A comprehensive 40-week intervention program designed for a 2nd-grade student to improve reading fluency from 8 to 35 WCPM, master Fry words 1-3, and develop impulse control through social stories and behavior tracking.
A set of tiered daily reading trackers for 2nd-3rd grade students, focusing on predicting, inferring, main idea, and visualizing. These logs provide differentiated support for various reading levels within a single classroom.
An interactive and printable phonics game focusing on closed, open, VCE, and r-controlled syllable types designed for small group reading intervention.
Exploring the "Orange" sector, focusing on nuances like Anxiety, Insecurity, and Panic.
Exploring the "Red" sector, focusing on nuances like Frustration, Jealousy, and Agitation.
Exploring the "Purple" sector, focusing on nuances like Loneliness, Guilt, and Disappointment.
Exploring the "Yellow" sector, focusing on nuances like Calm, Trust, and Being Valued.
Exploring the "Blue" sector, focusing on nuances like Shock, Curiosity, and Confusion.
Exploring the "Green" sector of the wheel, focusing on nuances like Contentment, Pride, and Elation.
A collection of materials for a school-wide neurodiversity month celebration, including event flyers and inspirational posters.
Reinforces word meaning through categorization and creative expression. Students sort words into logical groups and explore a word-themed coloring book.
Transitions from individual words to meaningful structures. Students use matching activities and visual supports to build their first sentences.
Introduces the target words through visual recognition and fine motor practice. Students engage with flashcards and tracing activities to build familiarity and spelling skills.
A mystery-solving lesson focused on vocalic /r/ (specifically the 'wer' syllable) where students investigate a bakery heist. Students will analyze suspect statements, map locations, and evidence to identify who stole the Golden Flour.
A set of resources designed to help students understand and follow expectations for staying in their designated learning areas during WIN time and ELL sessions.