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.

Now it is your turn to analyze a poem. The purpose of this assignment is to connect poetry (the written) with photos (the visual). Each student will select one poem from the list and create a power point presentation (or some similar format; prezi etc.) using various photos to highlight the theme(s), content, and context of the poem. Each student will be required to present his/her ideas to the class.

A complete outline, reading comprehension strategies rubric and bibliography for ELA A30. As well, student rubrics for A30.1-A30.3 and a context grid are included.

This lesson is applicable after reading Chapter 2 of the novel "Of Mice and Men" by John Steinbeck. Upon completion of reading Chapter 2, have students close their eyes as the teacher reads aloud the first paragraph. Encourage the students to note all of the specific details that the author inserts into the paragraph and visualize the setting of the novel.

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.

Choose a novel from my list, or pick a novel of your choice- subject to my approval. NOTE you may NOT use a novel you read in a previous course. 

A complete course outline, containing: themes, questions for deeper understanding, 'must do' lists, outcomes and I Can Statements.

The goal of Genius Hour was to get students more engaged in the learning process and to help instill the idea of lifelong learning. Students were asked to brainstorm what their passion was. Students then had to develop an inquiry question related to their passion. Then they had to decide how they would like to show what they learned. Then, students spent time researching about their projects. They were given one hour each Friday to work on their projects. It was an exciting project that students looked forward to working on each week! Because these projects were quite large, they did not all finish at the same time. As students complete their projects, they were able to present what they did to the class.

This rubric was created for the final project for an ELA Indigenous and Norse Narratives UBD unit plan. Throughout the unit, the grade nine students read legends to the grade three students (the benefits of being in a K-12 school). As we read through narratives and legends in the class, students began to discover ideas for their own personal narrative or legend. I asked the students to make the legend for a grade two or three reading level. I asked them to do this because we planned on reading the stories to the grade three students. The grade three students were also incorporated in drawing the pictures for the story. This developed the students’ collaboration skills because they needed to be aware of the grade three student’s thoughts and how they learn. This assignment also asked the students to develop their communication skills with the grade three students, as they would need to describe their idea for pictures to the grade three students. Throughout the unit, the students developed their own character because they had to be more aware of their actions and language around grade three students. I believe it helped student’s realize there are younger students within the school who look up to them, even if they are unaware of it.

The following is a list of assignments that deal with either family, friendship or love.

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.

I have been doing expert writing with the older students for a few years now as an independent English Language Arts project while I am working with the younger students. However, I have been disappointed with the variety and creativity in presentations. I give them a list of possible formats and they choose the topic they are interested in researching and how they want to present what they have learned. Only 1 or 2 have been brave enough to deviate from the traditional written report, or poster. My plan was to do a variety of creativity projects from the Destination Imagination series to foster creativity and get them in the right frame of mind before doing their projects. I insisted that they had to choose a format other than a written report, or poster.

Goal: To learn language connected to love, relationships and self

You and your team are a group of scientists hired by the Government of Saskatchewan. Your team is made up of specialists hired by the Government of Saskatchewan to review a new feedlot proposed  to be opened in 3 years’ time. 

Feedback focuses on characteristics of the work the student has done or on characteristics of the process used. It points out what the student has done well (success feedback) and gives specific information to guide improvement (intervention feedback).

1. Assessment serves different purposes at different times: it may be used to find out what students already know and can do; it may be used to help students improve their learning; or it may be used to let students, and their parents, know how much they have learned within a prescribed period of time.
2. Assessment must be planned and purposeful. Planning must ensure that assessment is aligned with curriculum, instruction, grading, and reporting.
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