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Level 1- Students to use the Magnetic sentence manipulative to construct sentences that relate to the topic. Before they begin, organize the words by colors in the order they must be used (light green, red, dark green, blue, purple). Students must select one (sometimes two) tiles of each color category to make a sentence and finish it with punctuation. After get the student to see if the sentence makes sense and remove or restructure sentences together to make them coherent.

Level 2- Do the same process as Level 1 but then advance the student by allowing them to write the sentences down and stress writing in paragraph format. Encourage more sentences to be generated by the students.

Level 3- Students can write their sentences directly into their books. After either allow for peer editing or correct the work alongside the student. Allow them to rewrite with corrections. Students should be writing in full sentences, using adjectives and punctuation.

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A Gr 2 level text (100 words long) that incorporates some of the UOI vocabulary within the text. It can be printed and highlight to assist with reading development

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A sample of 3 comprehension questions, directed at a Gr 2 level student.

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This is the same fiction, set to an upper Gr 3 level student

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Similar format as the upper Gr 4 questions, but instead of 6, there are four, and they are slightly less complex

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This is a sample fiction for a 200 word story directed at a higher level Gr 4 student

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Multiplication with Repeated Addition (Low, Med, High)

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Multiplication with Repeated Addition (Low, Med, High)

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This is an example of using differentiation to help students with various abilities learn to multiply with repeated addition. These are not fixed ideas, merely examples that worked in a previous school context. Feel free to adapt, edit, use as you see fit.

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This is a word-web adapted from the 'Word Aware' approach. This is useful for pupils who are learning new vocabulary and may have language difficulties. This can also be used to support pupils with making connections to other words they might already know. The different sections can be extended where needed - for example, more of a focus can be made on phonological awareness if a child is struggling to sound out the first sound of the word!

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A fun way to include multiplication for eg. small group activities and review. Resource also available in LS folder.

MultiplicationFactsGameMemoryMatchGameFREEBIE-1 (1).pdf

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This is an example of a text sample adapted from ChatGPT, using questions that are specific to task

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For pupils who might find it difficult to organize themselves or execute a task, a task planner can be useful in identifying the steps & items needed. This should be explicitly modeled with adult support in the classroom and the pupil can be guided through each part of the planner to help them with their task.