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Transitioning from the Kindergarten Program to the Curriculum
For years, the Kindergarten Program has been the heartbeat of Ontario’s early years education, rooted in the four frames of Belonging and Contributing, Self-Regulation and Well-Being, Demonstrating Literacy and Mathematics Behaviours, and Problem Solving and Innovating. As Ontario shifts toward a new streamlined Kindergarten Curriculum, educators and families are seeing more than just a name change; it is a meaningful shift in how we approach
Laying the Groundwork: Evidence-Based Printing Instruction in Kindergarten
Why Printing Matters in Kindergarten When students learn to print, they build cognitive, fine motor, and foundational literacy skills. When we print with fluency, we reduce our cognitive load and create more mental space to support the mastery of advanced literacy skills. Learning to print fluently in kindergarten is important because it lays the groundwork for so much of the learning that comes afterward. Kids
Oral Language in the New Ontario Kindergarten Curriculum
Oral language is the foundation of early literacy. Long before children can read and write independently, they develop language through conversations, listening, gestures, and shared thinking with others. James Britton (1970) captured this idea well when he wrote, “writing floats on a sea of talk.” In kindergarten classrooms, rich talk helps children build vocabulary, thinking and communication skills that support later reading and writing skills.
Phonemic Awareness in Kindergarten
Phonemic Awareness is essential for learning to read and is a teachable skill that helps students get off to a good start with reading and writing. It is the ability to notice and work with sounds in words. Kindergarten students need to focus on 3 areas of phonemic awareness: Why the focus on individual sounds, and not larger units like syllables? We know from research
Play: An Essential Component of Kindergarten
Play expands intelligence, stimulates the imagination, encourages creative problem solving, and helps develop confidence, self-esteem, and a positive attitude toward learning. (Dr. Fraser Mustard) Play is a fundamental right of every child and a cornerstone of healthy development. It nurtures emotional, cognitive, and physical growth while strengthening children’s sense of identity as they explore their interests, express their thinking, and share ideas with others. In
From Frames to Foundations: Navigating Ontario’s 2026 Kindergarten Curriculum
For over a decade, Ontario’s Kindergarten classrooms have operated under the “four frames” model of the 2016 Program. It was a period defined by inquiry, emergent learning, and a beautiful focus on the “whole child.” However, as we look toward September 2026, a significant evolution is on the horizon. Ontario is transitioning from the Kindergarten Program (2016) to a new, more structured Kindergarten Curriculum (2026).
A New Kindergarten Curriculum for Ontario
Ontario has released a new Kindergarten curriculum, marking an important moment for early literacy instruction across the province. Kindergarten is a critical window for language and literacy development. What children experience in these early years has lasting implications for reading success. The revised curriculum provides clearer guidance aligned with evidence on early literacy development. As the Ontario Human Rights Commission (OHRC) emphasized in its Right
Sentence Combining: A Meaningful Way to Teach Language Conventions
Sentence combining is an effective instructional approach for developing students’ understanding of sentence structure, syntax, and language conventions, which ultimately supports written communication and reading comprehension. Rather than teaching grammar as a set of isolated rules, sentence combining places language instruction within meaningful reading, writing, and oral communication contexts. This approach aligns directly with the Ontario Language Curriculum. In Appendix B: Language Conventions Continuum for
Instruction Starts with Screening Data: Collaborative Problem-Solving in Action
With Ontario’s beginning-of-year screening window now complete, schools now have a clear, research-based picture of students’ early literacy skills. Screening tools provide dependable information about the foundational skills that matter most for reading development. These data help educators understand how instruction is landing across the class, which skills are well established, and which areas may need additional emphasis as the year begins. Screening is designed
Introducing Learning Through Literacy: ONlit’s new integrated instruction series
We are thrilled to introduce ONlit’s newest project: the Learning Through Literacy resource series. These resources will give educators the tools to teach each grade level’s Ontario language expectations while also making meaningful connections to Canadian content in science, social studies, health, and the arts. For the very first time, the series will extend into Grade 9, marking an exciting expansion to support students and
Organizing for Instruction
“How well I teach = How well they learn.” This idea can feel daunting, particularly when we reflect on students who have not yet learned everything we intended. At the same time, it presents a powerful opportunity. If effective teaching leads to effective learning, then our daily choices in the classroom have a direct impact on student success. A common challenge is the assumption that
Fluency in Perspective
To support Ontario educators in the intermediate grades, ONlit has created two new resources to support fluency instruction. In the Fall of 2024, the Grade 8 Changemakers series was released. This resource included a collection of 14 passages about diverse changemakers. In addition to this, the Grade 7 Across the Curriculum series was released in April 2025. This resource includes a collection of 22 passages