Teacher Page

After presenting the basic ideas of a RAFT to students as well as the sample roles, audiences, formats, topics and verbs, place students into cooperative groups and give them the following assignment. The assignment is also outlined on the student page)

Student Page

Your teacher will explain the important aspects about writing RAFTs. You should refer to the notes below in developing your own RAFTs.

This is an independent unit for the novel Ghost of Spirit Bear that students have 5 weeks to complete. They read the novel and answer questions as well as complete a minimum of 4 assignments in order to cover 4 outcomes. This unit can also be changed to incorporate a different novel.

This strategy engages readers to look for a specific point that “speaks” to them. “Golden Lines” are Powerful quotes that automatically provide interesting discussion material.
Why
Many student find it much easier to select something the author said than to come up with their own reactions. Therefore, Golden Lines are an easy and effective strategy for student to determine important ideas, make connections, and visualize during reading.

Street View Treks gives a first-person view to some of the most spectacular locations in the world, from Mount Fuji to the Grand Canyon to the Taj Mahal in India. Check out the maps, 360 panoramic images and videos.

This grade 4 government unit covers all the outcomes in power and authority. It was co- created by STF, FSIN, school board association, and Amber Thompson. This unit raises awareness in local government organizations in Saskatchewan.

Sunk! Canada's Worst Maritime Disaster
Each of the following resources is a reading response for students. There are 5 in total.

This assessment piece was from the first unit of a first time course my co-op teacher and I developed. The course teaches construction and computer assisted design through building guitars. For this project students were asked to create a guitar model based on the Fender Telecaster. It assessed skills we had been working on for about a month prior to this assessment. Their models for this particular assignment would have to be compared to exemplars and blueprints as accuracy is of extremely high importance when building a guitar. There was other projects leading up to the unit that assessed their technical as well as creative skills.
This is a 4 point rubric (unsatisfactory, emerging, proficient, and exceptional) and assess Drafting modules 27 and 28 that focus on interpreting blueprints and creating high quality models. The first of 7 C's this rubric assesses is Communication. Students are being assessed on their competency and literacy of CAD programs and how professionals would be communicating in the field. The second C this rubric covers is developing computer and digital technologies. Students, through completing this unit are using computers and digital resources to create products.

I designed this assessment piece during my internship to fit into our unit on the novel To Kill a Mockingbird by Harper Lee. This three part assignment was one that covered two outcomes; Outcome: CR 20.2, as well as Outcome: CC 20.1. Because of the combination of comprehend and respond as well as compose and create, students were able to fully explore their ideas in different mediums and situations and work towards the end goal in a new way. While reading the novel, students were continually writing down significant quotes in their Writer’s Notebooks in order to fully grasp the important parts of the novel. This was expanded upon when students would share their quotes with one another and discuss why they found them to be significant. This correlates to the competency of developing collaboration, and this collaboration was expanded upon when students were asked to talk to different individuals in their own lives to receive important life advice. This also enhanced their communication skills as students had to talk to multiple individuals for the second part of the assignment, and then interview one of the individuals in depth for the third part of the assignment. Through the process of creating their Life’s Little Instructions Book they had to be creative and expand upon their digital technologies in order to research and incorporate pearls of wisdom from other resources. The main reason for having this three-part assignment was to really get students thinking about the significance certain excerpts from the novel and how they relate to their lives today. By continuing with the assignment through different assessments (analysis, instruction book and story-telling), students become critical thinkers within the context of their own minds while also given the opportunity to really expand on an idea. Each assessment piece in this assignment combines student inquiry, collaboration and critical thinking which is an important aspect of 21st Century teaching. Overall the students really enjoyed the assignment and the products created were very well done!

Task: Your assignment is to create your own Life’s Little Instructions Book. Your booklet must contain the following:

1. Five (or more) pearls of wisdom from To Kill a Mockingbird.

2. Ten (or more) pearls of wisdom from wise people in your world. Consider asking your parents, grandparents, aunts, uncles, neighbors, teachers, coaches, etc.

3. Ten (or more) pearls of wisdom from research sources, including other novels, books, newspapers, websites, television shows, movies, song lyrics, and speeches.

4. Five (or more) pearls of your own. Consider what you have learned thus far in your life. What advice can you offer?

Reminder: Quotes can be philosophical (“Never cut what can be untied”), practical (“Always own a good dictionary”), or humorous (“Never eat yellow snow”).

Resource includes unit "This is Me". This unit includes a booklet that the students make about themselves. It covers their family, likes, wishes, future and autographs.

Grades 1, 2 and 3 inferencing text, creating questions, connecting text to self, text and world. Attached is the guide.

The Grade 1-3 PLC team has created a choice board for students learning from home in response to COVID-19. The areas addressed include Reading, Writing, Math, Get Moving, Get Creative, and a Project. The focus of this week is poetry and geometry.

The Grade 1-3 PLC team has created a choice boards for students learning from home in response to COVID-19.
The areas addressed include Reading, Writing, Math, Get Moving, Get Active, and a subject area project.

The Grade 1-3 PLC team has created a choice boards for students learning from home in response to COVID-19.
The areas addressed include Reading, Writing, Math, Get Moving, Get Active, and a subject area project.

The University of Saskatchewan offers this tremendous resource that promotes the richness and diversity of the sciences, nurture curiosity and innovation, and inspire students to consider a career in science, and support teachers to provide exciting educational experiences.

Check out the great collection of video and activity resources for teachers and parents to supplement and enhance Grade 1 science learning.

Grade One, Unit One, NumbersNo frills math units with brief K outcome review as well as daily math book.

The University of Saskatchewan offers this tremendous resource that promotes the richness and diversity of the sciences, nurture curiosity and innovation, and inspire students to consider a career in science, and support teachers to provide exciting educational experiences.

Check out the great collection of video and activity resources for teachers and parents to supplement and enhance Grade 2 science learning.

This unit of study focuses on the NEEDS and WANTS Outcome in the Grade 2 Social Studies Curriculum. This unit was developed by Melissa Pellitier during her work as an Intern at Elizabeth School in Kindersley. The curriculum is unpacked, a framework provided as well as a document that can be used in any grade 2 setting.

In partners, students researched, illustrated, and recorded a section of our classroom digital storybook about First Nations way of living. Students worked with a partner to research a topic given to them about the Plains First Nations. Various topics such as hunting techniques, transportation, homes, food, clothing, education, recreation, and religion were assigned to the partners to research. Students wrote jot notes using a graphic organizer. Once they finished their research they wrote a descriptive paragraph on their topic. Each partner was then responsible to illustrate a picture that would represent their paragraph that they wrote. Once students had typed up their good copy of their paragraphs, and finished their illustrations they spilt up their paragraph to decide who would read what part. Students rehearsed reading their paragraphs out loud to each other before they recorded their voices on the IPad. As each group was ready to record they then used the IPad to take a picture using the camera of their illustration and uploaded it into the app. Students then recorded their voices using the app.