Kindergarten Who We Are How the World Works … Mandarin CURRICULUM... · Kindergarten Who We Are How the World Works Where We are in Place and Time How We Organize Ourselves Sharing

Kindergarten Who We Are How the World Works Where We are in Place and Time How We Organize Ourselves Sharing the Planet Stand Alone

Central Idea Relationships contribute to shaping our identity

Understanding the way materials behave and interact determines how people use them

Homes reflect personal identity and local culture

Communities function when effective systems are in place

Living things have certain requirements in order to grow and stay healthy

Systems of language are used to communicate in different ways

Lines of Inquiry -Different relationships (family, friends, other)

-Our role in maintaining relationships-How relationships impact our sense of self

-Behaviors and uses of materials-Changing properties of materials-Manipulation of materials for specific

purposes

-The concept of home-Different types of homes-The connection between homes and location

(cultural environment) -What homes reflect

-What a community is (school, local)-Systems within communities -Rules and decision-making in our

community -How systems enable communities to better

function

-Characteristics of living things-Our needs and the needs of other living

things-How living things grow and change-Our responsibility for the well-being of

other living things

-Systems and forms of communication (syntax, tones, pinyin, characters)

-Connections between symbols and meaning-Different ways of communicating

Key Concepts PerspectiveResponsibility Function

Function ChangeCausation

Form ConnectionPerspective

FormFunctionCausation

Function Responsibility Change

Form Function Connection

Related Concepts RelationshipsRolesSense-of-Self

PropertiesManipulation Behavior

HomesLocation Identity

CommunitySystemsEffectiveness

Classification Living and Non-Living GrowthCare

CommunicationSystemsSymbols Relationships

Approaches to Learning (Trans-disciplinary Skills)

Social Skills Thinking Skills Self- Management Skills Self-Management Skills Research Skills Communication Skills

Specific Outcomes K.1.5 Students will be expected to recognize that families (local, national, and global) have varied traditions, rituals and celebrations.

K.1.6 Students will be expected to identify and describe groups to which they belong.

1.1.1 Students will be expected to demonstrate an understanding of the importance of interactions between people.

1.1.2 Students will be expected to demonstrate an understanding of the similarity and diversity of social and cultural groups.

2.1 Interact with teachers and peers to participate in class routines, structured conversationsand activities using modelled Chinese tones, syllables and rhythms

2.2 Examine simple written texts about familiar experiences and found in familiar settings toshare thoughts with the class

2.9 Observe how relationships with others influence language choices

2.17 Describe how people use different languages to communicate and participate in interculturalexperiences

K.3.2 Students will be expected to use one or more of their senses to explore the characteristics of materials, noting how materials can be manipulated.

2.5.2 Students will be expected to compare properties of familiar liquids and solids and investigate how they interact.

300-10 identify properties such as texture, hardness, colour, buoyancy, and solubility that allow materials to be distinguished from one another

300-9 group materials as solids, liquids, or gases, based on their properties

100-36 explore and describe a variety of soils and find similarities and differences among them

Develop and understanding of what a home is

Understand homes can be anywhere

Homes are built using different materials

Explore how people’s homes are a reflection of who they are

Compare and contrast different homes

Understand that homes impact on the activities people do in them

Explore the connection between homes and their location

Explore different types of homes

Understand how some homes reflect culture and how they do this

2.5 Join in with Chinese stories, songs and rhymes by reproducing rhythm and sound patterns to express feelings

2.6 Contribute to the sharing of stories using illustrations and images

2.2.1 Students will be expected to describe how people contribute to making change in communities.

K.4.2 Students will be expected to demonstrate an awareness of safety in the community.

K.4.3 Students will be expected to demonstrate an awareness of the need for personal safety in home, school and community and be able to act accordingly. ♥K.4.4 Students will be expected to identify connections between their community and other communities (local, national, global).

2.2.1 Students will be expected to describe how people contribute to making change in communities.

1.2.1 Students will be expected to describe how plants and animals meet their needs in a given environment.

1.2.2 Students will be expected to plan and conduct investigations that explore similarities and differences between plants and animals.

2.10 Identify the four tones,pronunciation of sounds, and rhythm

2.11 Recognize Chinese characters as a form of writing 2.12 Describe how each syllable in a word has a meaning

2.13 Identify that Chinese sentences have a particular word order

2.14 Engage with familiar text types in to predict gist

2.16 Identify the features of formal language used at school

Kindergarten Year Round OutcomesKindergarten Year Round OutcomesKindergarten Year Round OutcomesKindergarten Year Round OutcomesKindergarten Year Round Outcomes

Levels Beginner Intermediate Advanced Fluent


Listening & Speaking • obtain simple information from spoken texts. • listen and respond appropriately in small or large groups. • show understanding of shared stories by responding in oral,

written or visual form. • follow classroom directions and routines, using a variety of

strategies. • use oral language to communicate in a variety of routine

situations. • describe personal experiences using a logical sequence. • speak clearly enough to be understood by others in conversation. • use single words and two-word phrases in context• use gestures, actions, body language and/or words to

communicate needs and to express ideas• name classmates, teachers and familiar classroom and

playground objects• interact effectively with peers and adults in familiar social

settings• understand simple questions and respond with actions or words• realize that people speak different languages • use the mother tongue (with translation, if necessary) to express

needs and explain ideas • use own grammar style as part of the process of developing

grammatical awareness.• listen and respond in small or large groups for increasing periods

of time • memorize and join in with poems, rhymes and songs • obtain simple information from accessible spoken texts• distinguish beginning, medial, and ending sounds of words with

increasing accuracy (Pin Yin)• follow two-step directions• begin to communicate in more than one language • masters common oral vocabularies of approximately 75 words

• obtain simple information from spoken texts. • listen and respond appropriately in small or large groups. • show understanding of shared stories by responding in oral,



situations. • describe personal experiences using a logical sequence. • speak clearly enough to be understood by others in conversation. • listen and respond to picture books, showing pleasure, and

demonstrating their understanding through gestures, expression and/or words

• listen to and enjoy stories read aloud;show understanding by responding in oral, written or visual form

• tell their own stories using words, gestures, and objects/artifacts• join in with poems, rhymes, songs and repeated phrases in

shared books• realize that word order can change from one language to another• predict likely outcomes when listening to texts read aloud• use oral language to communicate during classroom activities

conversations and imaginative play• talk about stories writing, pictures and models they have created• use grammatical rules of the language(s) of instruction (learners

may over generalize at this stage)• listen attentively and speak appropriately in small and large

group interactions • pick out main events and relevant points in oral texts • follow multi-step directions• participate in a variety of dramatic activities, for example, role

play, puppet theatre, dramatization of familiar stories and poems • show open-minded attitudes when listening to other points of

view • masters common oral vocabularies of approximately 150 words

• obtain simple information from spoken texts. • listen and respond appropriately in small or large groups. • show understanding of shared stories by responding in oral,



situations. • talk about their ideas and the work they have created. • describe personal experiences using a logical sequence. • speak clearly enough to be understood by others in conversation. • anticipate and predict when listening to text read aloud • express thoughts, ideas and opinions and discuss them,

respecting contributions from others • use language to explain, inquire and compare • recognize patterns in language(s) of instruction and use

increasingly accurate grammar • begin to understand that language use is influenced by its

purpose and the audience • understand and use specific vocabulary to suit different purposes • identify and expand on main ideas in familiar oral texts • listen reflectively to stories read aloud in order to identify story

structures and ideas • understand that ideas and opinions can be generated, developed

and presented through talk; they work in pairs and groups to develop oral presentations

• organize thoughts and feelings before speaking • realize that grammatical structures can be irregular and begin to

use them appropriately and consistently • use oral language appropriately, confidently and with increasing

accuracy • verbalize their thinking and explain their reasoning • listen and respond appropriately to instructions, questions and

explanations • use register, tone, voice level and intonation to enhance meaning • masters common oral vocabularies of approximately 225 words

• hear and appreciate differences between languages. • listen appreciatively and responsively, presenting their own point

of view and respecting the views of others• listen for a specific purpose in a variety of situations • argue persuasively and defend a point of view • explain and discuss their own writing with peers and adults • begin to paraphrase and summarize • use a range of specific vocabulary in different situations,

indicating an awareness that language is influenced by purpose, audience and context

• recognize that different forms of grammar are used in different contexts

• appreciate that languageis not always used literally; understand and use the figurative language of their own culture.

• participate appropriately as listener and speaker, in discussions, conversations, debates and group presentations

• generate, develop and modify ideas and opinions through discussion

• understand and use figurative language such as simile, personification and metaphor

• use oral language to formulate and communicate possibilities and theories

• use standard grammatical structures competently in appropriate situations

• use speech responsibly to inform, entertain and influence others • reflect on communication to monitor and assess their own

learning. • masters common oral vocabularies of approximately 500 words


Reading • read and understand familiar print from the immediate environment.

• recall and read along with repetitive patterns in familiar texts. • understand sound–symbol relationships and begin to recognize

familiar sounds/symbols/ words. • respond to questions about familiar texts. • enjoy listening to stories• choose and “read” picture books for pleasure• listen attentively and respond to stories read aloud• participate in shared reading, joining in with rhymes,refrains and

repeated text as they gain familiarity• make connections to their own experience when listening to or

“reading” texts• show empathy for characters in a story• distinguish between pictures and written text, for example, can

point to a picture when asked• handle books, showing an understanding of how a book works

(Ex.cover, beginning, directional movement, end)

• join in with chants, poems, songs, word games and clapping games, gaining familiarity with the sounds and patterns of the language of instruction

• understand that the internet must be used with the approval and supervision of a parent or teacher; read, understand and sign the school’s cyber-safety policy

• recognizes approximatey 75 new words

• select and reread favourite texts for enjoyment. • express opinions about the meaning of a story. • make connections between personal experience and

storybook characters. • make predictions and anticipate possible outcomes. • pose and respond to questions about familiar texts.• read and understand familiar print from the immediate

environment. • recall and read along with repetitive patterns familiar stories. • demonstrate that print remains constant. • understand sound–symbol relationships and recognize familiar

sounds/symbols/ words. • locate and respond to aspects of interest in self- selected texts

(pointing, examining pictures closely, commenting)• show curiosity and ask questions about pictures or text• begin to discriminate between visual representations such as

symbols, numbers, letters and words• express opinions about the meaning of a story• indicate printed text where the teacher should start reading• listen attentively and respond actively to read- aloud situations;

make predictions, anticipate possible outcomes• read and understand familiar print from the immediate

environment, for example, signs, advertisements, logos, ICT iconography

• make connections between reading personal experience and storybook characters

• understand sound–symbol relationships and recognize familiar sounds/symbols/ words of the language community

• instantly recognize an increasing bank of high- frequency and high-interest words, characters or symbols

• have a secure knowledge of the basic conventions of the language(s) of instructionin printed text, for example, orientation, directional movement, layout, spacing, punctuation

• participate in learning engagements involving reading aloud—taking roles and reading dialogue, repeating refrains from familiar stories, reciting poems.

• identify and explain the basic structure of a story— beginning, middle and end; may use storyboards or comic strips to communicate elements

• understand that the internet must be used with the approval and supervision of a parent or teacher; read, understand and sign the school’s cyber-safety policy.


• select and reread favourite texts for enjoyment. • express opinions about the meaning of a story. • make connections between personal experience and

storybook characters. • make predictions and anticipate possible outcomes. • pose and respond to questions about familiar texts. • read and understand familiar print from the immediate

environment. • recall and read along with repetitive patterns familiar stories. • demonstrate that print remains constant. • understand sound–symbol relationships and recognize familiar

sounds/symbols/ words. • select and reread favorite texts for enjoyment• understand that print is permanent, for example, when listening

to familiar stories, notices when the reader leaves out or changes parts

• participate in shared reading, posing and responding to questions and joining in the refrains

• participate in guided reading situations, observing and applying reading behaviors and interacting effectively with the group

• read and understand the meaning of self-selected and teacher-selected texts at an appropriate level

• use meaning, visual,contextual and memory cues, and cross-check cues against each other, when necessary (teacher monitors miscues to identify strategies used and strategies to be developed)

• develop personal preferences, selecting books for pleasure and information

• Read texts at an appropriate level, independently, confidently and with good understanding

• make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses

• realize that there is a difference between fiction and non-fiction and use books for particular purposes, with teacher guidance

• discuss their own experiences and relate them to fiction and non-fiction texts

• participate in collaborative learning experiences, acknowledging that people see things differently and are entitled to express their point of view

• wonder about texts and ask questions to try to understand what the author is saying to the reader.

• distinguish between fiction and non-fiction and select books appropriate to specific purposes

• understand and respond to the ideas, feelings and attitudes expressed in various texts, showing empathy for characters

• understand that stories have a plot; identify the main idea; discuss and outline the sequence of events leading to the final outcome

• use reference books, dictionaries, andcomputer and web-based applications with increasing independence and responsibility

• identify relevant, reliable and useful information and decide on appropriate ways to use it



• recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles

• recognize and use the different parts of a book, for example, title page, contents, index

• use a range of strategies to self-monitor and self-correct, for example, meaning, context, rereading, reading on, cross-checking one cue source against another

• discuss personality and behavior of storybook characters, commenting on reasons why they might react in particular ways

• read a variety of books for pleasure, instruction and information; reflect regularly on reading and set future goals

• recognize the author’s purpose, for example, to inform, entertain, persuade, instruct

• appreciate that writers plan and structure their stories to achieve particular effects; identify features that can be replicated when planning their own stories

• as part of the inquiry process, work cooperatively with others to access, read, interpret, and evaluate a range of source materials




Writing • experiment with writing using different writing implements and media

• differentiate between illustrations and written text• use their own experience as a stimulus when drawing and

“writing”• listen and respond to shared books (enlarged texts), observing

conventions of print, according to the language(s) of instruction• enjoy writing and value their own efforts• discriminate between types of code, for example, letters,

numbers, symbols, words/characters• write an increasing number of frequently used words or ideas

independently• illustrate their own writing and contribute to a class book or

collection of published writing.• use appropriate writing conventions, for example, word order, as

required by the language(s) of instruction • Writes approximately 40 basic characters

• show curiosity and ask questions about written language• participate in shared writing, observing the teacher’s writing and

making suggestions• begin to discriminate between letters/characters, numbers and

symbols• create illustrations to match their own written text• demonstrate an awareness of the conventions of written text, for

example, sequence, spacing, directionality• form letters/characters conventionally and legibly, with an

understanding as to why this is important within a language community

• engage confidently with the process of writing• use familiar aspects of written language with increasing

confidence and accuracy, for example, spelling patterns, high- frequency words, high- interest words

• write legibly, and in a consistent style • Writes approximately 80 basic characters

• use increasingly accurate grammatical constructs • use a range of strategies to record words/ideas of increasing

complexity• Writes approximately 120 basic characters

• Understands basic characters’ meaning, pronunciation and correct writing.

• write independently and with confidence, showing the development of their own voice and style

• Writes approximately 150 basic characters

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Kindergarten Who We Are How the World Works … Mandarin CURRICULUM... · Kindergarten Who We Are How the World Works Where We are in Place and Time How We Organize Ourselves Sharing