These second grade reading comprehension activities will help your students build the skills they need to become better readers and have fun in the process.
Activities include:
- Comprehension Cootie Catcher
- Retelling Glove
- Wanted Poster
- Story Cheeseburger
- Roll and Chat Dice Game
- Story Ball
- Follow the Yellow Brick Road
- Make a Shutter Book

Please note:
*You will need to be logged into your blackboard account to access these resources
*Click the green button on the left to enrol to gain access
*Contact network services if you require support at stans@gov.sk.ca or 1-866-933-8333

The Secondary PAA Implementation Support organization houses a variety of materials to support the implementation of several PAA curricula. As members of implementation working teams, teachers developed, adapted or identified resources/materials for:

Accounting 10, 20, 30;
Career and Work Exploration 10, 20, A30, B30;
Financial Literacy 20, 30;
Information Processing 10, 20, 30; and,
Robotics and Automation 10, 20, 30.
Disclaimer: These resources have not undergone a formal evaluation. Due to copyright permissions, full access to this space is limited to educators in Saskatchewan.

Educators can self-enrol in the organization after logging into Blackboard. Please note that any teacher in Saskatchewan has access to these resources.

Welcome to Secondary Science Implementation Support. This site from the Ministry of Education in SK has a huge collection of excellent supports for High School Science.

There are currently over 500 supports available.

Select "Support Materials" from the menu on the left.

This site houses materials developed to support teachers' implementation of secondary science courses. The Support Materials section contains materials that have been developed and refined by each of the course-specific Secondary Implementation Support teams. Teachers are free to use these materials as they wish.
Any teacher may post questions in the Discussion Board and/or share their materials. Note that copyright must be respected in all cases.

Support materials for Science 10, Health Science 20, Environmental Science 20, Physical Science 20, Chemistry 30, Physics 30, Biology 30, Earth Science 30, Computer Science 20 and Computer Science 30 have been posted.

You must be logged into Blackboard to see the supports.

This resource can help you access Blackboard as a SK Teacher if you are having difficulty: https://s3.amazonaws.com/sws.oercommons.org/media/editor/30/Accessing_Blackboard.pdf (Copy and paste this url into a browser).

Please note: You will need to click "Open this in a new window" to view the resource when the message appears.

Outcomes
CR A30.1 Read, comprehend, and respond to a variety of grade appropriate Saskatchewan texts that address identity, social responsibility, and social action.
CR A30.3 Listen to, comprehend, and develop coherent and plausible interpretations of grade appropriate literary texts created by Saskatchewan speakers and authors.
CC A30.1 Create a range of visual, multimedia, oral, and written texts that explore identity, social responsibility, and social action.
CC A30.3 Present and express a range of ideas through the use of discussions and collaborative work.
AR A30.1 Assess own work for precision, clarity, and artistry.

*register for live pd sessions
*find recorded sessions by grade to watch on demand

SeeSaw is an app that allows students to have a blog within our classroom. We use it as a communication tool for parents and online portfolio in Kindergarten. I created learning folders to be used for assessing learning outcomes. In Grade One students use their ipads to take pictures of their school work. They decide what items they want to be posted on their blog. They also practice writing on the note pad and drawing through the drawing portion of the app. I also document grade one learning on SeeSaw.

Seek by iNaturalist is an iOS/Android app that helps its users identify plants, animals, and fungi in their local area. Kids can see what species have been previously observed nearby, and can also photograph specimens themselves, either directly in the app or by pulling in photos from their device's photo roll. The app will then use its image recognition technology, based on the iNaturalist library of images, to match the observed plant, animal, or fungi to a database. If there's a match, a kid's find is placed in his or her collection, but it must be an exact match; when the app can't narrow it down to an exact species, it isn't added. As kids collect more and more species, they earn badges inside the app.

Once kids have made a match, or if they're perusing the lists of species that have been previously observed near them, the app shows facts about the species, including how many have been observed, the best time of year to spot the species, a map of where it has been seen, the scientific name, other photos of it, and a general description. Also, kids' own photographed sightings end up in the collection of local images, but it all remains anonymous. There's no registration required (or even available), and no user data is collected.

The document below is quick access to important PD links that will support you with your use of Seesaw as an assessment tool. 

"Learn the ins and outs of Seesaw in just 5 steps.
Join us live, watch a recording, or work through slides at your own pace."

This is a self-assessment tool that is designed for administrators to use to reflect on their schools’ success in supporting smooth transitions for students. We know that schools are generally welcoming to students who arrive in September or at other expected transition times, but sometimes in the hectic world of schools the important work to welcome, orient and support new students is overlooked. Many students who transfer at unexpected times are in challenging circumstances and need transition support. I encourage you to support your school administrators in establishing strong communication and relationship protocols that support smooth student transitions. See the preamble and the rubric itself for further details.

The following are self checklists for students to evaluate themselves on learning behaviors and listening.

"The BEST Self-Direction Toolkit is a collection of resources for teachers to use in the classroom for instruction and assessment that focuses on self-direction. The toolkit includes the self-direction rubric, self-direction activities and targeted resources for teachers. All tools are designed by teachers and tested in the classroom."

The kit includes activities, self reflections/assessments, rubrics and more!

Low self-esteem is having a generally negative overall opinion of oneself, judging or evaluating oneself negatively, and placing a general negative value on oneself as a person. People with low self-esteem usually have deep-seated, basic, negative beliefs about themselves and the kind of person they are. These beliefs are often taken as facts or truths about their identity, rather than being recognised as opinions they hold about themselves. It is important to know that low self-esteem is a common problem for many people in our society – so you are not alone. Low self-esteem can occur as part of a current problem (such as depression), or as a result of other problems (such as chronic illness, relationship problems) or it can be a problem in itself. Either way, the good news is that you can take steps towards developing more healthy self-esteem.

**Website includes worksheets, workbooks and information sheet on self-esteem.

As part of a collaboration between McGill University and the University of Guelph, we are an international outreach organization providing current information and helpful resources about self-injury to individuals who self-injure, those who have recovered, as well as their caregivers and families, friends, teachers and the health professionals who work with them.

This activity makes students aware of how well they are self-managing or regulating.
It ASKS : "Today when you are working, there will be a clock or timer on the SMARTBoard. At random intervals, you will hear a beep or a bell. When you hear the sound, reflect on your behaviour. Are you self-managing?"
Students complete the chart attached to measure their growth and ability to self-manage or regulate.

A self reflection on working memory, time managment, planning & organization, flexible thinking, and self monitoring. 

This set of lessons, ranging from 20-40 minutes, was developed to support the teaching of selfregulation in middle and high schools.
The nine lessons are designed to be modified by teachers to be relevant and appropriate to school
context and student needs. For example, example scenarios, cases, and quotes can be exchanged for
teacher-developed examples.
The lessons can be taught school-wide to all middle and high school students via an advisory or zero
hour course, or within specific course content.

The semitruck and trailer is what I would call a simple project. This is a project that student
could make in their 1st year of IA in grade 7 or 8, (I have had grade 12 students make the truck
and A or B-train.) When the students are making their project they are demonstrating to me that they have understood and follow the safety for each of the machines available using. In Mr.
Kurulak’s class you must watch the safety presentation/demo for each machine, and then write a safety exam for that machine earning at least an 80% on the 1st try, if the student does not pass it on the 1st try they must get 100% correct on any rewrites, whatever Mark they get on their 1st exam is what I count towards their report card marks, as I’m assuming at that point I am expecting you know that information.