Teacher ToolkitElementary Media Toolkit - Gabrielle is… Video Series

Press the following tabs to watch the videos and explore the essential questions connected to each one.

This series is aligned to the Kindergarten curriculum. TVOKids Host Gabrielle introduces a variety of different topics, while teaching young learners about science, mathematics, problem solving, art, and so on.

Press the following tabs to explore the curriculum expectations connected to each Gabrielle is... video.

Please note all prompts and information included in this Teacher Toolkit are suggestions only. Educators are always encouraged to evaluate the specific needs of their learners and use their professional judgement.

• What materials will you need as a follow up to the video?

• What pre-conversations will you need to have with your students?

• What vocabulary do your students need to know?

• What pre-teaching needs to happen to prepare your students for this content?

• Is there any pre-reading that you need to do to facilitate this content?

• Will students work independently, in partners, in small groups, or is this a full class activity?

Before you begin teaching, consider the following prompts to prepare your learners. Some suggested answers have been included as samples.

• What are we going to learn today? 
• How do I show what I have learned?

• How will you activate and/or assess your students’ prior knowledge ahead of this learning module?

• How will you draw your students’ attention to the learning outcome for this learning module?

Students will learn how they can use questions to make an informed guess. They will watch Gabrielle is…Fabby Gabby the Great and the 5 Senses and answer the following guiding question:

As you watch the video, listen when Gabrielle asks questions and uses her five senses to guess the item in her mystery bag. What kind of questions might you ask?

EXTENSION: Students will further demonstrate their learning by creating their own mystery bag and taking turns with partner asking questions and guessing each item.

After students have watched the video, you can make yourself available to:

• answer any questions or queries
• observe students’ engagement with the content
• conference with individual students using guiding questions
• lead a guided group through extension activities

As an extension of learning, extra information, or supplementary activities, please refer to the following resources:

• KGPS LA3 I Can Ask Questions!     (Opens in a new window)  - The lesson is an extension of what is provided in this toolkit.

• What materials will you need as a follow up to the video?

• What pre-conversations will you need to have with your students?

• What vocabulary do your students need to know?

• What pre-teaching needs to happen to prepare your students for this content?

• Is there any pre-reading that you need to do to facilitate this content?

• Will students work independently, in partners, in small groups, or is this a full class activity?

Before you begin teaching, consider the following prompts to prepare your learners. Some suggested answers have been included as samples.

• What are we going to learn today? 
• How do I show what I have learned?

• How will you activate and/or assess your students’ prior knowledge ahead of this learning module?

• How will you draw your students’ attention to the learning outcome for this learning module?

Students will learn how to sort waste. They will watch Gabrielle is…Sorting for Planet Earth and answer the following guiding questions.   

• What are the three types of bins that Gabrielle shares?
• How does she sort the items on the table?
• What do you notice about the size of the garbage bag at the end of the video?
• Why might it be important to sort out our waste?

EXTENSION: Students will further demonstrate their learning by creating a poster about sorting waste.

After students have watched the video, you can make yourself available to:

• answer any questions or queries
• observe students’ engagement with the content
• conference with individual students using guiding questions
• lead a guided group through extension activities

As an extension of learning, extra information, or supplementary activities, please refer to the following resources:

• KGPS LA7       (Opens in a new window) I Can Recycle!     (Opens in a new window) !     (Opens in a new window)  - The lesson is an extension of what is provided in this toolkit.
• Grade 1 Science – How to Recycle     (Opens in a new window) 

• What materials will you need as a follow up to the video?

• What pre-conversations will you need to have with your students?

• What vocabulary do your students need to know?

• What pre-teaching needs to happen to prepare your students for this content?

• Is there any pre-reading that you need to do to facilitate this content?

• Will students work independently, in partners, in small groups, or is this a full class activity?

Before you begin teaching, consider the following prompts to prepare your learners. Some suggested answers have been included as samples.

• What are we going to learn today? 
• How do I show what I have learned?

• How will you activate and/or assess your students’ prior knowledge ahead of this learning module?

• How will you draw your students’ attention to the learning outcome for this learning module?

Students will learn the characteristics and value of Canadian coins by watching the video and answering follow-up questions with a possible activity.

• What do you see, think, or wonder about Canadian coins?
• What pictures do you see on each coin?
• What can we use coins for?

EXTENSION: Students will further demonstrate their learning by creating play money, using what they know about the design and colour of each, and integrate their play money into their dramatic play.

After students have watched the video, you can make yourself available to:

• answer any questions or queries
• observe students’ engagement with the content
• conference with individual students using guiding questions
• lead a guided group through extension activities

As an extension of learning, extra information, or supplementary activities, please refer to the following resources:

• KGLM LA11 Understanding Coins and Bills     (Opens in a new window)  - The lesson is an extension of what is provided in this toolkit.

• What materials will you need as a follow up to the video?

• What pre-conversations will you need to have with your students?

• What vocabulary do your students need to know?

• What pre-teaching needs to happen to prepare your students for this content?

• Is there any pre-reading that you need to do to facilitate this content?

• Will students work independently, in partners, in small groups, or is this a full class activity?

Before you begin teaching, consider the following prompts to prepare your learners. Some suggested answers have been included as samples.

• What are we going to learn today? 
• How do I show what I have learned?

• How will you activate and/or assess your students’ prior knowledge ahead of this learning module?

• How will you draw your students’ attention to the learning outcome for this learning module?

Students will learn about AB, AAB and ABC patterns. They will watch Gabrielle is GG Styles! Playing with Patterns and answer questions the following guiding questions: 

• What does GG Styles use to create her AB pattern?  
• What does GG Styles use to create her AAB pattern? 
• What does GG Styles use to create her ABC pattern?  
• If you could create your own pattern, which pattern core would you use? 

EXTENSION: Students will further demonstrate their learning by completing digital patterns and may try creating their own pattern using materials of their choice. 

After students have watched the video, you can make yourself available to:

• answer any questions or queries
• observe students’ engagement with the content
• conference with individual students using guiding questions
• lead a guided group through extension activities

Now, have students create their own patterns using materials of their choice.

As an extension of learning, extra information, or supplementary activities, please refer to the following resources:

• KGLM LA1 Fun with Patterns     (Opens in a new window)  - The lesson is an extension of what is provided in this toolkit.

• What materials will you need as a follow up to the video?

• What pre-conversations will you need to have with your students?

• What vocabulary do your students need to know?

• What pre-teaching needs to happen to prepare your students for this content?

• Is there any pre-reading that you need to do to facilitate this content?

• Will students work independently, in partners, in small groups, or is this a full class activity?

Before you begin teaching, consider the following prompts to prepare your learners. Some suggested answers have been included as samples.

• What are we going to learn today? 
• How do I show what I have learned?

• How will you activate and/or assess your students’ prior knowledge ahead of this learning module?

• How will you draw your students’ attention to the learning outcome for this learning module?

Students will learn how to create their own instrument using recycled materials. They will watch Gabrielle is Rocking it as SheBG and answer the following guiding questions: 

• What kind of instrument does Gabrielle create? 
• What do you notice about the sound of each material?  
• What types of recycled materials could you use?  
• What kind of instruments might you try making yourself? 

EXTENSION: Students will further demonstrate their learning by creating their own musical instrument using recycled and/or household items.

After students have watched the video, you can make yourself available to:

• answer any questions or queries
• observe students’ engagement with the content
• conference with individual students using guiding questions
• lead a guided group through extension activities

As an extension of learning, extra information, or supplementary activities, please refer to the following resources:

• KGBC LA2 Let's Make Music!     (Opens in a new window)  - The lesson is an extension of what is provided in this toolkit.

• What materials will you need as a follow up to the video?

• What pre-conversations will you need to have with your students?

• What vocabulary do your students need to know?

• What pre-teaching needs to happen to prepare your students for this content?

• Is there any pre-reading that you need to do to facilitate this content?

• Will students work independently, in partners, in small groups, or is this a full class activity?

Before you begin teaching, consider the following prompts to prepare your learners. Some suggested answers have been included as samples.

• What are we going to learn today? 
• How do I show what I have learned?

• How will you activate and/or assess your students’ prior knowledge ahead of this learning module?

• How will you draw your students’ attention to the learning outcome for this learning module?

Students will learn about what plants need to grow. They will watch Gabrielle is…The Germinator and answer the following guiding questions:

• What do plants need to grow? 
• What materials does Gabrielle use to plant her seeds?  
• What steps does she follow to plant her seed?

EXTENSION:  Students will further demonstrate their learning by determining the materials and steps they would need to follow to plant a seed. 

After students have watched the video, you can make yourself available to:

• answer any questions or queries
• observe students’ engagement with the content
• conference with individual students using guiding questions
• lead a guided group through extension activities

If soil is not available, an alternative activity could be to use dry kidney beans, paper towel and small ziplock bags.

Have students wet and fold their paper towel and lay their bean on top. Add both to a ziplock bag. Place by a window ledge, so that the beans get plenty of sun. 

Note: If possible, create a few bean pouches in case one does not grow. 

Track the change as a whole class as they beans germinate and grow!  

As an extension of learning, extra information, or supplementary activities, please refer to the following resources:

• KGPS LA7 Let’s Plant!     (Opens in a new window)  - The lesson is an extension of what is provided in this toolkit.
• Grade 1 Science – Indoor Urban Farming https://tvolearn.com/pages/grade-1-science-and-technology-Futures-and-Possible-Futures-learning-activity-1     (Opens in a new window)   

Growing Success – The Kindergarten Addendum describes the Ontario Ministry of Education’s policy for assessment, evaluation, and reporting for Kindergarten.

Assessment is an important part of students’ learning in Kindergarten. It takes place alongside instruction and is an important part of highlighting student thinking and making learning explicit.

Documenting students’ learning is an essential part of assessment in Kindergarten. Pedagogical documentation is the process of gathering and analyzing a wide range of documentation of student’s thinking and learning over time, often in collaboration with the students’ caregivers and community. This documentation provides insights to guide students’ next steps.

Source:

Ontario Ministry of Education. (2026). Kindergarten curriculum: Assessment and evaluation. Curriculum and Resources.  https://www.dcp.edu.gov.on.ca/en/curriculum/kindergarten/grades/jk-sk/context/assessment-learning.

As educators in Kindergarten interact with children in play and inquiry, provide descriptive feedback, and review documentation of the children’s learning with them, they use “noticing and naming the learning” to articulate what the children are doing (e.g., “I see you’ve put down two blue blocks and one green block, then two blue ones and one green one again. We call that a pattern.”). They introduce language that enables the children to describe their own learning. They make the children’s thinking and learning “visible” to them. In Kindergarten, the strategy of “noticing and naming the learning” serves as a vehicle for sharing “learning goals” and “success criteria” with the children.

Educators draw on their knowledge of the expectations and conceptual understandings set out in the Kindergarten program document to articulate the broad learning goals – representing subsets or clusters of knowledge and skills – that they share with the children. In Kindergarten, learning goals are expressed in terms and language that children understand – for example, “I am learning about patterns”. Learning goals articulated in this way enable children to think about and to begin to direct their own learning. Success criteria are expressed as the accomplishments that occur along the way – for example, “I can identify a pattern”; “I can describe a pattern”. Together, learning goals and success criteria help to make what the children are learning “visible” to them, so they can focus their learning efforts, understand what comes next, and begin to make decisions about their learning. “Noticing and naming the learning” in terms of learning goals and success criteria is a way in which educators can create a picture for children of what and how they are learning, and support.

Source:

Ontario Ministry of Education. (2018). Growing success: The Kindergarten addendum. Assessment, evaluation, and reporting in Ontario schools. Government of Ontario. https://www.edu.gov.on.ca/eng/policyfunding/GSKindergartenAddendum2018.pdf

Triangulation of assessments

The following is a sample chart/checklist for use in documenting your triangulation of assessments across the 4 Frames during observations, conversations, and conferences: