The purpose of the video lesson is to outline effective reading strategies that good readers use. They include: predicting, making connections, visualizing, monitoring your own comprehension, determining importance, making inferences, questioning, summarizing and synthesizing. The accompanying handout is a survey in which students reflect on their use of the reading strategies.

This handout outlines how the design elements of a poster, brochure, or advertisement help to set the mood and send a message. Design elements include: color, line, shape, type of lettering and use of space.

The purpose of the video lesson is to review drawing inferences (reading between the lines). The accompanying handout has the student read a short story. They practice looking at the story details and then drawing inferences from the evidence. The assignment can be completed with any story that requires the reader to draw inferences.

This resource offers video lessons on each of the letter sounds as outlined by the Jolly Phonics program. The video lessons cover the sound and action for each sound , as well as stories and letter formation.

Additional phonetic rules covered are: magic "e", vowels sounds of y, and the rule "when 2 vowels go walking".

This visual is an excellent reminder for grade one students of the different strategies to follow when encountering new words while reading.

Included in this resource are video lessons that are good models of ways to explore the different word families. The accompanying handouts support and provide activities/practice for each family. Although the lessons often refer to the Cornerstones primary resource, the lessons are valuable for the introduction and use of word families in grade 1 ELA.

This resource provides a step-by-step overview of the writing process.

Included:

A YouTube video that outlines the writing process
Handout: HO-4 The Writing Process Unit 1 (overview sheet)

This resource includes 5 videos for each of 5 weeks to assist students in developing writing trait skills in the following areas:
-Ideas
-Organization
-Word Choice
-Sentence Fluency
-Voice
**Please note: Conventions is embedded throughout

The resource offers video lessons on the three of the writing traits at the grade 3 level, using the resource "Write Traits Student Traitbook" Grade 3, by V. Spandel and J. Hicks.
The traits covered include:
- organization
- word choice
- sentence fluency

The resource offers video lessons on the four of the writing traits at the grade 4 level, using the resource "Write Traits Student Traitbook" Grade 4, by V. Spandel and J. Hicks. The traits covered include: - ideas - organization - sentence fluency - word choice

The resource offers multiple video lessons for each of the writing traits at the grade 5 level, using the resource "Write Traits Student Traitbook" Grade 5, by V. Spandel and J. Hicks.
The traits include:
- ideas
- organization
- voice
- word choice
- sentence fluency
- conventions and presentation are embedded throughout the unit lessons

The resource offers multiple video lessons for each of the writing traits at the grade 6 level, using the resource "Write Traits Student Traitbook" Grade 6, by V. Spandel and J. Hicks.
The traits include:
- ideas
- organization
- word choice
- sentence fluency
- voice
- conventions and presentation are embedded throughout the unit lessons

This resource includes 5 videos for each of 5 weeks to assist students in developing writing trait skills in the following areas: -Ideas -Organization -Word Choice -Sentence Fluency -Voice **Please note: Conventions is embedded throughout.

This resource examines what deeper learning can actually look like in a classroom. Helpful diagrams of what you will see in a classroom along the way are included.

INTRODUCTION
INSIDE THE CLASSROOM
• Applying Content Knowledge
• Working Collaboratively
• Communicating Clearly
• Thinking Critically 1
• Developing an Academic Mindset
• Learning Independently
GLOSSARY
ADDITIONAL RESOURCES

Bookmarks to prompt readers to use decoding when reading!
Teacher prompts for Decoding Errors (from least to greatest support)!

"This Wakelet includes prompts to support decoding that aligns with science of reading and the orthographic mapping process. Decoding bookmarks and other related resources (posters , etc..) have been created by a number of literacy experts who have generously shared them and allowed them to be offered at no cost. In addition, you will find professional learning resources related to building knowledge about the most effective ways to instruct children when they come to an unfamiliar word they must decode. This Wakelet will have ongoing updates.."

Here is an interview I did with an elementary student who used the design thinking process at home. He prototyped and developed a product to sell for "Market Day." According to his mother, they redesigned, remade, re-shopped, and then redesigned again. For the Ideate portion of the process, they used the Internet to generate ideas, and then went to buy supplies to prototype their product. I interviewed the student to get a glimpse of what he experienced during the learning process.

In this unit, students learned about the external parts of different animals that help them meet their needs and survive in their specific environment. These parts help animals see, hear, grasp objects, protect themselves, and move from place to place. Their parts also help them seek, find, and take in food, water and air. The goal of the unit was for students to design and create the “ultimate” animal that can survive in any environment. They used the design thinking process to develop a problem sentence, find a solution to the problem, and prototype their solution. The process involved students asking questions, making observations and gathering information on external animal parts. They used their findings to sketch out possible solutions to their problem sentence. Finally the students created their ultimate animal and proposed their solution to a “zookeeper.”

Special thanks to Nalisha Keshaw, Brianna Bedessem, Ara Cho, and Chris Bernhardi, and the whole 1C class for making this unit possible!

Goals:
To create performance tasks that increase student engagement
To provide an opportunity for students to show what they know
To give students choice
To encourage students to Lead their Learning