Percent Increase and Decrease Quiz - Page 2
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Building Automaticity with Curriculum-Based Vocabulary | 3rd Grade
The concept of automaticity enables students to have repeated exposure to printed words across tiers to enable increased word recognition skills. By incorporating selected words into your speech/language sessions and/or curriculum, you are allowing your students to have repeated exposure to words which will enhance their overall ability to develop and master skills in reading WHILE practicing their speech/language skills. This set of Mechanical Vocabulary is based on the units from the Benchmark
3rd
English Language Arts
Building Automaticity with Curriculum-Based Vocabulary | 2nd Grade
The concept of automaticity enables students to have repeated exposure to printed words across tiers to enable increased word recognition skills. By incorporating selected words into your speech/language sessions and/or curriculum, you are allowing your students to have repeated exposure to words which will enhance their overall ability to develop and master skills in reading WHILE practicing their speech/language skills. This set of Mechanical Vocabulary is based on the units from the Benchmark
2nd
English Language Arts
Building Automaticity with Curriculum-Based Vocabulary | Kindergarten
The concept of automaticity enables students to have repeated exposure to printed words across tiers to enable increased word recognition skills. By incorporating selected words into your speech/language sessions and/or curriculum, you are allowing your students to have repeated exposure to words which will enhance their overall ability to develop and master skills in reading WHILE practicing their speech/language skills. This set of Mechanical Vocabulary is based on the units from the Benchmark
Kindergarten
English Language Arts
Building Automaticity with Curriculum-Based Vocabulary | 1st Grade
The concept of automaticity enables students to have repeated exposure to printed words across tiers to enable increased word recognition skills. By incorporating selected words into your speech/language sessions and/or curriculum, you are allowing your students to have repeated exposure to words which will enhance their overall ability to develop and master skills in reading WHILE practicing their speech/language skills. This set of Mechanical Vocabulary is based on the units from the Benchmark
1st
English Language Arts
Social Immersion Plans Versions 1, 2, 3 Arguing
At Autism Immersed, we believe Autism Spectrum Disorder (ASD) is a social disorder. We also believe teaching social competency in age typical social settings increases the probability that skills will maintain and generalize (Morrison and Blackburn, 2008). For that reason, we not only teach children with ASD academics alongside their typically developing peers, but we also teach the social skills necessary to navigate the world around them. Through our work, we know not all children with autism
Not Specific
School Psychology
Social Immersion Plans Versions 1, 2, 3 Doing Work
At Autism Immersed, we believe Autism Spectrum Disorder (ASD) is a social disorder. We also believe teaching social competency in age typical social settings increases the probability that skills will maintain and generalize (Morrison and Blackburn, 2008). For that reason, we not only teach children with ASD academics alongside their typically developing peers, but we also teach the social skills necessary to navigate the world around them. Through our work, we know not all children with autism
Not Specific
School Psychology
Social Immersion Plans Versions 1, 2, 3 Big Deal, Little Deal
At Autism Immersed, we believe Autism Spectrum Disorder (ASD) is a social disorder. We also believe teaching social competency in age typical social settings increases the probability that skills will maintain and generalize (Morrison and Blackburn, 2008). For that reason, we not only teach children with ASD academics alongside their typically developing peers, but we also teach the social skills necessary to navigate the world around them. Through our work, we know not all children with autism
Not Specific
School Psychology
Social Immersion Plans Versions 1, 2, 3 Blank Editable
At Autism Immersed, we believe Autism Spectrum Disorder (ASD) is a social disorder. We also believe teaching social competency in age typical social settings increases the probability that skills will maintain and generalize (Morrison and Blackburn, 2008). For that reason, we not only teach children with ASD academics alongside their typically developing peers, but we also teach the social skills necessary to navigate the world around them. Through our work, we know not all children with autism
Not Specific
School Psychology
Social Immersion Plans Versions 1, 2, 3 Being in School at Home Bundle
At Autism Immersed, we believe Autism Spectrum Disorder (ASD) is a social disorder. We also believe teaching social competency in age typical social settings increases the probability that skills will maintain and generalize (Morrison and Blackburn, 2008). For that reason, we not only teach children with ASD academics alongside their typically developing peers, but we also teach the social skills necessary to navigate the world around them. Through our work, we know not all children with autism
Not Specific
School Psychology
Social Immersion Plans Versions 1, 2, 3 Teacher Corrects Me
At Autism Immersed, we believe Autism Spectrum Disorder (ASD) is a social disorder. We also believe teaching social competency in age typical social settings increases the probability that skills will maintain and generalize (Morrison and Blackburn, 2008). For that reason, we not only teach children with ASD academics alongside their typically developing peers, but we also teach the social skills necessary to navigate the world around them. Through our work, we know not all children with autism
Not Specific
School Psychology
Social Immersion Plans Versions 1, 2, 3 Crying
At Autism Immersed, we believe Autism Spectrum Disorder (ASD) is a social disorder. We also believe teaching social competency in age typical social settings increases the probability that skills will maintain and generalize (Morrison and Blackburn, 2008). For that reason, we not only teach children with ASD academics alongside their typically developing peers, but we also teach the social skills necessary to navigate the world around them. Through our work, we know not all children with autism
Not Specific
School Psychology
Social Immersion Plans Versions 1, 2, 3 Playing Games
At Autism Immersed, we believe Autism Spectrum Disorder (ASD) is a social disorder. We also believe teaching social competency in age typical social settings increases the probability that skills will maintain and generalize (Morrison and Blackburn, 2008). For that reason, we not only teach children with ASD academics alongside their typically developing peers, but we also teach the social skills necessary to navigate the world around them. Through our work, we know not all children with autism
Not Specific
School Psychology
Social Immersion Plans Versions 1, 2, 3 Being Mean
At Autism Immersed, we believe Autism Spectrum Disorder (ASD) is a social disorder. We also believe teaching social competency in age typical social settings increases the probability that skills will maintain and generalize (Morrison and Blackburn, 2008). For that reason, we not only teach children with ASD academics alongside their typically developing peers, but we also teach the social skills necessary to navigate the world around them. Through our work, we know not all children with autism
Not Specific
School Psychology
Social Immersion Plans Versions 1, 2, 3 Virtual Classroom Bundle
At Autism Immersed, we believe Autism Spectrum Disorder (ASD) is a social disorder. We also believe teaching social competency in age typical social settings increases the probability that skills will maintain and generalize (Morrison and Blackburn, 2008). For that reason, we not only teach children with ASD academics alongside their typically developing peers, but we also teach the social skills necessary to navigate the world around them. Through our work, we know not all children with autism
Not Specific
School Psychology
Social Immersion Plans Versions 1, 2, 3 Virtual Meet Bundle
At Autism Immersed, we believe Autism Spectrum Disorder (ASD) is a social disorder. We also believe teaching social competency in age typical social settings increases the probability that skills will maintain and generalize (Morrison and Blackburn, 2008). For that reason, we not only teach children with ASD academics alongside their typically developing peers, but we also teach the social skills necessary to navigate the world around them. Through our work, we know not all children with autism
Not Specific
School Psychology
Social Immersion Plans Versions 1 Being in School at Home
At Autism Immersed, we believe Autism Spectrum Disorder (ASD) is a social disorder. We also believe teaching social competency in age typical social settings increases the probability that skills will maintain and generalize (Morrison and Blackburn, 2008). For that reason, we not only teach children with ASD academics alongside their typically developing peers, but we also teach the social skills necessary to navigate the world around them. Through our work, we know not all children with autism
Not Specific
School Psychology
Black Beauty: The Autobiography of a Horse Readers' Theatre Unit
Included in the Black Beauty: The Autobiography of a Horse Readers' Theatre Unit:218 page script divided among 49 chapters82 characters Black Beauty Quiz: 60 questions with 4 possible answers Quiz answer page Black Beauty Chapter Questions consisting of:1 True or False question 1 Fill in the Blank question 1 Short Answer question (The chapter questions can be but and glued into a note book or displayed to be copied or discussed or both) 12 Book Report Choice Board activites and a rubricStudent
7th - 12th, Adult Education, Higher Education
Literature, Reading, Writing
Wh- Questions
These basic when, what, where, and who questions can be used for a wide variety of goals, including but not limited to answering wh- questions, increasing expressive language, and increasing utterance length.
Not Specific
McDonald's Communication Board
This product is used to practice requesting/ordering in a restaurant. It's used as a visual when asking questions so that children can use the sentence strip to a.) increase utterance length; b.) request using multiple word utterances; c.) verbalize wants/needs. I use this product with my categorical classrooms to when working on improving life skills within the community, as well as individual receptive language and expressive language skills.
I hope you enjoy!! Thanks so much for downloadi
Not Specific
Speaking & Listening
The Teacher Cue Card for Simple Directions
The Teacher Cue Card for Simple Directions (TCCSD) was created for teacher use in the classroom, with children who experience difficulty following complex directions containing the temporal concepts “before” and “after”. Parents could also use it at home where needed.
Two versions of this Teacher Cue Card, a pocket size and classroom size, are provided to help:
Remind Teachers of SIMPLE Word Order for Directions
Promote Student Success and Independence
Reduce Student and Teacher Frustration
PreK - 3rd
For All Subjects
Behavioral Strats for Vocal Stereotypy and TV Talk{autism, special education}
FREEBIE!
Uses the principles of ABA
Visual for students engaging in vocal stereotypy/TV Talk
Brief Explanation of how to handle vocal stereotypy (some! strategies)
Useful for students with autism, and other disabilities
Increases Social Skills and interactions
Increases reciprocal conversation
8th - 12th, Adult Education
Interactive Auditory Comprehension Story Units
Story Set 1 includes 120 stories at two levels. Each story is followed by a series of "Wh" questions. There are multiple choice prompts for each question (if needed). The stories increase in length and complexity. Story Set 1 includes "level 1" stories consisting of 1 sentence stories and "wh" questions corresponding to information explicitly stated in the story. This packet also includes level 2 stories; 1-2 sentence stories with explicit "wh" questions as well as implicit "wh" questions for in
Not Specific
Topic Maintenance Scripts
Use these 10 scripts to help students stay on topic during conversations.
Read the script and ask the student to identify the one off topic response from a choice of 3 during each conversational turn.
Or to increase the difficulty, read the entire script and have the student to identify the one off topic response during the entire conversation. (Each script can be read 3 times. Respond with all “a” answers the first time; then with all “b” and then “c”)
Increase awareness by having your st
Not Specific
Speaking & Listening
Also included in: Social Skills Bundle
5 Math Readers Theater Script for Grades 4 to 6 | No Prep! | Sub Heaven!
This math bundle of Readers Theater Scripts is perfect for Grades 4–6! Each script transforms key math concepts into exciting student-led adventures where learners solve problems through dialogue, collaboration, and real-world scenarios. Reinforce skills in fractions, decimals, percents, equations, and geometry. These scripts blend literacy and math for cross-curricular success. Perfect for: Emergency sub plans that keep students engaged and learning Test prep for key math concepts with built-i
4th - 6th
Basic Operations, Decimals, Geometry
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