Phonological awareness skills are important in order to develop good reading and spelling skills. Having good phonological awareness skills means that a child is able to manipulate sounds and words, or “play” with sounds and words. For example, you might ask your child to break the word “cat” into individual sounds: “c-a-t.” Important: These skills deal with SOUNDS not letters. For example, /t/ represents the sound and not the letter name “tee.” You will not use any written or visual letters when working with phonological activities. These activities are done with listening and speaking only. Learning the letter names and their corresponding sounds is also very important but should be taught and practiced at a different time of the day. This resource will have a weekly activity for your to work on with your child/student(s). It will include a handout with information and guidance, as well as a video to help support you and the learner. CLICK THE WORDS "INFORMATION FOR PARENTS AND TEACHERS" TO GET STARTED (do not click on view description).

Interactions and Interdependence of Individuals
IN1.1 Describe the diversity of traditions, celebrations, or stories of individuals in the classroom and school.
- this grade 1 "I Can" observation checklist allows assessment of the indicators for this outcome.
- shared by Crystal Johnson, Davidson School, 2014

This year I had a goal to try and do more collaborative projects. I decided to choose an Art/ELA based project for the 21 CC artifact. The students wrote and produced a stop motion film in small groups. They used LEGO blocks, used still cameras and software to edit the project. Students chose the soundtrack and special effects.

My 21st century goal for this year was to find creative ways to integrate higher order thinking, encourage student collaboration of different levels and abilities, and develop higher order thinking in the classroom. One of the ways that I achieved this goal was with a collaborative Book Trailer project at the end of our ELA and Social studies unit on Deborah Ellis’ Breadwinner. Students were assigned to use the content of the novel and their acquired knowledge on life in Afghanistan to create an engaging and suspenseful book trailer. Students worked in partners for this project, and collaboratively planned and created a book trailer using a new movie program, One True Media.

Novel Study on The Breadwinner in ELA, cross-curricular with Social Studies - Using De Bono’s Six Thinking Hats to analyze a section from The Breadwinner and their own views of the world.

“When will we ever use this in the real world?”
Real world math examples and solutions from the University of Waterloo.

The class will use the book Dance on the Move: An Active Living Alphabet to explore and teach each other about creative dance. Together as a class, we will go through the activities in the active living alphabet to give students an overview of what is available to them (ex. “F: Floor patterns can be circular, curved, straight, or zigzag.”). Once we have gone through the alphabet together as a class, students will split up into partners

As I am far from an expert in track and field, I decided to use collaborative learning in my Phys Ed class to help students explore and apply correct techniques for various track and field events.  To do this, I used QR codes.  In preparation for this, I perused through YouTube to locate videos that were fairly short (under 5 minutes) and age appropriate so the students could easily understand and follow the video.  Once I found these videos, I used Google URL shortener extension on Chrome to create a unique QR code for each of the videos.  I found and created a video for javelin, sprinting, long jump, triple jump, discus, shot put, and high jump.  Our tablets at school have a QR scanner app and I also downloaded and installed a free app called Coach’s Eye which allows slo-motion video capture and playback.  My plan was for students to get in groups, scan a QR code, watch the video, and then practice the skill using Coach’s Eye as a learning tool.

Grade 9 Suicide Awareness Video AssignmentTask: To create an awareness video that is appropriate for Grades 6-12, that outlines the warning signs of suicide and the factors that increase the risk for suicide. The video can be done as skit that you video, a video presentation on Adobe Premiere (or another similar program, just check before you go ahead and start)

In Food Studies 7 and 8 students already have the basic background so I really like Food Studies 9 to be all about creating – providing them with the end result and having them think through the process to create that desired result.  So long as they are able to explain their process and meet the criteria there are few limitations put on them.  Here are a few sample lessons I have used that have been very successful.

DIY Video~ How to wire your home?After spending time learning about the various ways to wire outlets ( two way and three way) and light switches, the students had to create an imovie that was designed as a Do It Yourself video that specifically explains the various components and steps to wire light switches and outlets in a home.

Tipis were the original homes of the Indigenous peoples of Saskatchewan. Join Theresa, our First Nations Program Specialist, as she tours the tipis in the First Nations Gallery. Learn how this versatile, portable structure was made by the women for their families. Tipis remain an important part of life for the Indigenous People of the Plains, with families putting up their canvas tipis for summer use in their backyards or at pow wows. (Length: 5:37)

Long métrage documentaire sur Grace, Milly et Lucy, d’anciennes enfants soldats qui ont été enlevées et embrigadées de force par des troupes rebelles ougandaises. Aujourd’hui, ces trois jeunes femmes qui ont connu l’horreur doivent réapprendre à vivre et à réinventer l’avenir. Sensible à leur destin, la documentariste Raymonde Provencher explore une réalité méconnue de l’actualité internationale.

Powerpoint reviews career planning theories, high school credit requirements and pathway planning. Handout with QR codes to relevant career planning resources and credit checklist. We have used this for parent nights and have modified for course selections specific to each school. 

This comprehensive resource from Saskatchewan Rivers Public School Division includes units of study plus curricular and assessment resources for Grade 10 Arts Education, ELA, Physical Education and Wellness, Practical and Applied Arts, Mathematics, Sciences and Social Studies. Look for rubrics, unit plans, sample year plans (and templates), Treaty Education outcomes and indicators as well lots of other teacher resources. Some of the information is not available as a login is required.

In Module 10.1, students engage with literature and nonfiction texts and explore how complex characters develop through their interactions with each other, and how these interactions develop central ideas such as parental and communal expectations, self-perception and performance, and competition and learning from mistakes.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In this module, students read, discuss, and analyze poems and informational texts focusing on how authors use rhetoric and word choice to develop ideas or claims about human rights. Students will also explore how the nonfiction authors develop arguments with claims, evidence, and reasoning. The texts in this module offer rich opportunities to analyze authorial engagement with the struggle for human rights and to consider how an author’s rhetorical choices advance purpose.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In Module 10.3, students engage in an inquiry-based, iterative process for research. Building on work with evidence-based analysis in Modules 10.1 and 10.2, students explore topics that have multiple positions and perspectives by gathering and analyzing research based on vetted sources to establish a position of their own. Students first generate a written evidence-based perspective, which will serve as the early foundation of what will ultimately become a written research-based argument paper that synthesizes and articulates several claims with valid reasoning and relevant and sufficient evidence. Students read and analyze sources to surface potential problem-based questions for research, and develop and strengthen their writing by revising and editing.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In this module, students read, discuss, and analyze nonfiction and dramatic texts, focusing on how the authors convey and develop central ideas concerning imbalance, disorder, tragedy, mortality, and fate.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .