Ce tableau a pour but principal de faire l’exploration des règles de dominances orthographiques les plus fréquentes en lien avec le cadre orthographique. Ces dominances servent au professionnel afin d’élargir sa connaissance du cadre orthographique et planifier l’enseignement explicite.
Oral language is the cornerstone of literacy, and this reader-friendly book provides a tool – the « Strive-For-Five » framework – to help educators extend conversations with students to help support speaking, vocabulary, reasoning and other skills. Chapters include « Creating Classroom Routines for Strive-for-Five Conversations », « Choosing Books That Spark Rich Conversations » and « Talking Is Teaching: Strive-For-Five Conversations…
In this book, Heidi Mesmer shares research-backed strategies to support teachers as they move students beyond basic phonics and decoding short words. It’s easy to follow with lots of graphics, sidebars, resources accessible by QR code and appendices. Part I of the book breaks down the foundations of teaching big words with “What You Need…
This Google Sheets document is designed to support K-2 educators in analyzing their Acadience reading data. It features a dedicated sheet for each grade level at each time window, allowing educators to input raw scores. The document automatically compares raw scores to benchmark scores, colour codes data, and calculates composite scores efficiently. This allows for…
Cet article fait état de l’importance de l’enseignement du vocabulaire et des stratégies de lecture pour développer la compréhension en lecture des élèves.
Curious about the best way to teach students to read multisyllabic words? Check out this explainer from two researchers who study multisyllabic word reading.
Hear the story of dedicated educators working together to put in place a full MTSS framework (Tiers 1-3) to support ALL students. This webinar focuses on a partnership between Mount St. Joseph University and a local school; the main investigator and school administration share their journey.
In the « Teaching TV: Learning with Television » lesson from Elizabeth Verrall’s five-part unit for elementary classrooms, students are introduced to television as an informative source and its presentation from specific perspectives. The lesson aims to cultivate students’ ability to derive information from media, identify and use information from various sources, including television, recognize informative TV…
The « Teaching TV: Television Techniques » lesson, a component of Elizabeth Verrall’s comprehensive five-part unit for elementary education, offers educators valuable insights for incorporating TV education in classrooms. By guiding students in creating their own media productions, the lesson imparts a practical understanding of how technology and film techniques are harnessed in television to convey meaning…
The « Teaching TV: Film Production: Who Does What? » lesson, a component of Elizabeth Verrall’s five-part unit for elementary classrooms, offers educators a valuable framework for teaching TV. This lesson engages students in exploring the world of television and film production, fostering an understanding of the equipment used and the roles undertaken by various production team…
The « Teaching TV: Television as a Story Teller » lesson, within Elizabeth Verrall’s comprehensive five-part unit, equips teachers with creative strategies for TV education in elementary classrooms. This lesson guides students in exploring television’s role as a narrative medium. Key learning outcomes encompass understanding how media products convey stories, recognizing elements like characters, mood, setting, and…
This video brought to you by Stephanie Stollar will clear up any confusion about universal screening and diagnostic assessment. Not only will you understand the differences, but you will also learn how the two work together to help guide instructional decisions in reading.
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Le financement de ces ressources est assuré par le ministère de l'Éducation. Veuillez noter que les opinions exprimées dans ces ressources sont celles d'ONlit et ne reflètent pas nécessairement celles du ministère de l'Éducation.
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