English Language Arts 1 (including Draft Reading Scope and Sequence – 2025)
CC1.1
Compose and create a range of visual, multimedia, oral, and written texts that explore and present thoughts on:
- identity (e.g., Feelings)
- community (e.g., Neighbourhood)
- social responsibility (e.g., Plants and Trees).
Indicators for this outcome
| (a) |
Use words, symbols, and other forms, including appropriate technology, to express understanding of topics, themes, and issues related to identity, community, and social responsibility. |
| (b) |
Dictate to another person and compose stories that tell personal feelings, ideas, experiences, opinions, observations, and reactions. |
| (c) |
Create stories, explanations, poems, and dramatizations using known patterns and later developing own patterns. |
| (d) |
Create stories and short informational texts of several sentences to communicate ideas and information about self, others, and the natural and constructed environments. |
| (e) |
Use inquiry to explore a question or topic of interest related to the themes and topics being studied:
|
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R007671
Concentus Citizenship Education Resources. Grade 1: The Intentional & Explicit Teaching of Essential Citizenship Competencies
Students will examine actions and practices that contribute to peace and order. They will learn about the rules that bring order to society and the governance structures that create those rules. Students will discover how rules are made and the processes for changing rules. Students examine the various levels of government to understand the responsibilities of different governments and understand the decision making process. Students will continue to learn about respect for themselves, others and their environment.
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Media and Formats :
Book
Document
Price :
Free
Record posted/updated:
June 3, 2020
R054801
Hi! Fly Guy
When Buzz enters Fly Guy in The Amazing Pet Show, the judges aren't impressed. Flies are pests and can't be pets, but Fly Guy is determined to amaze everyone with his tricks. After all, how many pets can say their master's name and know their own jar? Fly Guy wins the Smartest Pet Award, and a beautiful friendship between Buzz and Fly Guy begins.
This video's controlled vocabulary, simple sentence structures, and chapter segments make it an ideal choice for emergent readers. Youngsters will be drawn to the cartoon-like animations and quirky story, which offers possibilities for sequencing, predicting, and character analysis. Thematically, this tale could be used for discussions about exotic pets, unusual friendships, families, and overcoming obstacles. From a science perspective, opportunities abound for the study of flies and other insects, particularly those considered pests. Buzz, who is outfitted with a butterfly net, hard hat, and insect jar, will introduce students to the naturalist's world.
This video's controlled vocabulary, simple sentence structures, and chapter segments make it an ideal choice for emergent readers. Youngsters will be drawn to the cartoon-like animations and quirky story, which offers possibilities for sequencing, predicting, and character analysis. Thematically, this tale could be used for discussions about exotic pets, unusual friendships, families, and overcoming obstacles. From a science perspective, opportunities abound for the study of flies and other insects, particularly those considered pests. Buzz, who is outfitted with a butterfly net, hard hat, and insect jar, will introduce students to the naturalist's world.
(More information)
Media and Formats :
CD/DVD
Price :
$95.00
Record posted/updated:
July 8, 2024
R053615
Deepening the Discussion: Gender and Sexual Diversity
This document will assist individuals and communities to engage in meaningful discussions and actions to respond to the experiences, perspectives and needs of students and families who are gender and/or sexually diverse (GSD). It will: assist school divisions, central office personnel, administrators, educators, First Nations and Métis organizations and community partners to develop a deeper understanding of gender and sexual diversity; assist in understanding the unique educational, health and safety needs of staff, students and their families who self-identify as gender and/or sexually diverse; provide practical strategies, suggestions and frequently asked questions to support schools and communities as they work with students to anticipate and overcome challenges related to transphobia, homophobia and heterosexism; acknowledge the shared responsibility of ensuring that all students who identify as gender and/or sexually diverse have the same opportunities for safety, socialization and success in schools; assist educators in planning curricular-based instruction and assessment to meet the unique needs of gender and/or sexually diverse students; and assist school divisions and First Nations and Métis organizations to fulfill their ethical and professional responsibilities to provide safe, equitable and inclusive learning environments for all students regardless of their actual or perceived differences.
(More information)
Links :
Download
Media and Formats :
Document
Price :
Free
Record posted/updated:
February 13, 2019