Check out these great video/curricular resources for Kindergarten. The ROVER videos all indicate the curriculum outcomes that they address.

ROVER (Recommended Online Video Education Resources) is a video streaming service for Saskatchewan teachers and students in the PreK-12 education system. It is managed and maintained by the Saskatchewan Ministry of Education. ROVER is a video-on-demand service that provides teachers and students with the convenience of immediate access to streamed, educational videos that support curricula.

This site also offers all of the curriculum documents for all grade levels.

If you are unable to access the site, it may be because a Saskatchewan Ministry of Education Blackboard login is required. All students have an Edonline account, so contact your child's school or the Ministry of Education’s Support Desk at 1-866-933-8333 or email at stans@gov.sk.ca for login information. Your child's student number will be required.

Start your day with the Science of Reading! The free, downloadable Scarborough’s Reading Rope placemat is the perfect addition to your classroom table or desk.

Designed for educators who are passionate about research-based literacy practices, this placemat breaks Scarborough’s Reading Rope down into the key elements of skilled reading and includes quick teaching tips for integrating each into your instruction.

Early-childhood learning can help prepare students for better academic engagement. This Spotlight will help you discover how coding exercises can enhance preschooler’s academic skills; learn how to support young students’ language growth; understand the gaps in preschooler’s language development since the pandemic; examine the impact of early education programs on high school performance; investigate challenges facing school readiness; and evaluate Pre-K programs from multiple lenses.

Download the PDF file.

Outcomes Art CPK.2 Explore a variety of drama strategies including: • role • imaging • parallel play • journeys • meetings. CPK.4 Create art works that express own observations and ideas about the world.

ELA CRK.1 Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address identity (e.g., exploring interests), community (e.g., belonging), and social responsibility (e.g., contributing). CRK.2 View and interpret the basic message of visuals and objects in a variety of texts including models, photographs, dramas, dance creations, and videos. CRK.3 Listen, comprehend, and respond to gain meaning in oral texts. CRK.4 Comprehend, retell, and respond to basic ideas in stories, poems, songs, and informational texts read to them. CCK.1 Compose and create various visual, multimedia, oral, and written texts that explore and present thoughts, ideas, and experiences CCK.2 Use and construct symbols, pictures, and dramatizations to communicate feelings and ideas in a variety of ways. CCK.3 Use oral language to converse, engage in play, express ideas, and share personal experiences.

Social Studies PAK.1 Understand and respect the agreed-upon rules of the classroom, playground, and school, and recognize that rules and expectations are designed to promote a state of safety, selfregulation, peace, balance, and harmony PAK.2 Recognize situations in which disagreement may be part of living, studying, and working together, and that resolution may be an avenue to progress to a state of peace, balance, and harmony.

Grab these free syllable clip cards today! Great for preschoolers and early readers.

The good reasons this skill of counting syllables has shifted down to pre-readers as they begin to make sense of the world of literacy:
- When kids can chunk words into syllables, they can read longer words more quickly, accurately, and fluently.
- Beginning spellers do better when they can break words into pieces.

Download this free phonemic awareness today!

Recent discussions occurring online, in journals, and at conferences are creating uncertainties about what phonological awareness instruction will be most effective with which children. This guide addresses some of these questions by using what we currently know from the scientific research, from teacher experiences, and from observations in clinical teaching environments for children who struggle with reading.

The outline of the resource includes:
Section 1. Reading Research, Instructional Practice, and Phoneme Awareness
1.1 When should reading research influence instructional practices?
1.2 What is Phonological Awareness? Why is it Important?
Section 2. The Who, When, What, and How of Teaching Phonemic Awareness
2.1 Who needs to be taught phoneme awareness?
2.2 When should phonological awareness instruction begin?
2.3 What phonemic awareness skills should be taught?
2.4 How should phonological awareness instruction begin?
2.5 How much phonological awareness time should involve phonemic awareness activities?
2.6 Is there any value in beginning phonological awareness instruction with larger units, such
as syllables?
2.7 Do onset-rime activities have a role in early phonemic awareness instruction?
2.8 What are manipulatives and how can I use them when teaching phoneme awareness?
2.9 Is it important to teach phoneme awareness with tasks like phoneme deletion and
substitution?
Using sound chains to teach phoneme awareness

For young children, the mouse will be the primary interface they use with the computer. Although most do not have any difficulty correlating the movement of the mouse with the movement of the cursor on the monitor (unlike adults!), they do often get confused with clicking, double clicking, and click and drag. This is the introductory lesson in mouse use for a Kindergarten class. It is spread over three days to accommodate short attention spans.

Second PE lesson in school experience of Kindergartener. Students explore walking movement and pathways.

Reading 101 is a self-paced professional development course for K-3 teachers, developed by Reading Rockets. The program provides teachers with an in-depth knowledge of reading and writing so they are prepared to guide their students into becoming skilled and enthusiastic readers and writers.
Course Modules include:
- Print Awareness
- Phonological and Phonemic Awareness
- Phonics
- Fluency
- Vocabulary
- Spelling
- Comprehension
- Writing
- Assessment

Both a short and long form writing progression for K-12. Very useful for seeing what writing should be done by grade level.

Developed from https://www.stf.sk.ca/professional-resources/saskatchewan-professional-development-unit/resources/english-language-arts?field_spdu_category_tid=281