By (report card date for Nov, Mar, June) will be able to independently identify % of the letters of the alphabet

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1 Kindergarten Learning Plan Goals/Objectives Index 1. Academic 2. Behaviour 3. Receptive Language 4. Expressive Language 5. Articulation 6. Fine Motor Skills 7. Visual Motor Skills 8. Perceptual Skills Goals Academic Area to Develop: Letter and Sound Recognition Long Range Goal: To recognize capital letters and their sound. Long Range Goal: To recognize lowercase letters and their sound. identify % of the letters of the alphabet identify % of the consonant sounds of the alphabet Area to Develop: To develop Number Sense Long Range Goal: To recognize numerals identify numerals to ( %) of the time. identify numerals in random order ( %) of the time.

2 Area to Develop: To develop Number Sense Long Range Goal: To count objects identify quantities to ( %) of the time. create sets ( %) of the time. count with 1 to 1 correspondence ( %) of the time. Area to Develop: Patterns and Relations Long Range Goal: To recognize and create patterns identify a ( type of pattern) % of the time. extend a ( type of pattern) % of the time. create a ( type of pattern) % of the time. reproduce a ( type of pattern) % of the time. sort a set of objects % of the time. sort a set of objects and explain the sorting rule % of the time. Area to Develop: Shape and Space Long Range Goal: To recognize 2D/3D shapes identify shapes % of the time. - one on one work with parent volunteers/teacher/assistant. - Small group work with parent volunteers/teacher/assistant. Re-visit basic alphabet activities (go back to assist group when the rest of the class is ready to move on). - Tactile/movement alphabet activities/number activities. - Auditory activities music pattern (clapping/tapping pattern) - Use of concrete materials vs. abstract, ex: wiki sticks, salt trays, shaving cream, HWOT wooden blocks, play dough, hair gel baggies, magna doodle, sound bingo, letter/number go-fish game.

3 Behaviour Area to Develop: Behaviour Management Long Range Goal: To focus and attend to instruction The child will sit for minutes during instruction and accomplish (5 finger sit, journal, carpet ) The child will access a sensory tool (weighted vests, sit cushions, fidget toys, deep pressure, weighted lap bag, privacy screens ) ( ) out of ( ) times with or without cueing. Area to Develop: Behaviour Management Long Range Goal: To follow classroom routines The child will follow routine (ex: morning arrival, organizational, tidying up, snack) given ( number) cues ( %) of the time. The child will transition to (activity) given ( number) cues ( %) of the time. Area to Develop: Behaviour Management Long Range Goal: To increase self help and independence in class. The child will increase his/her independence by recognizing and asking for help from an adult ( ) times each day. The child will independently complete tasks (morning routine, attendance, end of day ) % of the time. Area to Develop: Behaviour Management Long Range Goal: The child will develop strategies that will reduce frustration. The student will verbalize when s/he is becoming frustrated and needs a break from an activity ( %) of the time with/without adult support. The student will choose an appropriate break activity when s/he feels s/he needs a break ( %) of the time with/without adult support.

4 Area to Develop: Behaviour Management/Social Skills Long Range Goal: Age appropriate play and social language skills The child will greet at least ( ) student(s) using eye contact and a name ( ) times during the day. The child will maintain ( number) circles of communication within social interaction in structured setting: ( ) times out of ( ) with adult, ( ) times out of ( ) with peers and adult support. The child will maintain turn taking communication in peer games ( ) times out of ( ) with adult support. Area to Develop: Behaviour Management/Social Skills Long Range Goal: Age appropriate play and social language skills The child will respond when approached by another child/adult ( ) times during the day (with appropriate vocabulary/volume ). Area to Develop: Behaviour Management/Social Skills Long Range Goal: To demonstrate appropriate personal space The child will recognize and demonstrate appropriate personal space ( %) of the time with/without adult support (privacy circles/hula hoops/boundaries..) To focus and attend to instruction - proximity-placement near teacher and positive role models - physical accommodations: sitting in chair, using fidget toys, working gum - ongoing communication with parents and administration - frequent large muscle breaks songs, movement Following classroom routines - structured routine - peer support - visual schedule/support - transition warnings

5 To increase self help/independence - identify specific areas of need - visual schedule support - positive reinforcement To develop strategies that will reduce frustration - identifying sources of frustration - identify sources of success (to balance frustration) - role playing - identify range of emotion - visuals for strategies being used - reinforcement of knowledge of program details (knowing when breaks are appropriate) - positive reinforcement when strategies are used - peer support (modeling) Age appropriate play and social language skills - peer support - puppets - visual supports - positive reinforcement Demonstrate appropriate personal space - visuals (squares on carpet) - role modeling/modeling by teacher *Overall strategy role playing

6 Receptive Language Area to Develop: Receptive Language Long Range Goal: To increase receptive language skills. The child will understand concepts (such as direction/position, quantity, time/sequence, texture, social/emotional) and correctly use/identify with ( ) % accuracy. The child will be able to repeat instructions ( ) out of ( ) times. The child will be able to follow ( ) step direction(s) with or without adult support ( )% of the time. The child will be able to retell ( ) number of events and/or sequence events ( ) % of the time. The child will be able to ask and/or answer questions with ( )% accuracy ( ) blank number of times. - 1 step/2 step directions - picture cards for (board maker) directions/visual - picture schedule - reverse timer - use of real world examples/exemplars - kinesthetic/tactile - social stories - verbal cues - remindrs - buddy system (peer watch) - role playing - providing opportunities to speak (play/show & tell)

7 Expressive Language Area to Develop: Expressive Language Long Range Goal: To improve expressive language skills. The child will be able to formulate a simple question requesting an object or activity with minimal support ( )% of the time. The child will speak using appropriate word order (pronouns, age appropriate sentence structure, tenses, plurals etc) with minimal support ( )% of the time. The child will improve his/her ability to describe attributes of objects and relationship and/or categories with minimal support ( )% of the time (ex: apples and bananas are both fruits). - modeling - picture cues - targeted centres (sorting games, question game) - partner activities to target skills - touch base with specific students re: goals - no-fail play situations (role play situations) - extra think time when child is speaking - cues for sounds and words - teach kids self-monitoring and self-help strategies (I don t know? Can I have some think time?) - post visuals (clear targets) - sort real life stuff (ie: homework, library books, deliver stuff)

8 Articulation Area to Develop: Articulation Long Range Goal: To improve articulation skills. The child will be able to produce the target sound (as identified by the speech pathologist) in isolation ( ) out of ( ) times. The child will be able to produce the target sound (as identified by the speech pathologist) at the beginning, or middle, or end (pick one only) correctly in commonly occurring words when cued by an adult/self-corrected on ( ) out of ( ) attempts. The child will be able to self correct a target sound (as identified by the speech pathologist) % of the time with/without adult support. Area to Develop: Articulation Long Range Goal: To improve clarity of conversational speech. The child will produce clear, intelligible speech in conversation so that a familiar listener will understand ( ) % of what is said in context ( ) out of ( ) times (ex: speed, enunciation ) The child will use fluency enhancing strategies when cued by an adult on ( ) out of ( ) occasions (ex: slowing down, not competing, breathing) - modeling by teacher - using a mirror to self-check - telephone to hear their own voice - visual cue (eg. pointing) as a reminder - re-teaching in small groups - peer modeling - verbal repetition - tongue twisters and alliteration - pairing sound with gross motor activity

9 Gross Motor Area to Develop: Gross Motor Long Range Goal: To increase age appropriate gross motor abilities. The child will throw and catch a large ball ( ) feet to a partner ( )% of the time. The child will balance on each foot for ( ) seconds with an upright and stable posture. The child will cross their midline (reaching for an object across their body) ( ) % of the time. Area to Develop: Gross Motor Long Range Goal: To build core The child will maintain an upright posture while sitting at a table for ( ) minutes with/without cueing or physical support. The child will remain seated in an appropriate position without leaning on others or falling to the floor ( )% of the time without cueing or physical support. Area to Develop: Gross Motor Long Range Goal: To build shoulder strength The child complete ( #) tasks (ex: pushups) for ( seconds) in order to build upper body strength. The child will work at an easel for (so many times a week/day)

10 Fine Motor Area to Develop: Fine Motor Long Range Goal: To improve age appropriate fine motor abilities. The child will imitate and copy the pre-printing strokes (e.g., diagonal lines, square, intersecting diagonal lines and triangle) correctly ( )% of the time. The child will print his/her name and/or ( #) letters correctly ( )% of the time. The child will cut a variety of simple objects (shapes/lines) with a "thumb up" position ( )% of the time. The child will hold scissors in the worker hand (with wrist extended and thumb up), and the paper will be supported by the helper hand ( )% of the time. The child will accurately draw a variety of simple geometric shapes (e.g., circle, square, triangle) ( )% of the time (see Brigance binder) The child will independently print his first and/or last name legibly with upper or lower case letters with or without cueing ( )% of the time. Area to Develop: Fine Motor Long Range Goal: To improve pencil grip The child will develop an efficient pencil grasp with/without physical support ( )% of the time with/without verbal cueing. Area to Develop: Fine Motor Long Range Goal: To develop hand separation The child will demonstrate a consistent handedness with respect to their fine motor work ( )% of the time with/without verbal cueing. The child will position their paper and helper hand to hold their work steady ( )% of the time with/without cueing. - sloped surfaces - variety of lines on an upright surface (slant board)-sloped, upright, flat. - laminated worksheet-home/school - break chalk into small pieces - finger tubs: chopsticks with beans, theraputy, nuts & bolts, wikki sticks, tennis ball

11 - pinch and roll back marker on white board - HWT-wooden shapes, fun foam, chalk board, mat man - specific OT scissors - thick and thin triangular shorter - outlining lines to cut wider and darker - preparing a cutting center - teach the helper hand remind scissor position - make a newspaper dress cut out shapes - trace over name, connect the dots, practice name on laminate sheets - using highlighters to trace - play dough, shape letters Visual Motor Skills Area to Develop: Visual Motor Skills Long Range Goal: To improve Visual Motor Skills The child will trace shapes and letters using visual and tactile cues (ex: dot to dot) to determine start and end points of lines and shapes ( ) % of the time. - HWT program-wood pieces, roll-a-dough, small chalk boards, printing paper with boxes and statring dot. - tactile letters sand paper - larger samples change our expectations to no lines/larger lines - magnetic letters - imaginary writing - highlighter to guide - rainbow writing - tracers/stencils - geoboards for shapes and letters (elastics)

12 Visual Perceptual Skills Area to Develop: Visual Perceptual Skills Long Range Goal: To improve Visual Perceptual Skills The child will match objects using visual and tactile cues ( ) % of the time. The child will independently complete ( #) piece puzzles ( ) % of the time. - grouping students together to help solve problems (puzzles) without teacher - toddler puzzles - tactile letters - verbalizing what they are doing - floor puzzles - working from easy to hard puzzles - making letters with playdough or other manipulatives - phonics programs Jolly Phonics/Itchy s Alphabet - Handwriting without tears program - body formation of letters (in phys-ed)