Saskatchewan Curriculum — Grade K


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K-ARK.1.a.

Identify viewing, listening, emerging ''reading'', speaking, emerging ''writing'', and other representing strategies.

K-CCK.1.a.

Compose and create a variety of texts that address identity (e.g., exploring interests), community (e.g., belonging), and social responsibility (e.g., contributing).

K-CCK.2.b.

Use the appropriate strategies to communicate meaning:

K-CCK.2.b.2.

Tell a story about self (during).

K-CCK.2.c.

Use language cues and conventions to construct and communicate meaning:

K-CCK.2.c.1.

Use and apply the different functions of language (pragmatic).

K-CCK.2.c.2.

Tell or dramatize a story using own words and appropriate gestures (pragmatic).

K-CCK.2.c.4.

Manipulate sounds and words in shared, guided, and independent activities (lexical/semantic).

K-CCK.2.c.5.

Explore sounds and rhymes (graphophonic).

K-CCK.2.c.6.

Use various tools and techniques to represent ideas (other cues and conventions).

K-CCK.2.e.

Create a story about self and family.

K-CCK.2.f.

Incorporate story elements in representations.

K-CCK.2.g.

Demonstrate knowledge of upper and lower case letters; show awareness of the first place position of a capital letter in words; notice the use of punctuation marks and try them out in own communication.

K-CCK.2.i.

Interpret characters through drawing, talking, play, and drama.

K-CCK.2.j.

Represent stories through pictures, dictation, physical movement, and play and describe/explain their symbols, pictures, and dramatizations.

K-CCK.3.a.

Use oral language to engage in exploratory and imaginative play:

K-CCK.3.a.1.

Create play situations.

K-CCK.3.a.2.

Interpret peer's response to ideas.

K-CCK.3.b.

Use the appropriate strategies to communicate meaning when speaking:

K-CCK.3.b.2.

Tell a story about self (during).

K-CCK.3.c.

Use language cues and conventions to construct and communicate meaning when speaking:

K-CCK.3.c.1.

Use and apply the different functions of language (pragmatic).

K-CCK.3.c.2.

Tell or dramatize stories using own words and appropriate gestures (textual).

K-CCK.3.c.4.

Manipulate sounds and words in shared, guided, and independent activities (lexical/semantic).

K-CCK.3.c.5.

Explore sounds and rhymes (graphophonic).

K-CCK.3.c.6.

Use various tools and techniques to represent ideas (other cues and conventions).

K-CCK.3.d.

Converse on personal experiences, preferences, and topics of interest:

K-CCK.3.d.1.

Talk to peers about likes and dislikes.

K-CCK.3.d.3.

Share significant items from home and community.

K-CCK.3.d.5.

Initiate conversations.

K-CCK.3.d.8.

Share stories in large or small groups.

K-CCK.3.d.9.

Share poems, rhymes, songs, and finger plays.

K-CCK.4.b.

Use the appropriate strategies to communicate meaning when ''writing'':

K-CCK.4.c.

Use language cues and conventions to construct and communicate meaning when ''writing'':

K-CCK.4.c.1.

Use and apply the different functions of language (pragmatic).

K-CCK.4.c.2.

Tell or dramatize stories using own words and appropriate gestures (textual).

K-CCK.4.c.4.

Manipulate sounds and words in shared, guided, and independent activities (lexical/semantic).

K-CCK.4.c.5.

Explore sounds and rhymes (graphophonic).

K-CCK.4.c.6.

Use various tools and techniques to represent ideas (other cues and conventions).

K-CCK.4.d.

Attempt to copy letters or words from the environment (e.g., books, chart paper poems, word wall, name cards, public signs) to express ideas or understanding.

K-CRK.1.a.

View, listen to, comprehend, and respond to a variety of texts (including First Nations and Mtis resources) that address identity.

K-CRK.1.c.

Share personal experiences and family traditions related to texts.

K-CRK.1.d.

Relate aspects of stories and information to personal feelings and experiences.

K-CRK.1.e.

Use illustrations, photographs, video programs, objects, and auditory cues to understand ideas and information.

K-CRK.1.g.

Satisfy natural curiosity by engaging in inquiry:

K-CRK.1.g.1.

Wonder about new ideas and observations.

K-CRK.1.g.2.

Discuss personal knowledge of a topic.

K-CRK.1.g.3.

Ask questions to satisfy personal curiosity and information needs.

K-CRK.1.g.4.

Identify self and others as sources of information.

K-CRK.1.g.5.

Seek information from others including people at school, at home, and in the community including Elders and Knowledge Keepers.

K-CRK.1.g.6.

Compare gathered ideas and information to personal knowledge.

K-CRK.2.b.

Use strategies to construct and confirm meaning when viewing:

K-CRK.2.b.1.

Make connections to background knowledge (before).

K-CRK.2.b.2.

Identify important ideas and events (during).

K-CRK.2.c.

Understand and apply language cues and conventions to construct and confirm meaning when viewing:

K-CRK.2.c.2.

Describe characteristics of fiction texts (textual).

K-CRK.2.c.4.

Show curiosity in words and their sounds (lexical/semantic).

K-CRK.2.c.5.

Develop phonological awareness (graphophonic).

K-CRK.2.d.

Volunteer personal experiences and feelings prompted by various visuals.

K-CRK.2.e.

Identify supporting details.

K-CRK.2.g.

Interpret emotions portrayed in visual texts including models, photographs, dramas, dance creations, and video programs.

K-CRK.2.h.

Describe the visual texts and give reasons for liking/disliking them.

K-CRK.2.i.

View and interpret key aspects including arrangement and facial expression by interpreting the following questions:

K-CRK.2.i.5.

How do the objects help the story or fact?

K-CRK.2.i.6.

What are the characters doing?

K-CRK.2.i.7.

Compare different authors/illustrations considering the illustration or art work and interesting details.

K-CRK.3.c.

Understand and apply language cues and conventions to construct and confirm meaning when listening:

K-CRK.3.c.2.

Describe characteristics of fiction texts (textual).

K-CRK.3.c.4.

Show curiosity in words and their sounds (lexical/semantic).

K-CRK.3.c.5.

Develop phonological awareness (graphophonic).

K-CRK.3.d.

Follow simple directions correctly and independently (e.g., Please put away your crayons and put your picture on the shelf.) and remember instructions given earlier.

K-CRK.3.e.

Listen to traditional and contemporary stories from a variety of cultures including First Nations and Mtis.

K-CRK.3.f.

Listen for different purposes (e.g., to retell, to direct others, for enjoyment).

K-CRK.3.h.

Ask questions for clarification, and make comments relevant to the topic.

K-CRK.3.i.

Connect story events and own experience.

K-CRK.3.j.

Engage in conversations with others in an exchange of ideas, comments, or questions.

K-CRK.4.a.

Demonstrate an awareness that communication can occur through visuals and print texts (including First Nations and Mtis texts).

K-CRK.4.b.

Use strategies to construct and confirm meaning when ''reading'':

K-CRK.4.b.1.

Make connections to background knowledge (before).

K-CRK.4.b.2.

Identify important ideas and events (during).

K-CRK.4.c.

Understand and apply language cues and conventions to construct and confirm meaning when viewing, listening, and ''reading'':

K-CRK.4.c.2.

Describe characteristics of fiction texts (textual).

K-CRK.4.c.4.

Show curiosity in words and their sounds (lexical/semantic).

K-CRK.4.c.5.

Develop phonological awareness (graphophonic).

K-CRK.4.d.

Demonstrate an interest in and knowledge about books and reading.

K-CRK.4.e.

Know where to look for the title and author/illustrator.

K-CRK.4.f.

Choose to read or look at books, and demonstrate knowledge of print, reading-like behaviours, and book-handling skills.

K-CRK.4.g.

Demonstrate an awareness that print is a permanent way of recording ideas.

K-CRK.4.i.

Explain the main idea.

K-CRK.4.j.

Relate personal experiences, and represent responses through drama, physical movement, music, drawings, and models.

K-DRK.1.a..

Demonstrate understanding of personal directions (e.g., left/right, up/down, front/back) and relative location (e.g., near/far, above/below).

K-DRK.1.b..

Indicate the relative position of earth below and sky above.

K-DRK.1.d..

Identify cardinal directions (north, south, east, and west) on a simple map, when in the classroom, and on the playground.

K-DRK.1.e..

Locate and name places in the school and playground, and illustrate their functions (e.g., water fountain, washroom, library, playground equipment).

K-DRK.3.a..

Name, and describe the physical characteristics of, the four seasons.

K-DRK.3.b..

Give examples of how daily life is influenced by environment (e.g., work, play, clothing).

K-DRK.3.c..

Identify how weather affects everyday life, and describe how adaptation for seasonal change is evident in daily life (e.g., clothing, food, home construction, recreational and sporting activities, transportation).

K-DRK.3.d..

Investigate ways in which place influences identity (e.g., leisure activities, sports, arts, and culture are all influenced by place).

K-FEK.1.a.

Investigate how applying or removing physical and magnetic forces of varying intensity can cause objects (e.g., toy cars, blocks, balls, pencils, and books) in their environment to move, stop moving, stay at rest, or change direction.

K-FEK.1.b.

Predict and test the results of applying physical and magnetic forces, including friction, to an object or removing forces from an object.

K-FEK.1.c.

Describe the effects of applying forces of varying intensity on various objects using personal language such as it moved, it stopped, and it changed direction.

K-FEK.1.d.

Observe the effects of magnets on a variety of metallic and non-metallic objects (e.g., nails, screws, pencils, paper, keys, paper clips, and clothing) and sort those objects based on their attraction to magnets.

K-FEK.1.e.

Identify natural and artificial sources of light, sound, and heat in their environment.

K-FEK.1.f.

Conduct simple investigations into the effects of light, sound, and heat on different objects, including self, through free exploration, focused exploration, and guided activity using inquiry skills (e.g., heat melting crayons, sunlight fading paper, and rice on a drum bouncing).

K-FEK.1.g.

Describe personal observations of the effects of light, sound, and heat energy on objects, including self, using stems such as I see, I hear, it feels, it smells, and it tastes (when safe and appropriate to do so).

K-INK.1.a..

Identify and categorize the attributes that make an individual unique (e.g., physical features, cultural interests, personality characteristics).

K-INK.1.b..

Identify and categorize factors that individuals have in common, including basic physical needs of all people (e.g., food, water, clothing, shelter, love, and belonging).

K-INK.1.c..

Explore and describe various ways in which people meet their needs, and describe how these ways are similar and different.

K-INK.2.a..

Investigate the diversity of languages and cultural traditions represented in the classroom and school, and recognize the role language and culture play in an individual'ss unique identity.

K-INK.2.b..

Describe various cultural traditions, festivals, and celebrations recognized by children'ss families and communities, and discuss the importance of these cultural traditions, festivals, and celebrations.

K-INK.2.c..

Identify individuals and groups that are important in children'ss lives, and explain why these individuals and groups are important to them as individuals (e.g., family, Elders, senior citizens, friends, storytellers, classmates, members of activity groups to which children belong).

K-LTK.1.b.

Record with assistance, observable characteristics (e.g., colour, texture, odour, teeth, number of limbs, method of movement, method of breathing, number of leaves, shape of leaves, type of leaves, eye colour, height, and hair colour) of plants, animals, and people found at school, home, or in the community, using terminology and language that others understand.

K-LTK.1.e.

Show respect for the needs of other people, other living things, and the environment when observing and interacting with living things (e.g., show concerns for other students' feelings, care for living things that are kept in their classroom, and willingly suggest how we can protect the environment).

K-LTK.1.h.

Identify similarities and differences in observable characteristics among different plants, among different animals, and among different people.

K-LTK.1.i.

Sort and classify pictures and drawings of plants, animals, and people using student-developed criteria.

K-MOK.1.b.

Identify different materials that make up familiar objects found in their learning environment (e.g., classroom, school, and playground).

K-MOK.1.d.

Identify observable characteristics of materials, such as colour, texture, and odour, and observable characteristics of objects, such as shape, size, and weight.

K-MOK.1.e.

Explore how materials may change as a result of processes such as cutting, gluing together, heating, cooling, folding, and pouring them into different containers.

K-MOK.1.g.

Discuss how familiar objects are designed to meet human needs.

K-MOK.1.h.

Identify and explore ways to use appropriate tools (e.g., balance, funnel, stapler, hammer, glue, scissors, and containers) safely to help carry out a variety of useful tasks such as stapling, measuring, hammering, gluing, and cooking.

K-MOK.1.i.

Explain how tools and other objects are designed to meet human needs.

K-NK.1.

Say the whole number sequence by 1s starting anywhere from 0 to 10 and from 10 to 0. [C, CN, V]

K-NK.1.a.

State the whole number that comes after a given number, zero to nine.

K-NK.1.b.

State the whole number that comes before a given number, one to ten.

K-NK.1.c.

Recite the whole number names from a given number to a stated number (forward - zero to ten, backward - ten to zero) using visual aids.

K-NK.2.

Recognize, at a glance, and name familiar arrangements of 1 to 5 objects, dots, or pictures. [C, CN, ME, V]

K-NK.2.a.

Look briefly at a given familiar arrangement of 1 to 5 objects or dots, and identify the whole number that represents the number of objects or dots without counting.

K-NK.2.b.

Identify the whole number that represents an arrangement of objects, dots, or pictures on a five frame.

K-NK.3.

Relate a numeral, 0 to 10, to its respective quantity. [C, R, V]

K-NK.3.a.

Construct or draw a set of objects corresponding to a given numeral.

K-NK.3.b.

Identify the number of objects in a set.

K-NK.3.c.

Hold up the appropriate number of fingers for a given numeral.

K-NK.3.d.

Match numerals with pictorial representations.

K-NK.4.

Represent the partitioning of whole numbers (1 to 10) concretely and pictorially. [C, CN, ME, R, V]

K-NK.4.a.

Show a whole number in two parts, using fingers, counters or other objects and name the number of objects in each part.

K-NK.4.b.

Show a whole number in two parts, using pictures, and name the number of objects in each part.

K-NK.5.

Compare quantities, 0 to 10, using one-to-one correspondence. [C, CN, V]

K-NK.5.a.

Construct a set to show more than, fewer than, or as many objects as in a given set of objects.

K-NK.5.b.

Compare two sets through direct comparison, and describe the relationship between the sets using words such as: more, fewer, as many as, or the same number.

K-NSK.1.b.

Gather and record information about characteristics of their natural surroundings using all of their senses and technologies such as digital cameras, audio recorders, video recorders, and sketchpads.

K-NSK.1.c.

Describe and illustrate features of their local surroundings such as soil type and texture, weather conditions (e.g., temperature, wind direction and speed, and humidity), presence of water in various forms and states, and landform types (e.g., grassy, rocky, forested, and cultivated).

K-NSK.1.d.

Identify, with guidance, changes in one or more aspects of their natural surroundings over a given time interval (e.g., changes in temperature over a day and a week, changes to a tree over a year, changes in soil in a garden or flower bed over two seasons).

K-NSK.1.e.

Suggest ways in which human activities intentionally or unintentionally cause changes to natural surroundings (e.g., building houses, mowing lawns, cutting down trees, planting gardens, damming streams, and digging ditches).

K-NSK.1.f.

Respond to and acknowledge the ideas of classmates and others such as traditional knowledge keepers and conservation officers who provide information about our natural surroundings.

K-NSK.1.g.

Communicate ideas, actions, experiences, and understandings of patterns and cycles in the natural world with others using charts, displays, videos, stories, or other artistic representations.

K-PAK.1.a..

Name some rules in the home and the school and identify their purposes (e.g., school rules, safety rules, scheduling rules such as recess or lunch time).

K-PAK.1.b..

Differentiate between those rules and decisions made by students themselves, those made by individuals they know, and those made by someone else (e.g., students, teachers and schools make rules about how to be safe in the classroom, such as no running; the provincial government makes rules about how to be safe in a vehicle, such as speed limits and seatbelt requirements).

K-PAK.1.c..

Explain why rules are important.

K-PAK.1.d..

Identify individual roles and responsibilities within the classroom and school.

K-PAK.1.e..

Identify people who make rules that influence students's lives, and discuss the types of decisions made by self and others.

K-PAK.1.f..

Recognize that appropriate behaviour differs depending upon the setting.

K-PAK.2.a..

Identify situations in which disagreements may arise in the classroom, school, and playground.

K-PAK.2.b..

Suggest approaches to resolving disagreement in the classroom, school, and playground.

K-PAK.2.c..

Recognize that agreements promote harmony and balance.

K-PAK.2.d..

Represent a situation in which people with different points of view interact harmoniously together.

K-PK.1.

Demonstrate an understanding of repeating pattern (two or three elements) by: identifying, reproducing, extending, creating patterns using manipulatives, sounds, and actions. [C, CN, PS, V]

K-PK.1.a.

Distinguish between repeating patterns and non-repeating sequences by identifying the part that repeats.

K-PK.1.b.

Copy a repeating pattern (e.g., actions, sound, colour, size, shape, or orientation) and describe the pattern.

K-PK.1.c.

Extend repeating patterns by two more repetitions.

K-PK.1.d.

Create a repeating pattern, using manipulatives, musical instruments, or actions and describe the pattern.

K-PK.1.e.

Identify and describe a repeating pattern in the classroom, the school, and outdoors (e.g., in a familiar song, in a nursery rhyme, in a game, on the street, on the playground).

K-RWK.1.a..

Give examples of different types of work in the family and school, including paid and unpaid work.

K-RWK.1.b..

Share stories of personal responsibilities within the home and school.

K-RWK.1.c..

Brainstorm ways in which decisions can be made about various classroom tasks requiring completion (e.g., teacher decision, volunteers emerge, majority vote, rotation through class roster).

K-RWK.1.d..

Relate occasions when the sharing of tasks and resources is necessary and desirable in the classroom and within the family.

K-RWK.1.e..

Display examples of sharing within the classroom and school.

K-RWK.2.a..

Recognize reasons to care for the environment.

K-RWK.2.b..

Identify ways to care for the environment (e.g., reduce, reuse, and recycle) in daily classroom and family life.

K-RWK.2.c..

Demonstrate environmentally responsible behaviours in the classroom and school (e.g., take only what is needed in order to provide for future needs, reduce consumption, practise water conservation, turn off lights when leaving a room, recycle, compost).

K-SSK.1.

Use direct comparison to compare two objects based on a single attribute, such as length including height, mass, volume, capacity. [C, CN, PS, R, V]

K-SSK.1.a.

Compare the length or height of two objects and explain how they compare using the words shorter, longer, taller, or almost the same.

K-SSK.1.b.

Compare the mass of two objects and explain how they compare using the words lighter, heavier, or almost the same.

K-SSK.1.c.

Compare the volume of two objects or capacity of two containers and explain how they compare using the words less, more, bigger, smaller, or almost the same.

K-SSK.2.

Sort 3-D objects using a single attribute. [C, CN, PS, R, V]

K-SSK.2.a.

Sort a set of familiar 3-D objects using a single attribute, such as size or shape, and explain the sorting rule.

K-SSK.2.b.

Determine the difference between two pre-sorted sets by identifying the sorting rule used to sort each of them.

K-SSK.3.

Build and describe 3-D objects. [C, PS, V]

K-SSK.3.b.

Describe a 3D object using words such as big, little, round, like a box, and like a can.