demonstrates the function of each begins to learn that nutritious foods are needed for growth and to feel good/have energy (e.g. nutritious snacks) participates in physical activities with effort experiences moving safely and sensitively through all environments (e.g. movement activities) participates in a class activity with a group goal (e.g. walk a predetermined distance)

Creative and Cultural Arts

uses tools to explore painting (e.g. brushes, feathers, sticks) explores print-making with body parts and objects (e.g. leaf prints) explores shape and texture with a variety of modelling materials (e.g. flattening, rolling, stretching) explores properties of materials (e.g. coloured masking tape on paper, coloured cellophane, bubble wrap) connects photography and photographs to objects, events and experiences (e.g. digital camera work where children see instant images, documentation) explores natural resources including clay, wood, stone, shells, cones, seeds, and leaves begins to sing along to simple songs adds actions to songs participates in collaborative singing and music experiences participates in focused listening experiences participates in playing music games (e.g. Head and Shoulders, Here We Go Round the Mulberry Bush, London Bridge) enjoys responding to imaginative stories will begin to dance and move to different beats, rhythms and styles of music (e.g. marching in a parade) participates moving creatively to music (e.g. marching, rocking, rolling, tapping, clapping) begins to explore movement while watching self in mirror generates drawings using many media (crayons, fat and thin line markers, chalk, pastels, charcoal) explores properties of materials (e.g. creates mixtures) draws in sensory materials (e.g. corn starch and water mixture, plastic bags with liquid starch and tempera paint) explores primary and secondary colours explores lines and shapes in complex designs experiences painting and techniques (e.g. watercolour, murals) expresses sensory words for artistic materials and experiences (e.g. slippery, gooey, sticky, smooth) begins to create self-portraits by using mirrors and reflected image explores textures and materials to create collages (e.g. ripped paper, yarn, natural materials) explores construction and 3-D work with variety of materials (e.g. boxes, yarn, pipe cleaners, fabric, natural materials) becomes aware that each persons work is unique reflecting on individual perspective accesses reclaimed or manufactured materials such as tubes, fabric, plastic, wire and metal engages with these materials to transform them into new creations and inventions engages in exploration and creating outdoors; e.g. magnifiers, art materials, natural and recycled materials, buckets, boxes, plastic bottles, weaving materials, performance places experiences, engages in and responds to various forms of music including music that reflects the cultural and social complexity of the community imitates adults modelling music (e.g. singing, playing instruments, appreciating) begins to develop favorite songs (e.g. Alices Camel, Mary Had a Little Lamb) appreciates illustrations in books, original art and reproductions begins to develop artistic vocabulary (e.g. wash, dry brush, pool of paint) begins to paint still life images (e.g. fresh flowers, plants, natural materials, gallery displays, photographs of animals) uses wire to explore shapes and structures (e.g. coils, loops, spirals) plans out 3-D constructions by drawing before building understands that creative projects may be revisited to add or change the representation begins to appreciate photographs as art uses problem solving to represent ideas with care and attention engages in exploration of materials and representations that reflect the cultural and social complexity of the community expresses emotions through music (e.g. happiness, excitement, sadness) experiences different kinds of music (e.g. classical, ethnic and cultural, vocal and instrumental) begins to experience and respond to different aspects of music: tempo, pitch, and dynamics (e.g. sings songs with different approaches happy and boisterous, slow and sad) copies rhythmic patterns (e.g. clapping, patting, tapping) initiates independent play with musical instruments to explore sounds, beats and rhythms engages in vocal play (e.g. quiet voice, calling voice, singing voice, talking voice) begins to compose original pieces of music (e.g. hums a melody, sings a small lyric, finds a new rhythm) develops fine muscle eye-hand coordination and

 explores simple rhythm instruments (e.g. drums, xylophones, shakers, bells, sticks, triangles, tambourines) independently and in collaboration with others participates in ethnic and cultural celebrations of unique songs, dances and musical instruments begins to respond to the rhythm of music (e.g. clapping, hand movements, swaying, stamping feet) listens to beats occurring in the world (e.g. clock ticking, water dripping) begins to do small musical performances for others (e.g. play a drum, sing a song) engages in rhythmic movement including movement that reflects the cultural and social complexity of the community uses gross motor muscles in response to music to develop physical coordination and strength (e.g. hop, twirl, walk on tiptoes, freeze) explores movement and group dances (e.g. Macarena, Chicken Dance) begins to use props as elements of dramatic play (occupation inquiry construction worker, police officer)

strength in response to music (e.g. fingerplays, playing music instruments) balance, strength and flexibility uses objects to express qualities of music while moving (e.g. ribbons and scarves move higher or lower with pitch changes) begins to use cardboard boxes in creative ways (e.g. creates a castle or dinosaur) originates dramatic play dialogue (e.g. puppet shows, shadow theatre, imaginary places, story characters, animal characters) creates play spaces for exploration and play (e.g. using a sheet or blanket to create a den or fort)