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equitable provision of food at school continues for 25-26:

soft start routines with breakfast bags/snacks for all students

2-3 community meals per year for all students (Back to School BBQ, KPAC Pasta Lunch, Santa Breakfast & Sports Day lunches supported)

vulnerable families: backpack buddies,, rotary hampers, holiday hampers

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Ecole Kilmer Elementary School APL 2025-2026

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FALL

Welcome Back BBQ

Fall Conferences

Star Assembly

Remembrance Assembly

Holiday Skate

Candy Bags for Seniors

Volleyball Jamboree

Terry Fox Run

Halloween Parade

WINTER

KHL

Basketball Jamboree

Monthly Assemblies

Carnaval

Great Kilmer Relay

SPRING

Celebration of Learning

Parent Appreciation

Sports Day

National Indigenous Peoples Day

Track Meet

Como Lake Relay

Reading Link Challenge

Talent Show

Grade 5 Leaving Ceremony

Monthly Assemblies

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For 2025-2026 we will be working on more explicit Indigenous Focus by adding student voice, learning language, TRC Assembly and school wide activities for Indigenous First Peoples Day of Canada

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Indigenous Focus Day 2025 - Kilmer Elementary 

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For 2025-2026 we have applied for a sensory pathway to be placed in the 300 wing floor.

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Introduction to Self-Reg - Coast Salish Elementary

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Habits of Highly Resilient Educators

Self Reg Pro D Day

Indigenous Pro D Day

Equity Lens

NCVI

Working with IST Team

Literacy Center

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Thoughts?

-  Continue the same with additions.

1. Add in perseverance

2. Add in collaboration to mix up the groups- French and English, primary and intermediate, staff with staff

What are some specific ways we can do this next year?

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Have we improved?

Is it enough?

How will we know when we are ready to move to a Numeracy goal?

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a) List the indigenous content used this year that was increased or changed from the previous year.

theme is NAMWAYUT

b) What else do you need for next year?

c) What will you try next?

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School Action Plan for Learning - Edited wording will show that we are aligned, integrated, reflectively including and planning for indigenous ways of learning in everything we do.

a.        Number one intellectual goal goes with "learning is experiential and relational" from the first peoples principles and learning  and "first peoples knowledge is important and valued"

b.        Number two self regulation and the 3Rs goes with "learning involves recognizing the consequences of one’s actions" and also "learning supports the well being of the self"

c.        Number three ind learning goes with "learning takes patience and time" and also "learning ones identity" .

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So far this year we have:

reviewed our Year AB Curriculum document

shared a common theme NAMWAYUT

restarted the 3R's (Matrix of Behaviours) with a plan to open September (1st week back) with 3R's activities

tried a different bell and class schedule

applied many of the suggestions from 22-23:

full student service model

SNAP, Zones and Eeez integrated with counsellor support

online subscriptions - matific, lexia, razkids, je lis, mystery science

purchased resources in French, Phonics, Athletics

integrated STEAM into other subjects, classes with TST support

continued hands on activities, outside activities, real life connections

indigenous education workshops plus embedded content (circles for example) plus social studies curriculum -

equity discussions with staff and community related to SOGI, unpacking the Staff Equity survey

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Our Intermediate novel sets are very old and out of date

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Quoi de neuf? on Mondays, discuss weekend, learn French vocab, write in journal.  Sentence starters, daily calendar, les phrases fantastique (building sentences with m/f; eg J'aime les raisins), Wed: K's introduced to letter/ letter sound, 1's: combo sound with activity; mots de passe; reading everyday after lunch and guided reading, buddy reading

comprehension incorporated into all subject curriculum and units; eg SS, projects, literacy worksheets and reading comprehension; connection questions, text questions, analysis, higher level comp, inferences, novel study

beg of year writing: started with sentence structure and grammar work, then evolving into paragraph writing, then into speeches by later in the year; beginning of year reading: guided reading, letter sounds, evolved into classroom group 'guided reading', articles, direct questions evolving into connecting, analysis, Adrienne Gear stuff, class read alouds

Term 1: grammar, sentences, LA skills; Term 2: Fairy Tale unit, short stories, story element, class novel study, Term 3:Speeches, effective communication; independent novel study, genre study, circle wheel; DEAR everyday

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Valerie and Natalie's Literacy Programs (FRIMM K,1,2)

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Valerie and Natalie's Literacy Programs (FRIMM K,1,2)

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Everyday:
- introduce/review letter names and sounds, later in the year more complicated French sounds.
- K uses Jolly phonics in French
- Home reading (Je lis, je lis and small booklets)
- read aloud stories
- phonological awareness - rhyme, syllables, beginning and ending sounds

Weekly:
- dictée
- journals
- levelled reading groups
- small groups for writing
- reading power graphic organizers (gr 1,2)
- jumbled sentences to put in order

term work:
- reader's theatre (gr 1,2)
- reading consonant vowel combinations(K)
- show and tell
- quoi de neuf (sharing circle)
- verb avoir and etre (gr 2)

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Daily
- Daily 5 (using the sound of the week)

Paragraph writing

Partner reading

Reading groups with Madame

Word study

Silent reading

- Verb of the week (conjugate verbs and write complete sentences with the verbs)
- Sharing circle (oral)

Weekly
- Reading Comprehension: students read, colour and answer questions in complete sentences
- Journal writing (paragraph structure)
- Spelling test
- Verb quiz
- Sounds of the week

Term 1
- Writing complete sentences (subject, verb and detail)
- adjectives VS verbs
- introduce daily 5
- dictee: simple vowel sounds

Term 2
- Paragraph writing, transition words
- begin verb conjugations in the present tense
- continue daily 5
- dictee: complex sounds

Term 3
- Opinion writing, procedural writing
- continue verb conjugations in present and introduce past tense
- dictee: continue complex sounds

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Continued Classroom New Subscription
High Interest and low vocab books (Raz and Paperback books)
Update Novel Study books and/or literacy circle books

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Daily
Silent Reading with Assistive Technology
(Genre Study)
Writing
Buddy Reading
Teacher Read-aloud

Weekly
Raz Kids
Epic
Classroom News Subscription
Whole Group Read-aloud
Whole Group Reading strategy
Sentence Structure
Paragraph
Research Paper

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2-3 times a week
Literacy Centers
-may include games, matching activities,
etc.  eventually students are able to work through centers independently and work on phonological awareness.
-whole class games working on phonological awareness/phonics
-small group instruction focusing on needs of students grouping them with like abilities
(letter sounds, letter names, blends, decoding etc.)

Dalily
-Heggerty lessons
-daily better alphabet song

Weekly
-journal writing
-guided writing
- poetry (finding sight words/ sounds we may be working on)

Secret Stories as they come up (taught in context)

Term
-story elelments/BME

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Daily
-Heggerty phonemic awareness
-guided reading groups
-read aloud
-silent reading
-home reading
-3 -4 times/week Journal writing
-Word Wall
-Secret Stories

Weekly
-spelling program, spelling sentences, ABC order
-guided writing
-poetry
-reading comprehension

Term
-story elements
-fiction, non-fiction
-reading response
-Reader's Theatre

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Indigenous Learning Share Out - Staff Meeting

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Indigenous Learning Share Out - Staff Meeting

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Salish Art Project- try it out in June  for Kilmer...bentwood boxes , art pieces, has teacher guide

Every morning- sharing circle with talking circle  (x4)

geography mapping with Canada map and Indigenous map

hands on activities to follow the first peoples principles eg loose parts for a math activity during the lessons (x2)

literacy- reading and making connections - temaing with another teacher for planning

oral history shared, reading stories and tell us what happened and what the lesson from the story is

importance of the talking stick and the respect of listening anf hearing other peoples ideas

nature walks - finding colours, respecting and connecting to nature

some of these things we do are embedded in our teaching and not specifically planned to align but do match in

Talk about the cedar tree in the courtyard and do an assignment

Fresh Roots field trip - in the indigenous newsletter - salmons, squirrels, etc.

orange shirt day vs pink shirt day - confusion so everything through stories.

government unit in socials - sharing circles were a key component of indigenous government; restorative practises, developing our centerpiece for the talking circles. it grounds us in the talking circle and we added our values discussions into the circles

we are elders and the students are learning

see indigenous authros speak through different conferences and a take away is  - where are the books with kids that look like them? Try to add more books with images of children from different cultures to better represent the kids at Kilmer

immigration in social studies - the land taken and the effects it had on ind. peoples.. explorers impact

I get overwhelmed but will try to put different/more effort into what I do.

Literacy/ stories /art and connect to nature outside

buddy class activity with pictures of different local plants to identify and learn about

who would you consider a model in your life? I found it hard to go to a deeper level with this group.

restorative language- this has entered their hearts

pull in ind. things when I can - refer to words from indigenous language.

apply medicine wheel to math or healthy eating

buddy classes made dream catchers together

circle work
restorative practises
would like to do more outdoor activities with students

what are some prinicplesthat facilitate conversation while walking outside?

chats and connections, animals, nature and making connections

honoring each child and their family and their languages

salmon - releasing into the hatchery at the end of May

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Ideas for supporting Literacy in classrooms:
- co-teaching or sharing of reading groups
- support talking tables (K/1)
- other daily or weekly routines... assessing as well as helping make things happen?
- 1 to 1 reading with struggling students
- supervising the class at an activity while the classroom teacher conferences with students
- teaching students how to use office365 and log in to computers or iPads
- word walls to match curricular content  or thematic cross curricular units

Ideas for supporting Numeracy in classrooms:

Idea for supporting SEL/Self-Reg in classrooms:
- ZONES or Mood Meter Lessons with counsellor (Term 1)
- EASE lessons with counsellor (Term 2)
- Sleep lessons with counsellor (Term 3)
-

LEXIA
Should we continue with Lexia at Kilmer?
Please comment on how you envision Lexia supporting students next year.

September ELL Work
Please share any ideas you have for making this work manageable in the first busy month.

September CBA Process
We will be supporting every division with beginning of the year assessments.  Share any tips you have for completing this important work.

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Curriculum BC Gov.

Hint: Click on the link and scroll to the bottom of the page and select "learn more about BC curriculum". Then choose cross curricular. Then select a grade level .

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Indigenous education resources are being developed to support the redesigned K-12 curriculum. The intent of these materials is to help further incorporate Indigenous knowledge and perspectives into B.C. classrooms.

Indigenous education resource inventory

The Indigenous Education Resource Inventory is a non-comprehensive list that includes guides, books, articles, videos and web links to support Indigenous learning.

Continuing our Learning Journey: Indigenous Education in B.C.

Continuing Our Learning Journey: Indigenous Education in B.C. is an optional professional development resource for teachers dedicated to Indigenous learning. These modules highlight the authentic Indigenous knowledge, perspectives and content in B.C.'s redesigned curriculum.

Supplemental videos

Resources
Learn more about indigenous knowledge and perspectives in BC's Curriculum

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Indigenous education resources are being developed to support the redesigned K-12 curriculum. The intent of these materials is to help further incorporate Indigenous knowledge and perspectives into B.C. classrooms. The Indigenous Education Resource Inventory is a non-comprehensive list that includes guides, books, articles, videos and web links to support Indigenous learning.

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SD43 Indigenous Resources

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Talking Tables

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Heggerty Site

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Power of Ten | Professional Development for Educators and Parents

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Mathology Little Books

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Share your intention for increasing the Indigenous Perspective in your teaching for next year.

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Please comment on any hurdles you face to implementing the Numeracy Program of your highest hopes and dreams in the classroom.

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Please comment on any hurdles you face to implementing the Literacy Program of your highest hopes and dreams in the classroom.

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Describe the numeracy routines in your classroom across the day, week, year.

Read the example below for an idea. Then create your own post (independently or with a colleague). Be sure to state the grade levels and French or English program.

Everyday
- math game
-Using the Power of Ten program so the students can build basic blocks of understanding and repeat across the year
- Two days a week I use the Math Makes Sense program and work
- Fridays is Problem Solving activity and math quiz

Weekly
- read aloud math story and write/draw about math, levelled math groups, matific time twice per week, try to use manipulatives or hands on activity "make,draw.write"  at least three times per week
- try to embed math into other parts of the day in my routines- cross curricular activities that link to science/socials content OR reading together (literacy) but about math.
https://www.pearsoncanadaschool.com/index.cfm?locator=PS37Py&PMDbSiteId=2621&PMDbSolutionId=25862&PMDbSubSolutionId=&PMDbCategoryId=25876&PMDbSubCategoryId=26212&PMDbSubjectAreaId=&PMDbProgramId=164001

Term Work
- Term 1- learning elements of stories, focus on short stories, chants, poems for both reading and writing, non fiction sentences only or small notes for science/socials topics
Term 2- literature circles, reader responses, extended project related to science or socials with diagrams or sentences or paragraph skills for writing
Term 3 -

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Describe the literacy routines in your classroom across the day, week, year.

Read the example below for an idea. Then create your own post (independently or with a colleague). Be sure to state the grade levels and French or English program.

Everyday
- Daily 5, Home Reading on Raz Kids, Silent Reading after lunch, word wall in Science/Socials, Experience Journals (3x week), read aloud by teacher
Weekly
- Dictee, spelling, rhyme-time, read aloud math story and write/draw about math, self reflection journal, levelled reading groups
Term Work
- Term 1- learning elements of stories, focus on short stories, chants, poems for both reading and writing, non fiction sentences only or small notes for science/socials topics
Term 2- literature circles, reader responses, extended project related to science or socials with diagrams or sentences or paragraph skills for writing
Term 3 - read aloud whole class novel with group project and presentation, making comic books