Mme G.C. -Work in Progress

Independent Consultant sharing my learning with others. Please scroll way down to follow me!!


January 2016

The Bison Kit

I love this new kit that our Curriculum Materials center put together for the Bison. There is such a great variety of literature (both fiction  and non-fiction for teacher read-alouds and student reading) ,as well as a DVD and toy bison in the kit.The Bison kit accompanies our bison photographs in the Picture Word Inductive model and helps to integrate a variety of grade one out comes in social studies, science and health while integrating them through language arts.

Bison Kit

A teacher I have been working with has started a “Bison Notebook” Everyday she takes a photo of a child with the bison. They glue their photo in the notebook and write about the bison. Sometimes it is bison facts, or a made up bison adventure or just a drawing of them with the bison. Each day, the child gets to share their entry with the class. This is a great way to encourage children to present to the rest of the class. Do you know of any materials we could add?


For more ideas, try the Office of the Treaty Commisioner website

Historical Context  Grade 1 Treaty 6 Education

HC13: Explore the many ways people meet their needs from nature and the land on which they live.


Ø  Describe various uses (e.g., food, clothing, shelter) of buffalo, elk, moose, and caribou, now and in the past.

Ø  Compare how people, past and present, live on the land (e.g., agriculture, ranching, trapping, fishing, dwellings, and modes of transportation).

Ø  Explain how people helped and continue to help each other live on this land.


Grade One Writing With Mentor Text

A grade one room I am working in, has some very struggling writers. We have noticed that we have to scaffold more and more for this small group.

The following process really helped them move forward.

We had been working on writing about animal body parts and trying to use descriptive writing. We realized our group didn’t even understand what the parts were. We had been modeling with the mentor text Horns  by Rebecca Rissman


We quickly realized that it was too hard for this small group. I went back to an old stand by-

I Like Hats. By Blair Drawson.

I Like hats

After reading the story , we talked about what the author did. I pointed out the repeating phrase I like… but pointed out that each ending was different. We talked about capitals and periods and how the author helped us to understand the story through repetition and art.

I showed the students how I tried to write about animals with humps just like we had been talking about in science. I ended my writing using a line from Horns which they found very funny-“Do you have horns? No, you do not!” became “”Do you have a hump? No, you do not!”

We read my writing several times. I then told them that I wanted them to write a similar piece but about animals with  hooves. We had to discuss hooves again. I was surprised to notice that in-spite of showing many photos of hooves the children thought birds had hooves and so did dogs. We looked at more pictures and books. We talked about how hooves helped animals. We made a mind map about hooves.Then we tried a very scaffolded piece. Here is some of their writing:

Next we moved onto the topic of animal tails. This was less scaffolded and they had to write a bit more.

Finally the children chose another animal body part. There was a great deal of laughter as they wrote and illustrated their pages. They shared their reading with each other.

Thank goodness for published authors who have great mentor text to help us with writing!!

Teacher Mindset

Kare O (2)I think what hit me most about this poster as I entered a classroom, was the mindset of the teacher. I have worked with her a lot because she invites me to her classroom. Her belief in, and love of children is so obvious in everything she does. Sometimes as educators we forget that! She truly is about the kids. Thank you KO for inspiring me everytime I visit you!

book This book by Mary Cay Ricci, has had me thinking a lot lately. Are we truly about the kids? Do we actually do our best to help all children learn and grow? Do we learn new things in order to achieve that success for each child? I am working very hard to ensure I have a growth mindset and not a fixed one…

AS Anne Davies asks- do you want to TEACH for 25 years, or do you want to teach the same thing 25 times??



Composing Think Aloud 1e

MIMI Picture Selection.pdf - Adobe Acrobat Pro

Les bisons1

Please follow my power point as I model step by step a composing think aloud for grade one/two French Immersion.  I used sentences which the students generated with the help of their teacher.The cloud bubbles are my thinking which I explained to the students. I showed the children how I combined sentences through colour coordination things that were the same. At the end of the model, each student illustrated the paragraph. That gave me an idea of how much detail they understooddrawing

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