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Lesson Resources

The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

Some of the companion lesson resources you will find below include:

Lesson slide decks (in PowerPoint and Google Slide formats)

Decodable passages

Homework sheets

Games and activities for additional practice

We have grouped the lessons into smaller units so you can access these resources more easily. Scroll down to use the buttons below to find the resources for each lesson or groups of lessons.

Please note that we are still building out these free resources, and we will be editing this page over the next few weeks. We wanted you to be able to access some materials as soon as possible, but be sure to come back later to see the rest!
New to UFLI Foundations? Learn about its development, check out a sample lesson plan, view the scope and sequence, and more.

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The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

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Achat, vente et partage de matériel pédagogique créé par des enseignants pour les éducateurs.…

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Reading Multisyllable Words with Xavier, Third Grader

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Accurate spelling rules can be easily taught to any student! Here is a list of all our spelling rules in order of frequency!

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Explore reading basics as well as the key role of background knowledge and motivation in becoming a lifelong reader and learner. Watch our PBS Launching Young Readers series and try our self-paced Reading 101 course to deepen your understanding.

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Bien lire et Aimer lire est une approche simple et efficace, fondée sur la méthode syllabique, phonétique et gestuelle plébiscitée depuis 60 ans par les établissements scolaires, les ortophonistes, les rééducateurs et les parents. Cette méthode est particulièrement recommandée aux enfants DYS et à tous ceux qui éprouvent des difficultés à lire.

Découvrir

Une méthode phonétique et gestuelle

Bien lire et Aimer lire est construit sur l'étude du son tel que l'enfant peut le percevoir.

Ce dernier commence dans chaque leçon par apprendre à déchiffrer toutes les graphies d'un même son, auquel correspond un geste simple, expliqué en photo. Chaque geste associe la ou les lettres écrites à l'articulation correspondante, ce qui favorise la mémorisation.

L'enfant apprend ensuite peu à peu à lire des syllabes puis des mots et des phrases, en suivant la progression des sons simples (voyelles, consonnes continues et occlusives) aux sons et aux graphies complexes (diphtongues, voyelles nasales, etc.). La progression dans l'étude des sons suit les recommandations des orthophonistes.

Les gestes associés à chaque son deviennent une aide précieuse pour l'enfant : ils agissent autant comme aide mnémotechnique que comme intermédiaire concret pour l'enfant, dont la capacité de conceptualisation est en construction.

Une méthode syllabique progressive

A chaque unité de lecture (syllabes, mots, phrases, textes), l'enseignant fait en sorte que l'enfant comprenne la logique dans la suite d'éléments graphiques à laquelle il est confronté. Il progresse de manière à ce que le contenu du texte soit toujours accessible à l'enfant.

En effet, lire n'est pas simplement décoder, c'est aussi apprendre à comprendre. Il est donc nécessaire de travailler la compréhension de mots, de phrases puis de textes en parallèle. Le décodage, la compréhension, la lecture fluide et expressive développent l'intérêt et le plaisir de lire chez l'enfant.
C'est en progressant ainsi naturellement dans la complexité de la compréhension que l'enfant arrive à bien lire et en vient à aimer lire.

Mes exercices de lecture

Le cahier spécialement conçu pour les élèves DYS avec des exercices testés en classe auprès d'enfants à besoin particulier. Accessible à tous les élèves de niveau CP et CE1.

Acheter ce cahier

L'affiche des gestes

L'affiche des gestes présente l'image de chacun des sons. Aide mnémotechnique pour l'enfant, son grand format est adapté à un affichage en classe et en cabinet d'orthophonie.

Acheter l'affiche

Adoptez la méthode Bien Lire !

Plébiscitée depuis plus de 60 ans par les établissements scolaires, les orthophonistes, les rééducateurs et les parents, Bien lire et Aimer lire est l'approche simple et efficace particulièrement recommandée pour les enfants DYS et tous ceux qui éprouvent des difficultés à lire.

Commandez les ouvrages de la collection directement en ligne ou en remplissant le bon de commande téléchargeable ci-après :

Télécharger le bon de commande

Clotilde Silvestre de Sacy

Clotilde Silvestre de Sacy (1907-1991) a enseigné en établissement primaire entre 1924 et 1957.
Elle a également dirigé un jardin d'enfants à Paris et reçu le diplôme d'orthophonie en 1967.

Elle est l'auteur de la Méthode de lecture Bien lire et Aimer lire (1re édition en 1960) et du Recueil de textes complémentaire (1re édition 1963).

Collaboratrice depuis 1946 de Suzanne Borel-Maisonny, elle a fondé le Centre de Rééducation Dyslexie-Dysorthographie à Paris. En 1975, il devient le Centre Franchemont, toujours en activité actuellement dans la 11e arrondissement à Paris.

Suzanne Borel-Maisonny (1900-1995) est une des fondatrices, en France, de l'orthophonie. Elle se consacre d'abord à la rééducation des enfants sourds et atteints de troubles du langage. C'est ensuite avec l'équipe de recherche dirigée par le neuropsychiatre Julian de Ajuriaguerra que Suzanne Borel-Maisonny, en 1946, commence ses recherches sur l'apprentissage de la lecture et sur la rééducation des dyslexies et dysorthographies.

Chantal Comte est professeure des écoles. Elle a enseigné pendant de nombreuses années en Cours préparatoires à L'École Active Bilingue Lamartine devenue ensuite l'École Internationale Bilingue. Elle en est aujourd'hui la directrice.

Elle a tout au long de sa carrière utilisé et perfectionné la méthode phonétique et gestuelle, elle a participé à l'écriture de l 'édition actuelle de la méthode de lecture Bien lire et Aimer lire (2020).

Elle est l'auteur de Mon cahier d'exercices pour Bien Lire et Aimer Lire pour s'entraîner à lire et à écrire, ainsi que des guides pédagogiques pour comprendre et appliquer la méthode.

Nous contacter

Vous avez des questions sur la méthode de lecture et les ouvrages de la collection Bien Lire ?
Nous vous répondrons dans les meilleurs délais.

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Bien lire et Aimer lire - Méthode de lecture syllabique

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Bien lire et Aimer lire est une approche simple et efficace, fondée sur la méthode syllabique, phonétique et gestuelle plébiscitée depuis 60 ans par les établissements scolaires, les ortophonistes, les rééducateurs et les parents. Cette méthode est particulièrement recommandée aux enfants DYS et à tous ceux qui éprouvent des difficultés à lire.

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Decodable texts allow beginning and struggling readers the opportunity to practice reading text that incorporates new skills and letter-sound correspondences that have been explicitly and systematically been taught by the teacher.

Teachers who are working on teaching students the code will want to choose stories that follow whatever phonics scope and sequence they are using so that the stories reinforce what has been taught. This allows the students to use the tools they've learned to UNLOCK the code! With this in mind, students can approach text with greater confidence. Guessing is unnecessary! Looking at the pictures to figure out the words is unnecessary!

Where can teachers find decodable texts?

There are lots of great options available! Many decodable readers are available for purchase or to download for free, and eventually experienced teachers may find it fun to create their own beginning decodable readers by referring to phonics word lists and incorporating words that reinforce phonics concepts previously taught.

IDA Georgia has compiled the following list. Please let us know if you find other great resources you think we should share! Email us at info@idaga.org.

Flyleaf Publishing
https://flyleafpublishing.com/ The beautiful pictures in these decodable readers are used to enhance the reading experience, not help the children decode the words! Free portal for 2020-2021: https://portal.flyleafpublishing.com/

Core Knowledge
Free decodable readers available for download (or can purchase materials) To find the decodable readers, teachers can sort by Language Arts and the grade level and scroll down past Listening and Learning to SKILLS. https://www.coreknowledge.org/curriculum/download-curriculum/ Teachers can then click on the Unit and find lesson guides. Here is an example of what would be available for a whole Skills Unit: https://www.coreknowledge.org/free-resource/ckla-unit-2-grade-1-skills-gran/

Spelfabet is based in Australia, so some of the resources listed are from companies based in Australia. Teachers will need to double-check the readers to make sure the book's vocabulary is terminology familiar to American children.

Reading Rockets
List with links to sources: https://www.readingrockets.org/article/decodable-text-sources
This list was compiled and shared by the Reading League.
Wilson Fundations Supplemental Geodes Decodable Stories https://www.wilsonlanguage.com/programs/fundations/materials/supplemental-readables-geodes/
95 Percent Group, Inc
https://store.95percentgroup.com/StudentReaders.aspx?hsCtaTracking=50cc1594-1f44-4f94-b568-4ec02d4b0cc5%7C3d57d7f5-9bc2-4fdb-bc8a-84376fe8fa42
https://carissa-taylor.blogspot.com/p/free-and-affordable-decodable-readers.html?fbclid=IwAR0a-RhF2h5mk4CpawWGN8lx-timt0I_haFZdTToilOTv8ZExuHiGAULWGQ&m=1
Carissa Taylor
"Check out my master list of decodable books below! The decodables in this list are in a variety of digital formats (PDF, PPT, online), and are written with a variety of phonics scope and sequence progressions in mind." - Carissa Taylor
Disclaimer: It is IDA's policy not to recommend or endorse any specific program, product, institution, company, or instructional material, noting that there are a number of these that present the critical components of instruction defined by IDA's Knowledge and Practice Standards for Teachers of Reading. Any program, product, institution, company, or instructional material carrying the IDA seal of accreditation meets the IDA Standards. Articles Discussing Decodable Readers
--------------

Schwartz, S. (2020, March 13). 'Decodable' Books: Boring, Useful, or Both? Edweek.
https://www.edweek.org/ew/articles/2020/03/12/decodable-books-boring-useful-or-both.html

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Resources for Decodable Texts - IDA Georgia

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Decodable texts allow beginning and struggling readers the opportunity to practice reading text that incorporates new skills and letter-sound correspondences that have been explicitly and systematically been taught by the teacher. Teachers who are working on teaching students the code will want to choose stories that follow whatever phonics scope and sequence they are using [...]

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Once we know how to read, we read fast, recognizing a word in a fraction of a second. In fact, for most people, reading is not just easy, it's automatic. You can't stop yourself from reading words that you see; they just jump off of the page and into your brain (and out of your mouth if you're reading out loud). Here is a little demo. Try to quickly say aloud the colour of the font for each word.
red - orange - green - blue - purple - brown purple - blue - red - orange - brown - green
The Stroop effect is a classic demonstration of how our brains automatically process written words. Did you hesitate on the words in the second set? Maybe you even blurted out "purple" by mistake for the first word? It's harder to say the colour of the font in the second line, because reading is so automatic for your brain that it overrides colour recognition. This can seem a little counterintuitive. After all, kids learn their colours before they learn to read words, so shouldn't colour recognition be a simpler and therefore likely a faster job? Clearly, there is something special about the way the brain processes written words so efficiently. But kids obviously don't start out reading so efficiently, so how do we get there?

The best current answer to this is through orthographic mapping, the process by which we store written words in our long-term memory, for quick retrieval at a later time. This concept was first described by Linnea Ehri, who explains it as creating links that "glue" spelling to the pronunciation of words in long-term memory. To create these links, we need to be very good at two things:

1. breaking spoken words down into sounds (phonemic awareness)

2. knowing which sounds can be represented by which letters (letter-sound knowledge)

Here, a child encounters the word "fish" and attends to the sounds and the letters in the entire word. This child has good phonemic awareness: she knows that there are individual sounds in the spoken word and so is able to create strong links between the sounds and the letters.

Unfortunately, some children get stuck for a long time in the stage where they slowly, labouriously sound out words, or where they are relying on cues from the context to help them read words. Sometimes, these are children with a learning disability called dyslexia (also called Specific Learning Disorder in reading- word recognition, decoding, and spelling). One of the hallmarks of dyslexia is poor phonemic awareness, leading to poor orthographic mapping, and slow, inaccurate reading.

Here, the child has correctly figured out the word "fish" but has not made the links between the pronunciation and the spelling of the word, because the individual sounds within the word "f-i-sh" are not obvious to her. Perhaps she figured out the word by looking at the first letter, by thinking about what word would make sense in the sentence, by looking at the picture, or by some combination of these clues. Children who read this way may read simple texts accurately, but will not quickly progress to become efficient readers, and may continue to slowly sound out words, especially when clues are not readily available.

So how do we teach a child to apply orthographic mapping to learn the many complex words of our language? It's actually less complicated than it may seem. We start by showing children how sounds link to letters in simple words (phoneme-grapheme mapping), but we don't need to teach a child to map every single word. Once children have grasped the concept of mapping sounds to letters, something brilliant then happens: they do it on their own for new words! Orthographic mapping results from the prerequisite skills of hearing the sounds within words and having a good grasp of letter-sounds correspondences. Typically, children encounter a new word, figure it out, and then after only a few exposures to the word, it is "mapped" and will be quickly recognized on subsequent encounters. This may seem surprising, but as David Share pointed out in his 1995 paper first describing his self-teaching hypothesis, there's basically no other way. How else can kids learn to read so many words so quickly? Young kids typically learn to read in just a few years, so there would simply be no time to cram all the words in, if it were the case that many exposures were needed to learn to quickly recognize words.

But is English spelling actually too complicated to be learned this way? It's true that English has one of the more complex writing systems, but it's still an alphabetic (that is, sound-based) orthography. Speech sounds are represented by letters, just not in a 1-to-1 correspondence. For example, there are many ways to write the sound /f/ ( fun, cough, stuff, phone), and there are many ways to pronounce the letters <ough> ( though, thought, through). Due to the complexity, lots of people over the years thought that written English was simply too complex to learn through focusing primarily on the letter-sound relationships, and this is why we often see lists of "sight words" that students in early elementary must memorize, often as unanalyzed whole units. However, it turns out that even irregular words can be efficiently acquired through orthographic mapping. This is because: a) the majority of irregular words have only one or two unusual letter-sound correspondences and b) even unusual spellings can be anchored to sounds, if a child has good phonemic awareness.

Take the example "said" above. A child links the letters "s" and the "d" to their sounds, no problem. But it is very unusual for "ai" to link to the sound that is normally spelled with an "e" (as in "bed") or sometimes "ea" (as in "bread"). Even though this is an uncommon link, we can still apply orthographic mapping. So, to help students learn the word "said," we can explain, "Do you hear the "eh" sound? See how we write it with the letters "A-I" in this word!" Compared to learning the word as a whole visual unit ("take a mental picture of the word"), or by rote memorization ("S-A-I-D spells 'said'"), this approach promotes orthographic mapping and more efficiently leads to instant word recognition.

Orthographic mapping is enabled by phonemic awareness and grapheme-phoneme (letter-sound) knowledge.
Ehri, 2014

So, when a child is good at orthographic mapping, they begin "self-teaching" new words, and are well on their way to becoming a great reader. For a child at this stage of reading acquisition, a great way to continue gaining skill is simply to read a lot. The more you read, the better you get at reading. Unfortunately, this is not so true for children who are not yet good at orthographic mapping. These are students who seem like they are encountering a word for the first time, even if it's a word they've seen many times before, maybe even as recently as in the previous sentence. In this case, simply increasing the volume of reading (a "practice makes perfect" approach) will not help very much. On the contrary, requiring a struggling reader to just buckle down and read more is almost guaranteed to lead to frustration that can be so significant that it causes the student to disengage from learning to read.

What does help is pinpointing and addressing the underlying difficulties. We must assess the child's phonemic awareness skills, letter-sound knowledge, decoding abilities, and ideally a few other skills. David Kilpatrick has discussed this in his book Essentials of Assessing, Preventing, and Overcoming Reading Difficulties (2015). He points out that in order to become a good orthographic mapper, a child must have very strong phonemic awareness skills. That is, it's not sufficient to be able to slowly blend sounds into words (as in slowly figuring out that "f... + l... + a... + t = flat"), or segment words into sounds (slowly figure out that "spill = s + p + i + l"). Rather, students should be able to easily blend and segment sounds in words.
Some examples of phonemic manipulation tasks:
Does it still seem a little strange to work on reading by doing auditory tasks? It can be an effective strategy when difficulty with phonemic awareness is a barrier to orthographic mapping. Importantly, though, phonemic awareness would be just part of the plan to help a struggling reader. We would also need to work on other skills such as: phonics (up to more advanced phonics, as in the trigraph "igh"- high, sight, mighty), morphology (learning word-parts, as in in-de-struct-ible), and vocabulary development. And, of course, we need to apply newly learned skills to writing and reading in context

I hope this post has been helpful in showing how the concepts of orthographic mapping, phonemic awareness, and self-teaching are crucial, if we want to help readers who struggle to efficiently recognize words. There is a sea of information available to help us find evidence-based strategies for efficiently helping all children reach their potential and become skilled readers, but the trick is making sense of it all! As always, if you have any questions or comments, I'd be thrilled to discuss. Leave a comment below or contact me!

References:

Ehri, L. C. (1998). Research on Learning to Read and Spell: A Personal-Historical Perspective. Scientific Studies of Reading, 2(2), 97-114. doi:10.1207/s1532799xssr0202_1

Ehri, L. C. (2013). Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning. Scientific Studies of Reading, 18(1), 5-21. doi:10.1080/10888438.2013.819356

Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Hoboken, NJ: John Wiley & Sons.

Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151-218. doi:10.1016/0010-0277(94)00645-2

Stroop, J. R. (1935). Studies of interference in serial verbal reactions. Journal of Experimental Psychology, 18(6), 643-662. doi:10.1037/h0054651

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Orthographic Mapping: how we learn to read so fast!

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Updated November 26, 2022 Once we know how to read, we read fast, recognizing a word in a fraction of a second. In fact, for most people, reading is not just easy, it's automatic. You can't stop yourself from reading words that you see; they just jump off of the page and into your brain...

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GraphoGame in English - Haskins Global Literacy Hub

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An international and interdisciplinary collaborative non-profit organization bringing researchers, practitioners, educators, and technology specialists to bring literacy to all

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The word mapper lets you type in a word and see its individual letters and sounds. It’s great for teaching phonics!

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We know from decades of research that children need explicit instruction in phonemic awareness to develop the skills necessary to learn to read. We also know that intensive phonemic awareness instruction is key in remediating reading difficulties in older students.

We've taken the guesswork out of it, and have developed resources for your classroom to help all children meet their potential.

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Pratique phonemique offers phonemic awareness curriculum materials for French Immersion settings.

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Reading Simplified | streamlined instruction, accelerated achievement

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What Is Switch It?

A Game That Teaches...

Children love Switch It because it's fun. Yet, as they "play" the quick, 5-minute Switch It game, they're mastering...

the concept of the alphabetic principle,

letter-sound knowledge,

phonemic segmentation,

phonemic manipulation, &

early decoding & spelling skills.

All these benefits rolled up into just 1 simple activity that spurs accelerated achievement for beginning or struggling readers!

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Our #1 decoding hack, Switch It, is a fun game that also teaches phonics, phonemic awareness, and decoding all in one. Snag a free guide with lists & videos

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If you teach students to read, then you know how important building a base of phonemic awareness is. When students are aware of the sounds they are hearing, it helps them encode as they write or spell and decode as they read. Elkonin boxes can be a helpful part of that teaching process. Named after their creator, psychologist D.B. Elkonin, the boxes are a teaching tool that helps students break down words into their component sounds.

How do Elkonin boxes work? It's easy. Each time a student hears a new sound, they drag a colored circle into a new box. For example, the word "see" would have two circles. The first circle for the sound "s" and the second one for the sound "ee." Diagraph or combined letter sounds count as one phoneme. For example, for the word "sheep" there would be three circles for the sounds or phonemes /sh/ /ee/ /p/.

You can easily modify the online Elkonin boxes to fit your lessons by changing the color of the circles and the number of the boxes. Select the color from the drop-down menu by clicking on the blue circle. Tap on the number "2" to select the number of boxes. Clear the Elkonin boxes by pressing the restart symbol.

Visit classplayground.com for more resources and printables related to Elkonin boxes and literacy.

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Elkonin Boxes | Free Educational Activities | Toy Theater

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Online Elkonin boxes make early reading, phonics, and literacy lessons fun and exciting. Students will build awareness of sound and phonemes.

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Your little basketball fans are just going to love learning and practicing short vowel sounds with the Make, Take & Teach Short Vowel All Net! activity. When you download this activity you'll receive 7 short vowel basketball courts containing common vowel confusions. This activity is easily differentiated as you choose how many and which vowels [...]

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Make Take & Teach - instructional materials for small group intervention

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Your little basketball fans are just going to love learning and practicing short vowel sounds with the Make, Take & Teach Short Vowel All Net! activity. When you download this activity you'll receive 7 short vowel basketball courts containing common vowel confusions. This activity is easily differentiated as you choose how many and which vowels [...]

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The Melissa Institute
Literacy Website

The Melissa Institute for Violence Prevention and Treatment is a non-profit organization dedicated to the study and prevention of violence through education, community service, research support and consultation.

Did you know that 85% of youth in trouble with the law have reading difficulties?

The Institute's mission is to prevent violence and promote safer communities through education and application of research-based knowledge.

What is the connection between violence prevention and a literacy website?

Evidence shows that students who do not learn to read on level by 3rd grade are much more likely to develop low self-esteem, drop out of school, and engage in antisocial and aggressive behavior. To help prevent this spiral of failure The Melissa Institute has introduced The Balanced Literacy Diet website to support educators in developing effective and engaging literacy programs across the elementary grades.

The good news is that literacy failure is preventable!

With the support of The Melissa Institute this website was developed by university-based literacy experts and school-based practitioners - literacy specialists, classroom teachers as well as district and school administrators. The Balanced Literacy Diet framework is designed to provide a comprehensive multifaceted internet resource to support the development of research-informed reading and writing instruction in schools. It is a free website for use by educators everywhere.

Thank you...

We want to thank all of the generous contributors who have made the development of this website possible.

We also want to express a particular debt of gratitude to the many educators who have opened their hearts to this project and shared their time and expertise so that others can benefit from their wisdom.

We hope to continue to add to the website, so if you find it a useful resource we hope you will support us in our efforts to make it even better.

Donations to the Melissa Institute via credit card are possible through our Secure Server.

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BALANCEDLITERACYDIET :: Balanced Literacy Diet

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The Melissa Institute for Violence Prevention and Treatment is a non-profit organization dedicated to the study and prevention of violence through education, community service, research support and consultation. The Institute's mission is to prevent violence and promote safer communities through education and application of research-based knowledge.

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Search for Words by Sound with the SoundFinder Tool

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The LessonPix SoundFinder lets you search for words that contain a specific set of sounds. For example, you can find words with the /SH/ sound or words that end with /NG/. Then, use the matching pictures from our library to create great Custom Learning Materials

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Request for School Board Evaluations Form

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Request for School Board Evaluations Form

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Please complete and submit this form to Homeschooling to request that your child completes the MEQ or School Board evaluations.

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Document 2D_Request for School Board Evaluations (1)

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Achievement records

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Understand the various information indicated on the achievement record issued to secondary school students.

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Guides for Parents on Ministerial examinations

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Guides for parents on ministerial examinations at the elementary and secondary levels

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Information guides on ministerial examinations for parents of students at the elementary and secondary levels

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Horaire des épreuves imposées par le ministre

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Horaire des épreuves ministérielles du primaire et du secondaire

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Horaire officiel des épreuves ministérielles de janvier, juin et août.

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Book Recommendations per Subject and Grade Level

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Book Recommendations per Subject and Grade Level

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A list of recommended text and workbooks for Homeschooling families, organized by Subject and Grade Level for your convenience!

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Quebec has introduced a new program called Culture and Citizenship that will replace the Ethics and Religious culture program. The Culture and Citizenship in Québec (CCQ) program was piloted in two of SWLSB schools in 2022-2023. It was then introduced in 12 of our schools in 2023-2024 on an

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Service national du RÉCIT domaine des arts

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Service national du RÉCIT domaine des arts

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Service national du RÉCIT domaine des arts - N’élevons pas nos enfants dans le monde d’aujourd’hui. Ce monde aura changé quand ils seront grands.

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Le RÉCIT est un réseau axé sur le développement des compétences des élèves par l’intégration des technologies de l’information et de la communication (TIC). C’est principalement par la formation, le…

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Larissa Raphael Manager, School and Teacher Programs

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Art as a Tool for Social and Emotional Learning | Magazine | MoMA

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Watch a video about how engaging with art can support kids’ wellbeing and sense of community.

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Ophea's blogs offer an engaging way to learn more about a multitude of curriculum-connected healthy, active living topics.

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Ophea's blogs offer an engaging way to learn more about a multitude of curriculum-connected healthy, active living topics.

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Ophea's blogs offer an engaging way to learn more about a multitude of curriculum-connected healthy, active living topics. Our blogs contain expert information and unique resources for you to explore.

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Always Changing Puberty education program supporting teacher instruction and student understanding of the transition from childhood to adolescence. Learn more

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Canada’s History - Youth - Canada’s History

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CanadasHistory.ca is a treasure of Canadian stories waiting to be discovered — a mix of engaging features, columns, reviews and commentary plus historic photos, maps and illustrations. You’ll hear a lively variety of voices, with contributors that include historians, authors and journalists — as wel…

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Des outils, des cours et des materiels de manipulation gratuits pour rendre l'apprentissage en ligne plus interactif et plus attrayant que jamais.

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Application gratuite: Une façon stimulante et divertissante d’apprendre l’anglais et le français

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Application Mauril

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Mauril est une application d'apprentissage des langues qui vous invite à vous jeter à l'eau! En écoutant les vidéos et en répondant aux questions, vous développerez vos aptitudes de compréhension orale tout en vous familiarisant avec des mots et expressions courants ainsi que des accents d'ici. Le contenu a été soigneusement choisi pour maximiser l'exposition au paysage culturel diversifié du Canada.

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Découvrez Mauril : une façon divertissante d'apprendre gratuitement l'anglais et le français!

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Améliorez vos compétences en anglais et en français dès maintenant! C'est simple, grâce à du contenu audio et vidéo de CBC et Radio-Canada, testez vos aptitudes de compréhension orale. Progressez à votre propre rythme et relevez des défis pratiques au quotidien.

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Application gratuite: Une façon stimulante et divertissante d’apprendre l’anglais et le français

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Aller au contenu principal

Application Mauril

L'application Mauril gratuite est disponible dès maintenant!

Prêt à améliorer vos compétences en anglais ou en français? Testez vos aptitudes de compréhension orale grâce au contenu audio et vidéo de CBC et Radio-Canada. Progressez à votre rythme et sortez de votre zone de confort en relevant des défis linguistiques au quotidien. Mauril vous aidera à prendre confiance en anglais ou en français, et ce, dans n'importe quel contexte.
Débuter l'apprentissage

Comment apprend-on avec Mauril?

Faites le test de classement

L'application propose un court test de classement qui vous permettra d'amorcer votre parcours d'apprentissage au niveau qui vous convient.

Écoutez et répondez

Écoutez le contenu audio et vidéo, répondez aux questions développées par des experts de l'apprentissage des langues, et passez aux niveaux supérieurs, à votre rythme.

Mettez-vous au défi

Testez vos nouvelles compétences en relevant des défis concrets au quotidien, par exemple en commandant à partir d'un menu de restaurant ou en faisant un appel dans la langue que vous apprenez. Le sentiment de confiance que cela vous apportera vous surprendra!

Apprenez sur de multiples appareils

C'est facile de commencer à apprendre avec Mauril. Téléchargez l'application en version Apple ou Android sur votre téléphone intelligent ou votre tablette, ou utilisez la version web. Créez un profil et accédez à votre parcours d'apprentissage où et quand vous le voulez!
Débuter

Pourquoi apprendre avec Mauril?

Vous découvrirez des mots et des expressions de tous les jours et habituerez vos oreilles à la façon de parler des francophones et anglophones, d'un océan à l'autre. Ouvrez vos horizons, tissez des liens avec la communauté et mettez-vous au défi avec un outil d'apprentissage des langues qui peut être utilisé où vous le voulez, quand vous le voulez! Apprenez en écoutant du contenu stimulant et divertissant de CBC et Radio-Canada.
Découvrez les avantages de Mauril

Enseignants, utilisez Mauril comme outil pédagogique complémentaire

Vous enseignez l'anglais ou le français langue seconde? L'application gratuite Mauril peut être utilisée en complément de votre matériel et offrir à vos étudiants un outil supplémentaire pour favoriser leur immersion dans leur langue d'apprentissage. Notre page Enseignants offre des renseignements pratiques pour profiter au maximum de l'application.
Consultez la page Enseignants

Apprenez avec du contenu captivant de CBC et Radio-Canada

Le contenu audio et vidéo présenté sur l'application Mauril a été minutieusement sélectionné à partir de la vaste bibliothèque de contenu de CBC et Radio-Canada. Celle-ci comprend des séries télé récentes, des documentaires, des actualités et des balados, classés selon le niveau de difficulté d'apprentissage.
Découvrez la liste complète des émissions sur Mauril

Plongez dans du contenu adapté au contexte culturel canadien

Mauril est une application d'apprentissage des langues qui vous invite à vous jeter à l'eau! En écoutant les vidéos et en répondant aux questions, vous développerez vos aptitudes de compréhension orale tout en vous familiarisant avec des mots et expressions courants ainsi que des accents d'ici. Le contenu a été soigneusement choisi pour maximiser l'exposition au paysage culturel diversifié du Canada.

Besoin d'aide?

Consultez notre Foire aux questions pour obtenir des réponses aux questions les plus fréquemment posées. Si vous ne trouvez pas de réponse à votre question, écrivez-nous à mauril@radio-canada.ca.
Consulter la FAQ

Tirez le meilleur parti de votre expérience d'apprentissage

Abonnez-vous à l'infolettre Mauril pour recevoir les dernières nouvelles, des trucs utiles et des mises à jour.

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Découvrez Mauril : une façon divertissante d'apprendre gratuitement l'anglais et le français!

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Améliorez vos compétences en anglais et en français dès maintenant! C'est simple, grâce à du contenu audio et vidéo de CBC et Radio-Canada, testez vos aptitudes de compréhension orale. Progressez à votre propre rythme et relevez des défis pratiques au quotidien.

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Bien-être

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Explorez les collèges et
programmes d'études collégiales du Québec

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Pygma est un outil d'information sur les programmes d'études collégiales offerts au Québec.

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service régional d’admission du montréal métropolitain

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Le SRAM reçoit les demandes d’admission pour 32 cégeps et établissements publics d’enseignement collégial au Québec.

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Des contes pour enfants traduits en français avec, en option, une traduction en anglais et le son ralenti d'un locuteur de langue maternelle française. Idéal pour les enfants... et les adultes aussi ! A savourer !

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Bilingual French children’s stories with audio | The Fable Cottage

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Well-known children’s stories and fairy tales, lovingly translated into French with parallel text in English. Great for French learners — kids and adults alike!

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Grade 6 mathematics ministry exam

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In the final year of elementary school, all Grade 6 students in Quebec are required to write a mathematics examination administered by the Ministère de l'Éducation et de l'Enseignement supérieur du Québec. The purpose of this compulsory exam is to assess their skills and knowledge in math.

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In the final year of elementary school, all Grade 6 students in Quebec are required to write a mathematics examination administered by the Ministère de l'Éducation et de l'Enseignement supérieur du Québec. The purpose of this compulsory exam is to assess their skills and knowledge in math.

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Narrative Writing: A Complete Guide for Teachers and Students

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Narrative Writing: A Complete Guide for Teachers and Students

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How to write a narrative: Step-by-step instructions for learning and teaching narrative writing including planning tools, video, tutorials, writing prompts and teaching ideas for English teachers, students and parents. Story writing resources for narrative essays and creative writing.

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How to Write a Text Response: A Complete Guide for Students and Teachers

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A complete guide to writing a Text Response / Reader Response

WHAT IS A TEXT RESPONSE?

In this guide, we will be covering everything you need to know about how to write a text response. Let's start at the beginning.

A text response is a style of writing in which you are sharing your reaction to something. It is an opportunity to let the world know how you feel about something.

A text response can also be referred to as a reader response which is accurate but you may also confuse them with a literacy narrative. This is not an accurate comparison as a literacy narrative is more an assessment of how you became literate whereas a text response is a specific response to a specific text.

A text response by definition is specifically a response to a book you have read but it can also be a response to a film you have just seen, a game you have been playing, or for more mature students it could be a response to a decision the government is making that affects you or your community that you have read from a newspaper or website.

When writing a response it is important that you get the following points across to your audience.

How do you feel about what you are reading / saw / heard?

What do you agree or disagree with?

Can you identify with the situation?

What would be the best way to evaluate the story?

Some teachers get confused between a book review and a text response. Whilst they do share common elements they are unique genres. Be sure to read o ur complete guide to writing a book review for further clarification.
WHAT IS THE PURPOSE OF A TEXT RESONSE?
Often when we talk about the development of language skills it is useful to discuss things in terms of four distinct areas. These are commonly grouped into the two active areas of speaking and writing and the two so-called passive areas of listening and reading. Learning to write a text response bridges this gap as it requires our students to not only develop high-level writing skills but also to consider reading as much more than a mere passive activity.

Writing a text response hones the student's critical thinking skills as well as their ability to express their thoughts in writing. It gives students an opportunity to engage in reading as an active exercise, rather than something that is analogous to watching TV!

GETTING STARTED: THE PREWRITING STAGE OF A TEXT RESPONSE

As with much of the formal school experience, students can greatly benefit from undertaking a methodical approach in their work. The following process outlines step-by-step how students can best approach writing their text responses in the beginning.

The keyword in the phrase writing a text response is not writing but response. The whole thing starts with the reading and how the student considers the text they are engaging with. Whether the text they are being asked to respond to is an unseen piece in an exam situation or a piece of coursework based on something that has been studied over a semester, the structure remains the same. This is true too regardless of age and ability levels. Younger students should be taught to approach writing a text response using the same concepts but in a simplified and more scaffolded manner.
Read for Understanding:
Students should read the text they are responding to initially for a basic comprehension of what the text is about. They should read to identify common themes and narrative devices that will serve to answer the question. Often, the question will demand that the student consider and explain the author's use of a specific literary device or how that literary device develops a central idea and the author's purpose. In preparing our students to write competent text responses they must first be familiar with the literary devices and conventions that they will be asked to discuss.

Students may instinctively know what they like to read, but what is often not instinctive is the expressing of why they like to read it. They may acknowledge that the writing they are reading is of a high quality, or not as the case may be, but they may lack the vocabulary to express why the writing is successful or unsuccessful. Take the opportunity in class when reading, regardless of the genre, to point out literary devices, techniques, and stylistic considerations that will help your students when it comes to writing a text response.

As humans, we are hardwired to understand the world around us in terms of the stories we tell ourselves and others. We do this by employing comparisons and drawing parallels, we play with words in our everyday use of idiom and metaphor, alliteration and rhyme. Encourage students to keep an ear out for these techniques in the music they listen to, the comics they read, and the TV they watch. Even in the advertising they are exposed to.

Be sure too to offer your students opportunities to practice writing their own metaphors, similes, alliterative sentences etc. There is no better way to internalize an understanding of these literary techniques than by having a go at writing them yourself. And, it doesn't have to be a dry academic exercise, it can be a lot of fun too.

Teaching alliteration? Have the students come up with their own tongue twisters. Want them to grasp simile? Have them produce Not! similes, for example, give them an adjective such as 'cuddly'. Tell them you want them to write a simile using the simile structure employing 'as'. Tell them too they must use the word 'cuddly' about someone who is not cuddly at all. Offer them the example He is as cuddly as a cactus to get the ball rolling. They can do this for any adjective and they will often achieve hilarious results!
Read Directions Carefully:
It should go without saying to read the directions carefully, but experience teaches us otherwise! Often it is not the best writers among our students who receive the best grades, but those who diligently respond to the directions of the task that has been set. Students should be sure to check that they have read the directions for their text response question closely. Encourage them to underline the keywords and phrases. This will help them structure their responses and can also serve as a checklist for them to refer to when they have completed writing their text responses.

Have students pinpoint exactly what the question is asking them. For older or stronger students, these questions will likely comprise several parts. Have the student separate the question into these component parts and pinpoint exactly what each part is asking them for.

A good practice to ensure a student has adequately understood what a question is looking for is to ask the student to paraphrase that question in their own words. This can be done either orally or as a written exercise. This helpful activity will inform the student's planning at the prewriting stage and, as mentioned, can provide a checklist when reviewing the answer at the end.
The Process:

1. To ensure students fully understand the question, have them underline or highlight keywords in the sentence or question. Distribute thesauruses and have students find synonyms for the keywords that they have highlighted.

2. Have them rewrite the question as a series of questions in their own words. This will allow the teacher to assess their understanding of what they are being asked to do. It can also serve as a structured plan for writing their response.

3. Allow some time for students to discuss the question together, either in small groups or with talking partners. After the allotted time, students must decide on a yes, no, or maybe response to the central question.

4. Their response to Step 3 above will formulate their contention, which will serve as the driving force behind their text response as a whole.

5. On their own, students brainstorm at least three arguments or reasons to support their contention.

6. For each of the reasons, students should refer to the text and choose the best evidence available in support of their contention.

7. Students should not be overly concerned with forming a logical order to their notes gathered so far. The purpose of this activity is to let ideas flow freely and capture them on paper.

When completed, it is at this point that they are ready to begin the writing process in earnest.

HOW TO WRITE A TEXT RESPONSE

As with writing in many other genres, it is useful to think of the text response in terms of a three-part text response essay structure. It is a simple process of learning how to write a response paragraph and then organizing them into the ubiquitous beginning, middle, and end (or intro, body, conclusion) that we drill into our students will serve us well again. Let's take a look:

The first paragraph in our students' text responses should contain the essential information about the text that will orientate the reader to what is being discussed. Information such as the author, the title of the book or extract, and a general statement or two about the content will provide the reader with some context for the discussion to follow.

The SOAPSTONE acronym is useful when considering which information is essential to include in the intro: Speaker, Occasion, Audience, Purpose, Subject, TONE. Students should reflect on which of these aspects should be addressed in the introductory paragraph. The genre of the text will largely determine which of these should be included and which are left out. However, it is important the student does not get too bogged down at this stage, these orientation sentences usually require only three or four sentences in total.

Be sure to check out our own complete guide to writing perfect paragraphs here.

The tone of a text response should be such that it assumes the reader does not have the understanding of the text that the writer does. It is useful to tell them here to picture one person in their life they are writing to. Someone that would not be familiar with the text, perhaps a family member that they are explaining what they read to. Remind them though, the language should be formal too.

Once the student has established some context in the reader's mind, they will then need to address the central idea that will form the 'eye of the storm' of their argument.

When learning how to write a text response body paragraph one of the most common pitfalls that students fall into is that they engage in a straightforward retelling of the text. Discussion of the text is the name of the game here. Students must get into the text and express their opinions on what they find there. It is quickly apparent when reading a student's response when they are merely engaging in a retelling and when they are delivering a thoughtful response. Be sure students are aware of the fact that this fools nobody!

The notes students have made in the prewriting stages will be extremely useful here. Each of the arguments or reasons they have produced to support their contention will form the basis for a body paragraph. The TEEL acronym is useful here:

Topic Sentence: Students should begin each of their paragraphs with a topic sentence. This sentence introduces the point that will serve as the main idea of the paragraph - the central riff if you like. It will engage directly with an aspect of the question or writing prompt.

Expand / Explain: The purpose of the next few sentences will be to narrow the focus of the topic sentence, often by referring to a specific character or event in the text and offering further explanation of the central point being developed in the paragraph.

Evidence / Example: At this point in the paragraph it is essential that the student makes close reference to the text to support the point they have been making. Having an opinion is great, but it must be based, and be shown to be based, on the actual text itself. Evidence will most often take the form of a quotation from the text - so make sure your students are comfortable with the mechanics of weaving quotations into their writing!

Link: The end of each body paragraph should link back to the student's central contention. It restates the argument or reason outlined in the topic sentence, but in the wider context of the central contention which usually is the yes, no, or maybe uncovered at the prewriting stage.

As the student moves through their essay, it is important that they reference the main theme of the text in each and every paragraph. The structure of the essay should illustrate an evolution of the student's understanding of that theme.

References should be made to how the writer employs the various literary techniques to construct meaning in his or her text. However, reference to literary techniques should not be made merely in passing but should be integrated into a discussion of the themes being explored in the essay.

Writing a text response conclusion:

Writing the conclusion involves essentially restating the contentions made already, as well as summarizing the main points that were discussed. Though the conclusion will inevitably have much in common with the introduction, and some repetition is unavoidable, make sure students use different wording in their conclusion. The paraphrasing exercise in the prewriting stages may be helpful here.

Encourage students too to link back to their reasons and arguments developed to support their contention in the body paragraphs. The conclusion is no place to introduce new ideas or to ask rhetorical questions. It is the place for gathering up the strands of argument and making a statement about the relevance of the text in relation to the wider world.

TIPS FOR WRITING A GREAT TEXT RESPONSE

● In essays of this type, students should mostly write in the present tense.

● Encourage students to vary the length of their sentences to maintain the reader's interest. But be careful too, students should avoid using overly long sentences as longer sentences can be more difficult to control. A good rule of thumb is that when expressing complex thoughts use several short sentences. Simpler thoughts can be expressed through longer, more complex sentences.

● Tie everything back to the question. The dissection of the question during the prewriting stage of the text response should remain at the forefront of the student's mind at all times. If what the student writes doesn't link back to the original question then it is deadwood and should be discarded.

● Writing a text response requires the student to analyze the text and responds personally with their own thoughts and opinions. They should not be afraid to make bold statements as long as they can make references to the text to support those statements.

● The prewriting stage is essential and should not be skipped. But, even with a well thought out prewriting session, where time allows, opportunities should be given for students to draft, redraft, and edit their writing.

We often teach our students that writing is about expressing our thoughts and ideas, but it is also about discovering what we think too.

TEXT RESPONSE TASK FOR STUDENTS

In a response paper, you are writing a formal assessment of what you have read or observed (this could be a film, a work of art, or a book), but you add your own personal reaction and impressions to the report.

The steps for completing a reaction or response paper are:

Observe or read the piece for an initial understanding

Record your thoughts and impressions in notes

Develop a collection of thoughts and insights from

Write an outline

Construct your essay

Once you have established an outline for your paper, you'll need to respond using the basic elements of every strong essay, a strong introductory statement.

In the case of a reaction paper, the first sentence should contain the title of the object to which you are responding and the name of the author/creator/publisher

The last sentence of your introductory paragraph should contain your stance or position on the subject you are writing about.

There's no need to feel shy about expressing your own opinion in a response, even though it may seem strange to write "I feel" or "I believe" in an essay.

USEFUL STATEMENTS TO INCLUDE IN A TEXT RESPONSE

I felt that

In my opinion

The reader can conclude that

The author seems to

I did not like

The images seemed to

The author was [was not] successful in making me feel

I was especially moved by

I didn't get the connection between

It was clear that the artist was trying to

The sound track seemed too

My favorite part was...because

TEXT RESPONSE GRAPHIC ORGANIZER

CLICK HERE TO DOWNLOAD THIS TEMPLATE

TEXT RESPONSE WRITING CHECKLIST & RUBRIC BUNDLE

VIDEO TUTORIALS FOR TEXT RESPONSE WRITING

OTHER GREAT ARTICLES RELATED TO TEXT RESPONSE WRITING

Content for this page has been written by Shane Mac Donnchaidh. A former principal of an international school and university English lecturer with 15 years of teaching and administration experience. Shane's latest Book the Complete Guide to Nonfiction Writing can be found here. Editing and support for this article have been provided by the literacyideas team.

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How to Write a Text Response: A Complete Guide for Students and Teachers

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In this guide, we will be covering everything you need to know about how to write a text response. Let's start at the beginning. A text response is a style of writing in which you are sharing your reaction to something. It is an opportunity to let the world know how you feel about something.

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Young learners begin school with excitement and, often, anxiety. Growing Early Mindsets (GEM) is a flexible instructional framework that empowers them to begin the journey to being an independent learner. Designed with busy teachers in mind, GEM integrates Growth Mindset, Social and Emotional Learning, and Mindfulness into everyday teaching and learning practice.

Quick Overview

10 Children's Books and Teacher Guides

Digital resources and Family Involvement

Alignment with CASEL, Common Core ELA Standards, & Head Start Early Learning

Included in the new CASEL Guide to Effective Social and Emotional Learning Programs

GEM is a literacy-based program that blends growth mindset, social and emotional learning, and mindfulness into a flexible teaching and learning framework. Ten colorful and engaging children's books and 3 teacher guides are included. Professional learning and onboarding guides educators through successful implementations. The teacher guides feature lesson plans, learning routines, assessments, instructional tools, digital resources, and more!

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Growth Mindset Programs for Parents | MindsetWorks

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Brainology is an online interactive program in which middle school students learn about how the brain works, how to strengthen their own brains, and how to better approach their own learning. In the process they develop a growth mindset whereby they think of their intelligence as something they can develop through study and learning rather than as something fixed, as explained by our co-founder Dr. Carol Dweck.

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On s’informe. On s’outille. On s’inspire.

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Bienvenue dans la communauté qui aide les familles à surmonter les difficultés d’apprentissage.

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Another fun resource for videos is Cosmic Kids Yoga for brain break videos and they have movement-based stories around topics that kids love like Minecraft and Harry Potter.

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Watch & Stream Free Kids Yoga Videos | Cosmic Kids

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Watch and stream kids yoga videos in a safe space on our website. Cosmic Kids' most popular adventures can be found here as well as on our app.

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Go Noodle is an AWESOME resource for engaging brain break videos.

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Programme en ligne d'immersion (français,  anglais...)

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Programme en ligne d'immersion (français,  anglais...)

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Programme en ligne d'immersion (français,  anglais...)

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Programme en ligne d'immersion (français,  anglais...)

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ExploreLearning Gizmos: Math & Science Virtual Labs and Simulations

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ExploreLearning Gizmos: Math & Science Virtual Labs and Simulations

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Interactive STEM Simulations & Virtual Labs | Gizmos

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Unlock STEM potential with our 550+ virtual labs and interactive math and science simulations. Discover engaging activities and STEM lessons with Gizmos!

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Interactive STEM Simulations & Virtual Labs | Gizmos

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Unlock STEM potential with our 550+ virtual labs and interactive math and science simulations. Discover engaging activities and STEM lessons with Gizmos!

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Pearson-Apprendre, de l'école a la maison

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Pearson-Apprendre, de l'école a la maison

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Bien démarrer avec i+ Interactif collégial et universitaire

i+ Interactif
pour les pros !

i+ Interactif
pour les pros !

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ERPI est un éditeur québécois de renom consacré à l'éducation. Nous publions des ressources scolaires du préscolaire à l'université.

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SWLSB SEC. 4 History of Quebec and Canada: Exam Review Questions

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Study with Quizlet and memorise flashcards containing terms like What were the 3 components of The National Policy?, What were the 2 colonies that were united in The Act of Union?, What was the name of the new territory that was formed with The Act of Union? and others.

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History of Québec & Canada - A Secondary Student History Site by LEARN & Partners

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History of Québec & Canada - A Secondary Student History Site by LEARN & Partners

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Note that teacher resources, including many others from the LEARN, the RECITUS and other community members are available via the Communauté Histoire du Québec et du Canada database. Secondary 3/4 teachers in Quebec can sign up via our English registration form

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Trouve ta ressource is the result of three projects, coming together, to work collectively to improve the well being of Laval youth, 12 to 25 years old, by taking concerted action in health promotion and prevention.

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Trouve ta ressource is the result of three projects, coming together, to work collectively to improve the well being of Laval youth, 12 to 25 years old, by taking concerted action in health promotion and prevention.

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Outil numérique incontournable qui permet de faciliter le parcours des jeunes lavallois âgés de 12 à 25 ans vers les meilleurs services issus de la communauté.

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LOGIN Espace sécurisé relatif à l’enseignement à la maison

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LOGIN Espace sécurisé relatif à l’enseignement à la maison

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Espace sécurisé relatif à l’enseignement à la maison

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Roles and Responsibilities DEM and School Board

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Roles and Responsibilities DEM and School Board

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Kits éducatifs & créatifs pour accompagner vos enfants dans la découverte du monde

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Nous souhaitons étancher la soif de découvertes et donner le goût de l'expérimentation à tous les enfants !

Retrouvez tous nos tutos et vidéos d'activités manuelles à réaliser à la maison sur notre blog.

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Kits éducatifs & créatifs pour accompagner vos enfants dans la découverte du monde

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Nous souhaitons étancher la soif de découvertes et donner le goût de l'expérimentation à tous les enfants ! Retrouvez tous nos tutos et vidéos d'activités manuelles à réaliser à la maison sur notre blog.

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Des amis se retrouvent dans une cabane cachée dans les arbres pour partager l'histoire de leurs livres préférés et surtout donner envie aux autres de les lire.

Zik est une série télévisée qui explore le monde de la musique de manière libre et amusante. De la science à l'histoire en passant par la création et l'appréciation de la musique, Zik cherche à explorer cette forme d'art différemment.

Tip, sa petite soeur Tippy et leurs parents habitent une maisonnette dans un pré.

Récemment arrivée à Sudbury, Inès Rebei, journaliste à ONFR pour le Nord de l'Ontario, décide d'aller explorer son territoire d'adoption. Embarquez avec elle et découvrez la région boréale comme vous ne l'avez jamais vue encore!

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TFO | Séries, émissions et films en français sur demande

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Des émissions éducatives pour enfants, des séries jeunesse, des productions originales, des documentaires et du grand cinéma, en français sur TFO!

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French and Math

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Apprendre à lire et à compter avec #Alec, un jeu d’enfant !

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Une plateforme de jeux éducatifs en ligne, dédiée à l’apprentissage des mathématiques et du français.

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French and Math

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Apprendre à lire et à compter avec #Alec, un jeu d’enfant !

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Une plateforme de jeux éducatifs en ligne, dédiée à l’apprentissage des mathématiques et du français.

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"Le site Constellations est un site de développement pédagogique, conçu et produit par la Direction de la formation générale des jeunes (DFGJ) du ministère de l'Éducation. Il vise à développer le goût de lire ainsi que des habitudes durables de lecture chez les jeunes. Constellations est une sélection de livres variés, mise à jour régulièrement. C'est aussi un laboratoire d'animation pédagogique et culturelle."

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"Constellations is a web resource designed and produced by the Direction de la formation générale des jeunes (DFGJ) of the Ministère de l’Éducation. It is intended to foster life-long reading habits among young people. Constellations includes a wide selection of books and is updated regularly. Our goal is to further the development of language learning, cultural awareness and the love of reading."

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Constellations est un site de la Direction de la formation générale des jeunes (DFGJ) du Ministère de l’Éducation (MEQ).

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The reading act is an event involving a particular individual and a particular text, happening at a particular time, under particular circumstances. Louise Rosenblatt (1985)

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LEGO on the go? Why not! If you have a LEGO lover then surely he or she will want to take the fun on the run. Whether you are in the car, staying at grandma's, or waiting at the doctor's office, our handy and simple Magnetic LEGO Travel Tray with FREE LEGO Challenge Cards will keep things altogether! A compact way to travel with LEGO. Our kid's LEGO activities are a must for keeping kids screen-free!

MAGNETIC LEGO TRAVEL TRAY (FREE LEGO CHALLENGE CARDS)

LEGO CHALLENGE CARDS ACTIVITY

This is a super simple Magnetic LEGO Travel tray to put together, and I found everything I needed at the local dollar store. I love the idea of the tray being magnetic so that all the parts should stay together easily for a grab and go travel activity. Pair with the FREE LEGO challenge card ideas and the kiddos are set.

I chose to use one tray and three of these nifty magnetic containers or tins. You could also use two cookie sheets and put 6 tins on one tray to carry even more LEGO pieces while storing the extra tray for building underneath!

thrive-in-post-video-player video-id="FRwmQPG8″ upload-date="2019-06-05T14:18:54.000Z" name="Brick STEM Activities for LEGO Lovers" description="Fun and easy to make LEGO activities with the bricks you already have!" player-type="default" override-embed="default"]
ALSO, CHECK OUT: 50+ Easy Things To Do With Kids At Home
YOU WILL NEED:

Of course, this magnetic LEGO travel tray is perfect the way it is, but what about a few LEGO challenge cards to get the fun and building started?

I made FREE printable LEGO travel challenge cards that you can pair with your LEGO tray. Simple challenges make building time extra special. Click below to download your set.

HERE'S A LEGO CHALLENGE TO TRY

STEP 1: Print and cut apart cards and place them in an empty box or jar.

STEP 2: Everyone picks a card with their eyes closed, no peaking and no telling.

STEP 3: Set a time limit such as 15, 30 or 60 minutes, whatever your age group can handle.

STEP 4: Secretly pull off building the challenge card and then come back together to share the build!

Might just win you an hour break and a bit of quiet while they are busy building.
Add these FREE LEGO Challenge Cards to your brick collection!
USING YOUR PRINTABLE LEGO CHALLENGES

You have a few options for your printable LEGO challenge card pages. Look for more printable LEGO challenges below too!

Print and cut for quick use.

Place whole sheets in page protectors.

Laminate the whole pages.

Cut apart the cards and laminate them individually.

You can store the individual cards on a metal ring or clip or in a pencil case!

The sheets you can simply place under the magnetic tins on top of the cookie sheet, and they will stay put during travel.

Everyone can have their own magnetic LEGO travel tray! They are even perfect for quiet time in the house! Make one as a gift for a friend.

MORE FUN LEGO ACTIVITIES

DIY MAGNETIC LEGO TRAVEL TRAY FOR KIDS
MORE FUN LEGO IDEAS ALL YEAR ROUND

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Magnetic LEGO Travel Tray (Free LEGO Challenge Cards)

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LEGO on the go? Why not! If you have a LEGO lover then surely he or she will want to take the fun on the run. Whether you are in the car, staying at grandma's, or waiting at the doctor's office, our handy and simple Magnetic LEGO Travel Tray with FREE LEGO Challenge Cards will keep things altogether!

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Science and the Environment( Secondary) MEQ

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Science and the Environment( Secondary) MEQ

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Science is a means of analyzing the world around us. Its aim is to describe and explain certain aspects of our universe. Made up of a set of theories, knowledge, observations and methods, it is characterized by its attempt to develop simple, intelligible models to explain our complex world.

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Environmental Science and Technology (Secondary) MEQ

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Environmental Science and Technology (Secondary) MEQ

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Environmental Science and Technology | Ministère de l’Éducation et Ministère de l’Enseignement supérieur

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A product of human activity, the field of science and technology is closely related to, and can even change, the different environments it examines. The different elements of the environment can be the subject of scientific study. For example, environmental science, which groups together several fie…

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The Applied Science and Technology program creates a single discipline by integrating five scientific fields (astronomy, biology, chemistry, geology, physics) and technology.

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Science and technology are playing an increasingly important role in our lives and have made a key contribution to the transformation of societies. Their influence extends to a multitude of achievements that can be found everywhere in our environment.

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Mathematics is a science and a universal language that helps us understand reality. Its mastery is a major asset when carving out a place for oneself in a society that benefits from its many practical applications.

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French Second Language   ( Elementary) MEQ

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French Second Language   ( Elementary) MEQ

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Please note

This section is in French only.

Go to French only section.

For more information, please refer to the Ministère's linguistic policy.

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(French Only) Le programme de base de français, langue seconde, permet à l'élève québécois non francophone d'apprendre à communiquer en français dans des contextes variés afin de satisfaire des besoins personnels, scolaires ou sociaux.

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Please note

This section is in French only.

Go to French only section.

For more information, please refer to the Ministère's linguistic policy.

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French as a Second Language | Ministère de l’Éducation et Ministère de l’Enseignement supérieur

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(French Only) Dans une société pluraliste d’expression française comme le Québec, l’apprentissage du français, langue seconde, doit fournir à l’élève du secteur anglophone les outils dont il a besoin pour participer à la vie francophone, tant sur le plan professionnel que sur le plan personnel ou so…

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Please note

This section is in French only.

Go to French only section.

For more information, please refer to the Ministère's linguistic policy.

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Please note

This section is in French only.

Go to French only section.

For more information, please refer to the Ministère's linguistic policy.

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The new English Language Arts (ELA) program for the elementary schools of Québec is centred in the connection between the learner's world and words, since language is both a means of communicating feelings, ideas, values, beliefs and knowledge.

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Please note

This section is in French only.

Go to French only section.

For more information, please refer to the Ministère's linguistic policy.

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Because the problems and issues that characterize the contemporary world are both interconnected and multidimensional, the various actors-states, organizations and citizen groups-have to work together to find global solutions. To study these problems and issues, one must see them from both geographic and historical perspectives and consider the economic and political dimensions.

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Please note

This section is in French only.

Go to French only section.

For more information, please refer to the Ministère's linguistic policy.

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The History of Québec and Canada program focuses on the characterization and interpretation of the particular features of the path taken by Québec society. It involves the study of the interaction between the diverse groups within the complex entity that is the nation.

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Please note

This section is in French only.

Go to French only section.

For more information, please refer to the Ministère's linguistic policy.

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The history of the 20th century was marked by a trend toward closer social, economic, political and cultural relations among societies. The History of the 20th Century program for Secondary V students focuses on the way in which different ideologies came into conflict and transformed each other.

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Learn Quebec: Financial Education Curriculum

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Learn Quebec: Financial Education Curriculum

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Pick from a range of tools to help with the teachings and learnings of financial education. Official MEES program related documents published by the Québec Ministry of Education are also available.

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Please note

This section is in French only.

Go to French only section.

For more information, please refer to the Ministère's linguistic policy.

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In the Financial Education program, students acquire knowledge and know-how that enables them to assess situations that involve taking a position, considering the options available to them and rigorously determining the consequences of their choices.

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List of all Programs at CDC Pont-Viau

Click here

Regular Hours

All Programs (Excluding Health)

Monday to Friday inclusive » 8:00 a.m. to 3:20

Health Programs:

Monday to Friday inclusive  »  7:45 a.m. to 3:05 p.m.

Program

Hours

Length

Start on

Hours 1800

Length 60 weeks

Start on x

Hours 900

Length 30 weeks

Start on 17/02/2022

Hours 1800

Length 60 weeks

Start on x

Hours 1350

Length 45 weeks

Start on 07/03/2022

Hours 1350

Length 40 weeks

Start on 09/11/2020

Hours 900

Length 30 weeks

Start on 11/01/2021

Hours 1800

Length 60 weeks

Start on 21/02/2022

Hours 450

Length 26 weeks

Start on 31/01/2022

Hours 375

Length 12 weeks

Start on 30/03/2021

Hours 1800

Length 60 weeks

Start on 08/03/2022

Hours 870

Length 38 weeks

Start on 03/04/2023

Hours 1800

Length x

Start on 29/03/2022

Hours 735

Length 22 weeks

Start on x

Hours 1800

Length 60 weeks

Start on 26/01/2021

Hours 15

Length x

Start on 26/02/2022

Hours 390

Length 14 weeks

Start on 06/04/2021

Hours 1485

Length 50 weeks

Start on x

Hours 450

Length 26 weeks

Start on 07/03/2022

Hours 390

Length 14 weeks

Start on 25/10/2021

Hours 330

Length 12 weeks

Start on 15/02/2022

Hours 915

Length x

Start on 27/05/2019

Hours 1800

Length 60 weeks

Start on 26/08/2019

Hours 570

Length 21 weeks

Start on 31/08/2021

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Here are Sir Wilfrid Laurier Vocational Training. Wether you are looking for a career in health, mechanics, organization... we have the program for you

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Refseek: Browse the Reference Site Directory

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Refseek: Browse the Reference Site Directory

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Academic search engine for students and researchers. Locates relevant academic search results from web pages, books, encyclopedias, and journals.

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iSEEK Education is a targeted search engine for students, teachers, administrators, and caregivers.

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iSEEK Education is a targeted search engine for students, teachers, administrators, and caregivers.

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Welcome to iSEEK Education!

iSEEK Education is a targeted search engine for students, teachers, administrators, and caregivers.
* Safe - Put your mind at ease with safe search technologies and editor-reviewed content
* Authoritative - Search hundreds of thousands of trusted resources from universities, government, and established noncommercial providers
* Intelligent - Instantly identify lesson plans, activities, school subjects, grade levels, and more with iView navigation
* Time-saving - Register to bookmark any URL for storage in MySEEK, your own searchable Web-based library

iSEEK supports all major web browsers, but it is optimized for Mozilla Firefox. Click here to get Firefox now.

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iSEEK.com - Target web information with ease.