A retro game-show themed trivia lesson for resource room students in grades 5-8, featuring accessible 5th-grade level questions in Science, Social Studies, and ELA. Includes a slide presentation, printable student answer sheets, and a substitute teacher guide.

Students apply unit learning to a chosen career or post-secondary education path, identifying workplace accommodations and constructing a self-advocacy plan.

A highly-structured, research-backed lesson on subtracting two-digit numbers with regrouping, specifically designed with IEP accommodations. Includes grid-aligned practice sheets with repeating step-by-step visual checklists and built-in base-ten visual blocks to support concrete-representational-abstract transitions.

An intensive summative assessment lesson designed to check student mastery of FLOSS, -ck, -tch, -dge, and -le decoding and spelling patterns.

A transition lesson designed specifically for middle school students with ASD, focusing on navigating sensory changes, learning social scripts, practicing physical tasks like locker combinations, and organizing multiple classes.

A cumulative review and decision-making lesson consolidating all short-vowel ending rules (FLOSS, -ck, -tch, -dge) and stable final syllables (consonant + -le) to cement orthographic reasoning and decoding precision.

Under the Pre-ETS category of Counseling on Post-Secondary Opportunities, this lesson equips transitioning high school students with knowledge of workplace accommodations, visible/invisible disabilities, and self-advocacy. Students explore equity rights to prepare for post-secondary career and vocational opportunities.

Final Performance Task Completion and Distinction Certificates for Clinton Hill Middle School's Thrive department, customized for the Providence, MIT, and Princeton classrooms for June 2026.

A hands-on, multi-sensory lesson designed for 6th-grade special education students to master multisyllabic r-controlled vowel words. Students use syllable division rules (VCCV and VCV) to dissect words, physically construct them using interactive puzzle mats, and categorize them by their r-controlled spelling patterns.

Focuses on decoding and spelling longer, academic multisyllabic words ending in consonant + -le, while spiraling previously learned short-vowel spelling patterns (-ck, -tch, -dge) during warm-ups and comparative activities.

A comprehensive lesson designed to help students generalize and transfer their executive functioning skills—including emotional regulation, focus, flexibility, and organization—across various settings.

Introduces the final stable syllable consonant + -le, teaching a consistent cover-and-chunk strategy while spiraling open and closed syllable prerequisites.

An intensive review and comparative lesson integrating all four major short-vowel closing patterns (FLOSS, -ck, -tch, -dge) to cement master-level orthographic decoding and spelling logic.

Introduces the spelling pattern -dge for the final /j/ sound following short vowels, contrasting it with the -tch trigraph to strengthen phoneme-level auditory discrimination.

A cumulative practice and review lesson contrasting the short-vowel spelling rules (FLOSS, -ck, -tch) with VCe silent-e patterns to build master-level orthographic decoding and vowel recognition.

Introduces the spelling pattern -tch for the final /ch/ sound following short vowels, comparing and contrasting it with the -ck spelling rule for final /k/ sounds to build orthographic precision.

Introduces the spelling pattern -ck for the final /k/ sound following short vowels, contrasting it with the FLOSS rule to build systematic orthographic decision-making.

Introduces the FLOSS rule for single-syllable words containing short vowels, emphasizing the conditions under which final f, l, s, and z are doubled, while spiraling closed-syllable patterns.

A cumulative review lesson covering Unit 2 (Lessons 9-16). Students practice reading and spelling silent e/VCe words, soft/hard c, and soft/hard g patterns, and explain the position-based sound logic. Designed for high school students.

Lesson 16 of the sequence. Focuses on the application of soft/hard g and c rules in spelling, dictation, and -ge silent-e words using structured vowel-signaling strategies. Designed for high school students.

Lesson 15 of the sequence. Introduces soft g (/j/) and hard g (/g/), drawing explicit parallels to the hard/soft c rules as "partner rules" and reviews vowel signaling. Designed for high school students.

Lesson 14 of the sequence. Focuses on the application of soft and hard c rules in spelling, dictation, and multisyllabic words using structured chunking strategies. Designed for high school students.

Lesson 13 of the sequence. Introduces soft c (/s/) and hard c (/k/), explicitly contrasting them, and reviews VCe syllables through words ending in -ce. Designed for high school students.

Lesson 12 of the silent e sequence. Introduces the u_e silent e pattern (including /ū/ vs /yū/ variations), reviews a_e, i_e, and o_e patterns, and finishes with a 3-column syllable-type sort. Designed for high school students.

Lesson 11 of the silent e sequence. Introduces the i_e and o_e patterns, spirals a_e, and guides students to articulate the general VCe syllable rule using a structured sentence frame. Designed for high school students reading below grade level.

Lesson B of the silent e sequence. Students practice reading and spelling a_e words with less direct explanation, featuring compound word chunking in the warm-up, oral spelling chains, and a dictation assessment.

A structured reading intervention lesson introducing the silent e (a_e) spelling pattern and contrasting it with short-vowel closed syllables. Designed with explicit instruction and highly scaffolded practice for high school students reading below grade level.

A hands-on, highly supportive final exam preparation lesson designed for special education high school students. It uses a gamified 'level up' adventure theme to teach study organization, anxiety management, and effective accommodations use across interactive study stations and cooperative review activities.

A formal end-of-unit mastery check assessing student decoding of closed and open syllables, multisyllabic word division patterns (VC/CV and V/CV), and compound word recognition in isolation and context.

A cumulative review lesson covering closed and open syllables, two-syllable VC/CV and V/CV divisions, and compound words, consolidating Unit 1 skills for older struggling readers.

A scaffolded long division lesson tailored for IEP students, featuring color-coded steps (DMSB), grid organizers to prevent alignment errors, and no-remainder division. Includes an instructional slide deck, leveled student worksheets, and a comprehensive teacher guide.

A scaffolded lesson focused on the writing process, redesigned specifically for special education students using Universal Design for Learning (UDL) principles, featuring sentence frames, visual word banks, and tracing support.

A practice and application lesson focused on reading compound words in context. Students read sentences, analyze base word meanings, and identify open and closed syllable structures within compound parts.

An introductory lesson on reading compound words. Students learn to segment compound words into their two smaller base words and use syllable chunking to decode and comprehend longer combined words.

A practice and application lesson on two-syllable words, contrasting closed/closed (VC/CV) and open/closed (V/CV) patterns. Promotes automatic chunking and fluid connected reading.

An introductory lesson on chunking two-syllable words using open and closed syllable rules. Introduces systematic division routines for VC/CV (closed/closed) and V/CV (open/closed) patterns to build decoding confidence in longer words.

A practice and application lesson on mixed closed and open syllable structures. Emphasizes consistent, precise terminology and active syllable pattern identification to build automatic decoding skills.

An introductory lesson on open syllables, using explicit contrast with closed syllables to teach older readers to identify long vowel sounds in open-ended syllable structures.