English in Kindergarten

In Kindergarten, young students solidify their language skills and continue to construct the phonological awareness that will prepare them for reading in 1st grade. Teachers continue to monitor and support their social and emotional development, while gradually increasing the complexity of activities and concentration time. Language instruction is focused on building listening comprehension skills and fostering more sophisticated oral expression. Basic math, emergent writing and beginning reading concepts are introduced through songs, games, activities and stories. By the end of the year, Kindergarten students are at ease with life in the classroom and are comfortable with taking initiative in class interactions. They are active participants in group learning activities and discussions who can confidently approach new challenges and complete academic tasks independently.


English Kindergarten classes at LFSF include:

  • English stories and songs
  • Manipulating sounds and rhymes
  • Discussing and comparing stories
  • Group sharing (e.g, show and tell) taking turns
  • Bilingual story sharing
  • Shared French and English classroom routines to structure thinking and the school experience
  • Letter and letter sound study through games, songs and activities
  • Invented spelling
  • Calendar, counting to 30

Oral Language Goals:

  • Join in group discussions, taking turns, raising hand, listening and maintaining focus on the topic
  • Orally explain, predict, problem-solve, and seek information
  • Repeat new words and phrases
  • Understand and follow multiple-step directions
  • Memorize and recite nursery rhymes and songs, alone or with a group
  • Give detailed descriptions of people, places, things or events
  • Understand and use precise words for actions, objects and descriptions
  • Sort words into categories and and identify connections
  • Combine sentences to create complex sentences
  • Regularly use basic grammar; subject-verb agreement (I go/ you go), progressive past tense (I was going), regular past tense (I jumped), some irregular plural nouns (two men)
  • Use pronouns and possessive nouns (e.g. He is my father, It is Susan’s book)
  • Recite counting order 1-30
  • Understand key vocabulary of time concepts (days of the week, yesterday, tomorrow, week)

Pre-Reading Goals:

  • Recognize and create rhymes
  • Change the first sounds of a word or a name
  • Orally break up and blend together sounds in a simple 3-letter word (/d/-/o/-/g/)
  • Orally identify or clap syllables in a word
  • Recognize roles of authors and illustrators
  • Follow text from left-to-right, top-to-bottom
  • Recognize some high-frequency words
  • Recognize and name all upper and lowercase letters
  • Match all short-vowel and consonant sounds to upper and lowercase letters
  • Identify different types of text: story, poem and informational text
  • Retell, re-enact, or draw to show an understanding of a familiar story
  • When listening to a story, make predictions, ask and answer questions, make inferences and summarize
  • Identify main character, setting and events in a story
  • Make connections between stories and real life experiences
  • Show interest in reading emergent-reader texts

Pre-Writing Goals:

  • Use knowledge of letter sounds to begin writing with phonetic, or invented, spelling
  • Copy thematic and familiar words and sentences, using spacing between words
  • Use a combination of drawing, phonetic spelling and dictation to create 1-2 sentences that state an opinion, tell a real or imagined story, or give information about a topic

Social-Emotional Goals:

  • Express thoughts, feelings, needs and desires appropriately
  • Identify and respond appropriately to a variety of emotions
  • Demonstrate empathy and know how to care for others
  • Cooperate with others in a group, following basic rules
  • Tell adults and peers what they need or want
  • Demonstrate enjoyment and enthusiasm for age-appropriate class activities