This nonfiction piece tells about Barbara del Colorado, a village in Costa Rica. People needed a way to make money; a scientist suggested that they grow butterflies. The town now sells 250 pupae a month, making enough money to buy what they need.

This resource was created to support high quality writing instruction and assessment practices in grade 1.

ŕHottest, Coldest, Highest, DeepestĚŇ takes the reader on a journey around the world to various continents found on Earth that contain unique natural features.

ŕHow Animals TalkĚŇ is an informational, nonfiction selection describing how various animals communicate or send messages. Animals communicate with each other to warn of danger, to share feelings, to attract a mate, and even prove dominance.

Final projects can help students summarize and review content from the entire semester. Plus, they can create fantastic products with what they've learned!

Projects let students take what they’ve learned, put it all together and show off a little of their own creativity and personality.

Options include:
1. Create a website
2. Create a screencast video
3. Make a single multimedia webpage
4. Connect with a cause
5. Create an infographic
6. Create a series of podcasts
7. Do a genius hour-style project
8. Create an annotated collection
9. Tell it as a story
10. Make an explainer video

To fully explore theme, students must understand what they read and then extract ideas from the text. Here are 11 tips to help your students understand theme as they read.

This text explains the nuts and bolts of how different types of coins, bills, and checks; how they are connected; and how your dollars can earn money through the bank.

This is a cross-curricular unit using the poem "If You're Not from the Prairie".
It includes Grade 4 outcomes for ELA, Arts Ed and Social Studies.
Created by Danielle Jamieson

Illuminations works to serve you by increasing access to quality standards-based resources for teaching and learning mathematics, including interactive tools for students and instructional support for teachers.

The website includes:
- Lesson plans
- Online math strategy games against a computer or other players across the world
- Activities
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My action plan is currently focusing on including questions for deeper understanding (Blooms Taxonomy) in both Science and ELA 8. I wanted to also focus on using the 6 Thinking Hats of Debono alongside Blooms Taxonomy question in ELA to guide but not direct discussion on specific topics (Black Negative, Yellow Positive, Blue control, etc.) as well as integrating basic technology into PE games (Heart rate monitors, mileage/stepper counters during activity to measure distance covered, etc.) with a focus on eventually using more in depth tech in PE (QR codes, etc.)

• View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Exploring Loyalty, Love, and Relationships), social responsibility (e.g., Equal Opportunity), and efficacy (e.g., Surviving and Conquering).
• View, listen to, read, and respond to a variety of visual, oral, print and multimedia (including digital) texts that address the grade-level themes and issues related to identity, social responsibility, and efficacy including those that reflect diverse personal identities, worldviews, and backgrounds (e.g., appearance, culture, socio-economic status, ability, age, gender, sexual orientation, language, career pathway).
• The students will be reading and responding to the novel The Loki Wolf, which focuses on social responsibility and efficacy. The Loki Wolf reflects worldviews, cultures, and focuses on surviving and conquering. The students will be able to learn about various worldviews and cultures through Norse Narratives.

Put the word inferring on the board, have they ever heard of it? Explain it is something we do
all the time, it just has a special name. – figuring out what something is when it isn’t totally
explained in the story
- Using clues to make good guesses
How do we do this? - look at the pictures, what do you see
- How do the characters act
- What do the characters say
- What other information can you get from the text
Have students practice with facial expressions – what does the audience infer? What evidence
leads them to this?

Students will create an infographic to share knowledge and data about an issue or science topic they are studying.

Identity is a major focus of the grade 6 curriculum both in ELA and in Arts Ed. therefore I wanted to create a project that could be incorporated into both subjects.

Project: The students were given the task to create an infographic that would represent themselves – a bio that includes their personal values and opinions. I invited Arlene Low into the class to introduce the project and explain what infographics are.

The Ministry of Education’s Student Achievement and Supports branch has developed Instructional Supports for Diverse Writers to support the ESSP’s At Grade Level in Reading, Writing and Math priority. The document focuses on instructional considerations, practices and strategies for students to develop and improve their writing skills. The intended audience for the document is the middle level (grades 4-9) classroom teacher.

A Multi-Tiered Systems of Support is the delivery system for evidence-based instruction. Use these pre-created slides (with speaker notes) to support professional learning in your board or school. The presentation outlines key elements of MTSS.

Note that this resource is a Google Drive folder set to “view only.” To adapt the slides to meet your own students’ needs, please make a copy to your own Google Drive so you can modify (File > Make a copy > Entire presentation).

This realistic fictional story is about Steven and his Aunt Carolyn. The two have always shared a special bond; each time Aunt Carolyn takes a trip, she sends a special postcard to Steven. Now, Aunt Carolyn is coming for the family block party and Steven wants to find a special gift for her.

This Informational text focuses on the migration habits of the grasshopper/locust and the gray whale.