Grade One Class

This exit tickets / assessments and conferences ask the students to 1. identify uses of energy in people, objects and other living things and to define energy. 2. summarize results from a plant experiment in which one plant was kept in the dark and the other in the dark 3.identify the sun's uses and importance in the energy chain 4. demonstrate an understanding of being responsible with energy, by choosing which of 2 pictures shows more responsibility and then asks the student to think of othe

A package that contains individual tasks for the following curriculum: -food as energy for people ...which comes from plants and animals that get energy from the sun (energy chains) -plant experiment in which students predict what will happen to a plant in the sun and in the absence of the sun and then record what they observed (to explore sun as energy that makes plants grow) -the sun as the principal source of energy -humans get energy from the world around them

I have included a collection of tasks that can be used as Assessments/Exit Tickets, small group investigations, homework to support in-class work, independent/paired tasks while investigating the various concepts, conference questions. I have also included a rubric that can be used to send home, outlining the level of understanding and ability to apply information. Many of the Ontario Curriculum expectations are covered, including: *identifying materials and fasteners used to make things as we

This organizer has 3 boxes for the students to draw the beginning middle and end of a story before writing about the characters, setting, beginning, middle and end. There are 3 different organizers for differentiation, one has sentence starters, one has large boxes for drawing and one just allows for writing.

After modelling personal narrative planning and writing, help students plan their writing and write their personal narrative with the organizers provided. You can gradually release the task with the organizers and /or differentiate for those who still need the structure at the end of the unit. Part way through, you can inform parents of what requires further practice, with the checklist/feedback list, before marking with the final rubric.

There is a graphic organizer and rubric for procedural writing (Categories : Knowledge, Thinking and Planning and Communication) . The leveled rubric boxes are large enough that you can include some feedback. Example of some of the criteria included in the rubrics: Knowledge/Communication ____there is a “How To” title ____lists materials ____text is sequenced ____there are sequencing words/numbers ____each step starts on its own line ____each step starts with an action word ____instructions a

This rubric allows lets parents know if their child is meeting expectations or some/not. It does not include grades. It takes more of a feedback approach to grading/evaluation.