Ministry of Education Kindergarten Communication of Learning

Initial Observations

Date: November 5, 2021

Student: Jouri Muhammed ( 985250 ) OEN: 315-070-888 Days Absent: 0.0 Total Days Absent: 0.0
Year 1 Year 2 X French: Immersion Core Extended Times Late: 2.0 Total Times Late: 2.0
Teacher: Doan, T ( HF1: KB ) Early Childhood Educator:* Sharma, A
Principal: Sidhu, Anup Tel.: 905-567-4296 Board: Peel District School Board
School: Edenrose Public School Address: 5650 Hurontario Street
Mississauga, ON
Address: 1342 Edenrose Street
L5R 1C6
Mississauga, Ontario
L5V1K9

Key Learning / Growth in Learning / Next Steps in Learning ESL IEP

Jouri has entered year two of the kindergarten program with eagerness to explore and try something new. She is calm and
polite.

She displays interest in the following activities:

- selecting and using tools (i.e., scissors, glue, paint brushes, colour pencils) and materials (i.e., googly eyes, strings for hair,
precut shapes for mouth) to create a self-portrait to recognize diversity and ethnic background (i.e., different eye/skin colours)
and to celebrate uniqueness and individuality (i.e., short/long hair, glasses/no glasses, various facial features)
- doing the primary colour mixing experiment using colour pencils and crayons (i.e., "Red and yellow makes orange!")
- creating a Fall tree masterpiece using precut 2D shapes (i.e., rectangles, triangles, and squares) of different sizes and
colours as leaves in creative arts
- playing with Sumblox

She is showing growth in:

- following COVID-19 social distancing protocols and guidelines (i.e., remembering to bring to school and wear her face mask
everyday; properly covering her mouth and nose with her mask at all times; hand washing with soap; keeping a safe distance
apart while lining up and walking in a line; and playing alongside others in a small group of up to 3 students with her mask on)
- playing I Spy, Simon Says, Look/Listen and Repeat, What Number Comes Before/After with the rest of the class in an
orderly fashion (i.e., following the rules of large group games)
- actively participating in DPA activities (i.e., GoNoodle, TheLearningStation, Just Dance Kids) and mindfulness meditation
(i.e., Cosmic Kids Yoga)
- sharing her thoughts and ideas in large group settings (i.e., by first raising her hand and waiting to be called upon)
- going to the washroom without teacher reminder

Over the next few months, we will support Jouri to sound out the words and use the word wall to help with her spelling and
daily writing.

ESL - English as a Second Language * Required for classes of 16 or more children

IEP - Individual Education Plan
KRC080R v7.05 Kindergarten Page 1 of 2
Student: Jouri Muhammed ( 985250 ) OEN: 315-070-888 Year 1 Year 2 X

Kindergarten Communication of Learning: Initial Observations

The Kindergarten Communication of Learning: Initial Observations report encourages early and ongoing communication between the
parents and the educator(s) about the child's learning.

The Initial Observations report is designed to identify and describe the child's learning during the fall of the school year and to provide
parents with clear, detailed, and straightforward information about their child's learning, growth in learning, and next steps in learning in
relation to the overall expectations in The Kindergarten Program (2016).

In Kindergarten, examples of learning from classroom documentation should be used to provide evidence of the child's learning in a
play environment. These rich examples can be the starting point for discussion with parents about the child's learning as it relates to
the program expectations.

In Kindergarten classes that have an educator team, with a teacher and an early childhood educator, it is understood that they have
collaborated in observing, monitoring, and assessing the development of the child, as well as in communicating with the child's family
during the school year.

Information for Parents

We know that you, as a parent or guardian, are a vital partner in your child's education. The Kindergarten Communication of Learning:
Initial Observations report is the first formal communication of the school year about your child's learning. It is meant to open an ongoing
dialogue between you and your child's educator(s). It is designed to provide you with detailed information about your child's learning in
the classroom and gives you an opportunity to share information about your child's learning at home. This dialogue will help to ensure
that you and your child's educator(s) are working towards the same goals for your child through the coming months.

We encourage you to support learning at home. Children are more likely to be motivated, to improve in their learning, and to develop
positive behaviour and social skills when their parents are actively involved in their learning.

To Parents/Guardians: This copy of the Kindergarten Communication of Learning: Initial Observations report should be
retained for reference. The original or an exact copy has been placed in the student's Ontario Student Record (OSR) folder
and will be retained for five years after the student leaves school.

Teacher's Signature Principal's Signature

X X

Sharma, A
Where applicable: Early Childhood Educator(s) ________________________________________________ contributed to the
observation, monitoring, and assessment of your child's learning that is reflected in this Kindergarten Communication of Learning: Initial
Observations report.

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