The following resources/rubrics are included for Grade 6 ELA:
-Writing Strategies Checklist
- Teacher-Guided Inquiry Report
-Comprehending and Responding Component
- Writing Component

The following resources are included:
- Rubric for oral reading fluency
- Sample course outlines
- Rubric for communications
- I Can statements

These 4 point rubric exemplars were developed to provide a consistent and common resource that aligns with the Saskatchewan curriculum and provide opportunities for transfer of responsibility between educator and student. These rubrics are designed to be edited by educator and student.

The following is a rubric on Descriptive Paragraphs.
The following is a rubric for Representation.
The following is outcome CC7.2- Create and present a teacher-guided inquiry project related to a topic, theme, or issue studied in English language arts.
The following is a Writing Outcome Checklist & Strategies for grade 7 ELA.

These 4 point rubric exemplars were developed to provide a consistent and common resource that aligns with the Saskatchewan curriculum and provide opportunities for transfer of responsibility between educator and student. These rubrics are designed to be edited by educator and student.

Included are resources for writing checklists for strategies and qualities and rubrics for grade 8 ELA.

These 4 point rubrics were developed to provide a consistent and common resource that aligns with the Saskatchewan curriculum and provide opportunities for transfer of responsibility between educator and student. These rubrics are designed to be edited by educator and student.

ELA 9 A & B Rubric Exemplars can be used as is or adjusted to the classroom or individual student.

The following resources are included:
- Criteria for a good poster
- Criteria for a good brochure
- Criteria for a good poem
- Criteria for a good personal narrative
- "I Can" statements
- Overview of writing components
- Writing qualities checklist
- Writing strategies checklist

These 4 point rubric exemplars were developed to provide a consistent and common resource that aligns with the Saskatchewan curriculum and provide opportunities for transfer of responsibility between educator and student. These rubrics are designed to be edited by educator and student.

Your blog project is intended to serve several purposes and fill many objectives:
Purposes:
-To express your response to the sub-units and literature
-To relate the unit and literature topics to literature / movies / music that suits your own personality and tastes
-To share these with an audience – your peers
-To compose writing in an authentic setting
-To develop a voice in your writing
-To link to websites and sources with related materials
Objectivess
-Revise and polish compositions
-Share and present compositions
-Write engaging introductions
-Develop ideas, rather than just restate them.
-Demonstrate coherence and smooth writing using transitions
-Organize ideas in multi-paragraph compositions
-Compose suitable endings
-Analyze and evaluate each other’s writing
-Write for variety of purposes:
-Reflect, clarify, explore ideas
-Express understanding
-Express self
-Create and entertain

The following rubric covers Comprehend and Respond- Organization and Technique.
The following rubric covers evaluation and goal setting.
The following rubric covers criteria necessary for a multi-media presentation.
The following rubric covers the criteria necessary for a good comic strip.
The following rubric covers criteria necessary for students to be able to present information using non-print aids, adapt production techniques and analyze and convert information to different forms.
The following rubric covers the criteria for a "Successful Talk".
The following rubric covers the criteria necessary for writing a personal narrative essay.
The following rubric covers the criteria for writing an inquiry report.
The following rubric covers the criteria for writing a historical persona essay.
The following rubric covers the criteria for writing a good review.
The following rubric covers the criteria for writing a legend.
The following rubric covers comprehension and response.
The following rubric covers the criteria for a good listener response.
The following rubric covers comprehension and response- critically responding.
The following rubric covers literature circle assessment.
The following is an Independent Novel Study outline.

These rubric exemplars were developed to provide a consistent and common resource that aligns with the Saskatchewan curriculum and provide opportunities for transfer of responsibility between educator and student. These rubrics are designed to be edited by educator and student.

This resource includes I Can statements that cover:
- View, listen, read, comprehend, and respond to a variety of grade-appropriate First Nations, Metis, Saskatchewan, and Canadian texts that address identity, social responsibility, and social action.
-View and evaluate critically information and ideas obtained from First Nations, Metis, Saskatchewan, and Canadian visual and multimedia texts, including an advertisement, news broadcast, poster, and film.
-Listen to, comprehend, and develop coherent and plausible interpretations of grade-appropriate literary and informational texts created by First Nations, Metis, Saskatchewan, and Canadian speakers and authors from various communities.
-Read, demonstrate comprehension of, and apply knowledge from grade-appropriate informational (including editorials, reviews, and articles) and literary (including fiction, script, poetry, and non-fiction) texts from First Nations, Metis, Saskatchewan, and Canadian authors as a basis for understanding self and the multiplicity of voices and perspectives that make up Canadian culture.
-Create a range of visual, multimedia, oral, and written texts that explore identity, social responsibility, and social action.
- Create and present visual and multimedia representations including using photographs to explain a range of contemporary course-related perspectives or landscapes.
- Present and express a range of ideas and information in formal (including a panel presentation and a business or community meeting) and informal (including discussions and collaborative work) situations for differing audiences and purposes.
- Create a variety of informational (including an inquiry / research paper and an editorial) and literary (including a real or invented narrative and a literary criticism essay) texts that are appropriate to a variety of audiences and purposes including informing, persuading, and entertaining.
- Assess own work for precision, clarity, and artistry.
-Reflect on personal growth and successes in language learning and consider the role and importance of language learning when developing personal goals and plans as a self-directed, curious, self-appraising, and open-minded learner.

The following is an outline for an independent novel study.
The following is a list of general writing requirements.
The following is a unit outline for Justice and Fairness as sub theme for Equity and Ethics, along with a rubric.
The following rubric covers Comprehend and Respond- Assessment Plan.
The following rubric covers Compose and Create- Knowledge and Use of Strategies (representing, speaking and writing).
The following rubric covers Comprehend and Respond- Responds with Support from Text.
The following is a list of "I Can" statements for outcomes and indicators.
The following is a rubric for oral presentations.

This activity was designed to be used in the ELA B30 Distance Learning Course on Moodle. It could easily be adapted to use within a face-to-face classroom. The ability for students to assess their own writing and reflect on their strengths and weaknesses is an important component of the ELA B30 course. Currently, the AR activities are embedded within the section work in the course but many students miss doing these reflections or don’t see the connections between assessing their responses and how this leads to better learning in the future. The new assessment and reflection package is designed to help students set goals that they wish to work towards in ELA B30 and have them measure how well they are achieving those goals.

AssThe suggested activities in this document are examples of activities/strategies/teachings that could be done, referring to outcomes with access and reflect for ELA grades 6-9.

The suggested activities in this document are examples of activities/strategies/teachings that can be done to achieve the compose and create outcome, for ELA grades 6-9.

The following are suggested activities, lessons, strategies that can be done to achieve the comprehend and respond outcomes for ELA Grades 6- 9.

The following is contexts, suggested themes and topics for middle level ELA units. (Grades 6-9)

The following is a list of unit/theme topics for ELA Grades 1-5.

The following is a list of ELA topics for Grades 10-12.

The following is language cues or conventions for ELA Grades 1-5.

The following is a list of unpacked outcomes for ELA Grades 6-9 and steps for doing so.

The following are a list of writing rubrics and writing to be taught from grades 1-12.