This unit deals with how people first came to live in the part of the world which today we call the Northwest Territories. It focuses on stories of the First Peoples of this land which have evolved over many generations. Some of these stories may be unfamiliar to you. The stories themselves, and how we learn to tell and hear them, provide critical insights to how people have lived and understood this land we now live in.

Are you ready to help your preschooler begin their journey into reading? Visit the StoryPlace website where you can discover stories and activities designed just for them, organized by different themes. This website acts like a virtual library for kids. Besides all the fun stuff for children, parents can also find helpful information about teaching early reading skills.

Once a story is selected you can:
*listen to the story
*complete an online activity
*watch related videos
*find more suggestions on the reading list
*complete an at home activity

“What you cannot imagine, you cannot do."

Now imagine Astronauts on the Space Station reading stories to and conducting science experiments for the children of Earth as the world rotates below.
Imagine no more…it’s Story Time from Space!

Have stories read to you from people in space! There are also science related videos.

There are great space related titles and others such as Rosie Revere Engineer.

A great way to motivate kids to read.

The stories are read by celebrities.

After you watch the video of the book being read, the parent or teacher can download the teacher guide. It provides questions to ask your little reader, projects to go along with the book and websites to help kids further explore the topic. You can even purchase your favorite books directly from the site.

Cross-curricular connections are also made!

The First Peoples of Canada recognize certain members of their communities for their ability as storytellers. The skillful art of storytelling is passed down from one generation to another by chosen, recognized or hereditary storytellers.

Some stories are shared at certain times of the year, in designated areas and on special occasions. As well, parents, family members and Elders share their knowledge with the younger generations in the course of their daily activities.

The stories we want to share with you here are from the Inuvialuit, the Algonquin, the Métis and Cree, the Nisga'a, the Abenaki and the Mi'kmaq. They are told through movement, song and dance, using symbols and imagination. They teach us about the origin of sacred objects and ceremonies, and our relationship to the animals, plants, rocks and each other.

Over 14,000 books for early to mid elementary (level 1 to 4 books up to 2500 words)

Many languages (372) available!

Select the Read tab to get started reading books.

Select the Resources tab to find STEM books, Reading program (1-8), booklists

An interactive applet and associated web page that demonstrate straight angles (those equal to 180 deg). The applet presents an angle (initially acute) that the user can adjust by dragging the end points of the line segments forming the angle. As it changes it shows the angle measure and a message that indicate which type of angle it is. There a software 'detents' that make it easy capture exact angles such as 90 degrees and 180 degrees The message and angle measures can be turned off to facilitate classroom discussion. The text on the page has links to other pages defining each angle type in depth. Applet can be enlarged to full screen size for use with a classroom projector. This resource is a component of the Math Open Reference Interactive Geometry textbook project at http://www.mathopenref.com.

Social distancing. Stay-in ordinances. Home schooling. Experiences many of us never thought we would be living at the beginning of 2020. Now, the “new normal,” at least for the near future, involves students of all ages at home all day and parents trying to move their work to a virtual format.

In this Strategy Guide, you'll learn about a number of specific methods that can help you to gain a fuller picture of the interests of your students as well as what your students understand, know, and can demonstrate by doing.

By understanding the varying literacy strengths and habits of our students we can identify what Vygotsky calls their "zone of proximal development" where literacy opportunities are not too hard as to frustrate or too easy to bore but just challenging enough to promote student learning. With a keen eye, we can observe the interests and strengths of our students and, when possible, we can consider these to plan learning opportunities for our students. By providing choice and respectful tasks, we can provide meaningful literacy experiences.

Strategic reading allows students to monitor their own thinking and make connections between texts and their own experiences. Students who make connections while reading are better able to understand the text they are reading. It is important for students to draw on their prior knowledge and experiences to connect with the text. Students are thinking when they are connecting, which makes them more engaged in the reading experience.

Students gain a deeper understanding of a text when they make authentic connections. However, teachers need to know how to show students how a text connects to their lives, another text they have read, or the world around them. In this strategy guide, you will learn how to model text-to-self, text-to-text, and text-to-world connections for your students so that they may begin to make personal connections to a text on their own.

In this Strategy Guide, you'll learn about a number of specific methods that will promote self-assessment and contribute to a richer understanding of student learning.

Because of their diverse literacy needs, our students need us to differentiate the product, process and content of learning according to their learning style, interest and readiness. Yet, recognizing student growth and literacy needs requires more than one voice and more than one snapshot. Research has reminded us of the value of continued assessment and of students as partners in their own assessment. This heightened metacognition leads to increased engagement across content areas and remains a key characteristic of life-long learning. Motivation to learn increases when students are asked to critically analyze their own learning. And, if continued assessment informs instruction, students and teachers benefit from student feedback about what a student does and does not understand.

In this strategy guide, you will learn how to organize students and classroom topics to encourage a high degree of classroom participation and assist students in developing a conceptual understanding of a topic through the use of the Think-Pair-Share technique.

The Think-Pair-Share strategy is designed to differentiate instruction by providing students time and structure for thinking on a given topic, enabling them to formulate individual ideas and share these ideas with a peer. This learning strategy promotes classroom participation by encouraging a high degree of pupil response, rather than using a basic recitation method in which a teacher poses a question and one student offers a response. Additionally, this strategy provides an opportunity for all students to share their thinking with at least one other student which, in turn, increases their sense of involvement in classroom learning. Think-Pair-Share can also be used as in information assessment tool; as students discuss their ideas, the teacher can circulate and listen to the conversations taking place and respond accordingly.

In this strategy guide, you’ll learn how to use kidwatching to track and support student learning. Teachers observe and take notes on students’ understanding of skills and concepts and then use the observations to determine effective strategies for future instruction.

Yetta Goodman popularized the term kidwatching, the practice of “watching kids with a knowledgeable head” (9). In kidwatching, teachers observe students’ activities, noticing how they learn and what they do to explore their ideas. Teachers then examine anecdotal notes and other evidence to see how and when students engage in learning. After this review, teachers use their observations to differentiate activities to meet the needs of individual students. The strategy is based on “a seek-to-understand stance by attempting to look at life, literacy, and learning through the children’s eyes” (Mills 2). By discovering how students learn, teachers are able to choose the most effective strategies for each pupil.

In this strategy, students read aloud to each other, pairing more fluent readers with less fluent readers. Likewise, this strategy can be used to pair older students with younger students to create “reading buddies.” Additionally, children who read at the same level can be paired to reread a text that they have already read, for continued understanding and fluency work. This research-based strategy can be used with any book or text in a variety of content areas, and can be implemented in a variety of ways.

In this strategy guide, you’ll learn about Partner Talk—a way to provide students with another learning opportunity to make learning their own through collaboration and discussion. Partner Talk can be used for assessing classwork, making connections to prior knowledge, discussing vocabulary, or simplifying concepts.

One of the main goals of the English Language Arts Common Core Standards is to build natural collaboration and discussion strategies within students, helping to prepare them for higher levels of education and collaboration in the workforce. In today’s classrooms, students are using complex texts and are being asked to use a variety of strategies and provide evidence-based responses. Partner Talk is a best practice that gives students an active role in their learning and scaffold the experience for students.

In this strategy guide, you will learn how to organize students and texts to allow for learning that meets the diverse needs of students but keeps student groups flexible.

The research that originally gave credibility to the jigsaw approach—creating heterogeneous groups of students, diving them into new groups to become expert on a topic, and then returning them to their home groups—touted its value as a means of creating positive interdependence in the classroom and improving students’ attitudes toward school and each other.

A Problem-solving Approach to Stress Management

What is Stress Strategies?
Stress Strategies looks at stress as a problem that can be addressed solved, or at least improved, using practical problem-solving methods.
Stress Strategies:
provides a variety of research-backed stress management strategies
shares real life stories of how people use these specific strategies to manage their stress more effectively
guides you through a few questions to help you make use of these various strategies
When finished, you’ll be able to download or print your own personalized stress management plan.

Strong Minds make for Strong Kids
Strong Minds Strong Kids, Psychology Canada is committed to promoting the mental well-being of children and youth in Canada. We are dedicated to nurturing resilience in kids with the use of psychological science so they can manage, learn, and grow from the many challenges in life.

CREATING STRONG PASSWORDS
• A strong password is an important part of keeping your information safe online
• We will cover important tips in this presentation that will help you create a strong password.
Different resources on creating strong passwords

Materials include:
Teacher guides
Student workbooks
Decodable readers
Assessment and remediation guides
Videos
Flip books
Many other supports