Ce site vous offre plusieurs volumes de cette revue pour vos élèves.
Vous pouvez télécharger à l'ordi et vos élèves peuvent tout lire!

I. Introduction ...............................................................................................................................................5
II. Understanding Competency-Based Education ...............................................................................9
A. Readiness for College, Career and Life: The Purpose of K-12 Public Education Today .................10
B. How Does Competency-Based Education Differ from the Traditional System of Education? .....12
C. Competency-Based Education and Personalized Learning Go Hand in Hand ................................22
III. Sixteen Quality Design Principles .....................................................................................................25
A. Purpose and Culture Design Principles ........................................................................................................30
#1 Purpose-Driven ...................................................................................................................................................... 31
#2 Commit to Equity ..................................................................................................................................................37
#3 Nurture a Culture of Learning and Inclusivity .................................................................................................41
#4 Foster the Development of a Growth Mindset ...............................................................................................45
#5 Cultivate Empowering and Distributed Leadership ........................................................................................48
B. Teaching and Learning Design Principles...................................................................................................53
#6 Base School Design and Pedagogy on Learning Sciences ...........................................................................54
#7 Activate Student Agency and Ownership ..........................................................................................................59
#8 Design for the Development of Rigorous Higher-Level Skills ......................................................................63
#9 Ensure Responsiveness .........................................................................................................................................66
C. Structure Design Principles .............................................................................................................................70
#10 Seek Intentionality and Alignment ....................................................................................................................71
#11 Establish Mechanisms to Ensure Consistency and Reliability .....................................................................77
#12 Maximize Transparency .......................................................................................................................................81
#13 Invest in Educators as Learners .........................................................................................................................87
#14 Increase Organizational Flexibility ....................................................................................................................92
#15 Develop Processes for Ongoing Continuous Improvement and Organizational Learning .................96
#16 Advance Upon Demonstrated Mastery ...........................................................................................................99
IV. Conclusion .............................................................................................................................................105
V. Glossary ...................................................................................................................................................107
VI. About the Authors .................................................................................................................................113
VII. Endnotes ..................................................................................................................................................115

"The Queen's Diamond Jubilee scholarship is awarded to grade 12 students who will be attending a post-secondary institution in the fall. A maximum of six $1,000 scholarships are awarded annually.

Nomination must come from a Saskatchewan High School nominating team, not directly from students."

This video will give new users some great tips and tricks for getting started using the Resource Bank!

This resource will explore some of the frequently asked questions about the REORDER framework.

Strategies for parents and educators to encourage children to read — from infancy to high school

This continuum examines grades K-3 and breaks down:
*Book handling/tracking
*Engagement with text
*Comprehension
*Self-Monitoring

The following are the expected fluency rates for grades 1-8 at the beginning and end of year. This is based on the Saskatchewan curriculum. 

This extensive 204 page classroom guide will help teachers structure explicit and effective interventions for students in grades 4-9 (following the Science of Reading).

Recommendations include:
*build decoding skills
*purposeful fluency-building activities
*comprehension-building practices
*build world and word knowledge
*question opportunities
*teach "gist" summary skills
*teach to monitor
*practice practice

This professional development covers why reading is the cornerstone of all education and the PeBL philosophy.
Reading is demystified into the components that all students need to read. Then strategies and the transfer of responsibility are used supporting the Saskatchewan Reads framework.
The materials used through out the presentation are included in the folder for this presentation in the PeBL ELA Team group in the folder entitled "Reading PD (PeBL Mentor PD).
Contact any members of the team for further information.

The Reading League (TRL) is a national education nonprofit led by educators and reading experts dedicated to promoting knowledge to reimagine the future of literacy education and accelerate the global movement toward reading instruction rooted in science.

This chart compares reading levels for guided reading, DRA, reading recovery and lexile by grade.

"Reading Rockets is a national multimedia project that offers a wealth of research-based reading strategies, lessons, and activities designed to help young children learn how to read and read better. Our reading resources assist parents, teachers, and other educators in helping struggling readers build fluency, vocabulary, and comprehension skills." On this page, find a list of research-based reading strategies, including videos of how to use them, templates, and examples. Explore the rest of the website as well- it offers countless strategies and professional learning opportunities!

This 20 minute tutorial shows teachers how to use Microsoft Reading Progress.

*available in over 100 languages

This teaching activity is meant to take place at the end of the curriculum once students have already been taught about citizenship. All students participating in the reaffirmation ceremony should be Canadian citizens and should understand fully the meaning and implications related to reciting the Oath and taking part in the reaffirmation ceremony.

This is a paper on oral language in relation to Reading Recovery.
Information on the record of oral language is contained, as well as the paper to administer it to students to determine what they can control with regards to oral language.