Cognitive psychology and neuroscience have begun to dissect the neuronal mechanisms of literacy using brain-imaging techniques. During reading acquisition, our brain circuitry recycles several of its pre-existing visual and auditory areas in order to reorient them to the processing of letters and phonemes. The nature of this "neuronal recycling" process helps explain many of the children's difficulties in learning to read. Our growing understanding of the child's brain has important consequences for how education should be optimally organized.

Understanding how the brain learns to read can help us all be more effective in teaching students to read.

This is a cheat sheet on how to access CLEVER for student support teachers.

his article by Lee Wantanabe-Crockett examines a series of tips and tricks for fostering classroom discussions.

"User experience design theory (sometimes abbreviated as XD, UX, UXD or UED) focuses on the user experience of a platform. This might include accessibility, usability, enjoyment, and the overall flow of the experience. UX design focuses on both on how we use digital tools and on how we inhabit digital spaces. It focuses on systems in a way that is deeply human. What does it feel like for people? What does it look like for them? What are their processes? "

This is a fantastic article from The Global Digital Citizen Foundation by Lee Wantabe-Crockett.

How to PeBL ELA – A Scaffolded Lesson for Teachers
A "standard" lesson, based on "I Do" planning and execution, often results in the teacher identifying the outcome to be learned, selecting the resources, designing the comprehension questions and/or activity, and finally using some form of teacher-made assessment (ex. Unit Exam).

In an effort to personalize learning and encourage a "We Do" mentality, the following lesson was developed.

Note the teachers language at different times throughout the lesson. The teacher has still ensured students are utilizing grade/course appropriate content and some control over the lesson development, but has also increased student voice and choice.

"I have selected an ELA A30 text for us to view.

"Together, we will decide which outcomes we want to connect to the text and our assessment of those outcomes."

"Looking at our framework, which outcomes could we achieve..."

The Centres for Disease Control and Prevention provides the most up-to-date information about the novel Coronavirus (COVID-19).

This infographic from Homewood Health provides tips for people (including students) working from home and staying productive.

During the 2019-2020 Professional Learning Communities in Sun West, the Early Learning/Phonological Awareness PLC created this recourse to help Teachers in their ELA programming with an overview of learning to read.This continuum may also be helpful to parents, Educational Assistants, and other people in a student's educational team!Find the resource and a short webinar on how to use the resource here.

This information could also be applied to student book clubs.
A great read full of great ideas!

The following document suggests ways that students can "write more" or add more to their writing in a meaningful way by adding: descriptionproof/evidencevocabularlyvoice(s)explanationInportance/Persausion 

This short video from CBC talks about how to talk about Indigenous people in Canada.

This article shared by the University of Calgary contains age-appropriate ideas for talking with kids about COVID-19.
Researchers from UCalgary's Department of Psychology answer common questions from parents on talking to children about this timely topic. Some questions addressed include:
Will talking about COVID-19 increase my child's anxiety?
What is an age apporpiate age to talk to my kids about COVID-19?
Should I tell them what the symptoms are?
Are there any tips/tricks to promote handwashing?
Any recommendations for activities to do if we have to self-isolate?

7 Short videos from Clever Academy will walk you through what you need to know to get started with Clever (about 16 minutes total).

A step-by-step tutorial on how to use new Breakout Rooms in Microsoft Teams meetings. Use Teams Breakout Rooms to partition and organize your meetings more effectively. Learn how to create, rename, join, start and close Breakout Rooms in Teams plus lots more. I show the Microsoft Teams Breakout Rooms experience from both the organizer side and the attendee perspective.

The following are the outcomes each grade will work on in Saskatchewan. The outcomes are written in student and parent friendly language using "I Can" statements.
You will find all the outcomes organized by grade and subject for the full year.

"Le monde est petit propose des capsules d’information adaptées pour les 8-10 ans. Des notions d’actualité sont expliqeées avec doigté et clarté pour aider les petits citoyens à mieux comprendre le monde. Le but : faire grandir le sentiment de compétence des enfants." - pour ceux de 8 à 15 ans

An excellent collection of FNME Resources from Alberta Education.
This includes:
*Online print resources
*Curriculum resources
*Professional learning resources
*First steps for professional development