Bronwen

Teacher Note: As a special education teacher, I have struggled to make an easily measurable goal and benchmarks/objective for the executive functioning skills of task initiation and work completion. I spent some time reading 2 important books. Executive Skills in Children and Adolescents (Dawson & Guare) and Smart but Scattered (Dawson & Guare). So I am finally happy with this goal and have successfully implemented the data sheets and graphs. My district likes us to write benchmarks for each re

Using the Executive Functioning Skill of Metacognition to improve the overall quality and accuracy of classroom assignments This product contains: "Quality Work" Checklist "Quality Work" Rubric for Student and Teacher Data Collection Sheet to graph rubric scores Social Story for "Quality Work" *(What quality work looks like? & How will I know if I am doing quality work?) Teacher Note: I developed this IEP goal and procedure for those students who rush through their assignments (they just want

Teacher Note: My Wilson intervention group asks for BINGO every time we meet! Before we start playing, I have my kids mark up their words on their BINGO cards (box welded sounds, underline blends & digraphs, *bonus letters f, l & s, circle "chicken letters" qu, etc.). We always play to fill up the whole board but we do stop to check each time someone gets 5 in a row (This gives students more reading practice!!). I use BINGO daubers (my kids love these!); however, students could use highlighters

Teacher Note: I made this activity for my Wilson Intervention students to practice reading words with blends, welded sounds (-nk &-ng) and closed syllable exceptions. How to Play: Place the word cards face down in a pile. Players take turns reading the word cards. Using a key, players earn points depending on the word on their word card. Some words will get multiple points such as stung 2 points for the blend and 1 point for the welded sound = 3 points! Students can keep track of their points on

Teacher Note: I was noticing my students with IEPs were scoring 0s and 1s out of 2 points on short answer questions on our state testing. I created this to assist and assess my students with answering short answer questions in complete sentences with appropriate writing conventions and supporting detail.

This activity is a good way to introduce reading, writing and marking up vowel-consonant-silent e words to Wilson Reading Intervention students. Students sort and write words by long vowels (a-e, e-e, i-e, o-e and u-e). I use this independent activity when I am charting wordlists with students or for homework. Students could also cut out words from word list and glue them in the boxes.

Teacher Note: My Wilson intervention group asks for BINGO every time we meet! Before we start playing, I have my kids mark up their words on their BINGO cards (Scoop and label syllables, mark vowels, underline blends and digraphs, etc.). I have the kids take turns picking and reading the words to the group. We always play to fill up the whole board but we do stop to check each time someone gets 5 in a row (This gives students more reading practice!!). I use BINGO daubers (my kids love these!); h

Teacher Note: My Wilson intervention group asks for BINGO every time we meet! Before we start playing, I have my kids mark up their words on their BINGO cards (ex. scoop & label all 2 syllable words). We always play to fill up the whole board but we do stop to check each time someone gets 5 in a row (This gives students more reading practice!!). I use BINGO daubers (my kids love these!); however, students could use highlighters to mark the words on the BINGO cards. Free space is the black dog in

Teacher Note: My Wilson intervention group asks for BINGO every time we meet! Before we start playing, I have my kids mark up their words on their BINGO cards (ex. scoop & label all 2 syllable words, Underline the base word & circle the suffix). We always play to fill up the whole board but we do stop to check each time someone gets 5 in a row (This gives students more reading practice!!). I use BINGO daubers (my kids love these!); however, students could use highlighters to mark the words on th

A practice activity for reading words ending with -dge, -nce and -nge Teacher Note: My Wilson intervention group asks for BINGO every time we meet! We always play to fill up the whole board but we do stop to check each time someone gets 5 in a row (This gives students more reading practice!!). I use BINGO daubers (my kids love these!); however, students could use highlighters to mark the words on the BINGO cards. Teacher Prep: Cut out word cards and place in a baggie. Print up a BINGO card

Teacher Note: I made this activity for my Wilson Intervention students to practice reading words with 3 sounds (including words with consonant digraphs, bonus letters, welded sounds (am,an,all) and words with suffix -s. Objective: The player with the most points wins! How to Play: Place the word cards face down in a pile. Players take turns reading the word cards. Using the key, players earn points depending on their word card. Some words can earn multiple points (such as the word quills…1 po

I made this activity to prepare my Wilson Intervention students for the Step 3 post-test. Students are given a list of words from Step 3. They are to mark up the words and then write words under the appropriate heading. Some words may fit into more than one category. (ex. inspect would fit into 2 syllable word with blend box & 2 syllable word ending with -ct box ). This activity would be helpful for students to complete independently while you are charting with an individual student.

Teacher Note: I made these homework pages for my below grade level 3rd grade math students on IEPs. I created these sheets to develop independent skills while completing homework assignments. I based these assignments around math concepts being taught in third grade but they are definitely appropriate to second grade as well. I also provided students with math tools (number lines, hundreds charts, etc.). I have always included addition and subtraction with regrouping/ungrouping on each sheet. O

This product was made to be used an assessment, homework or test prep of fractions word problems. There is a workspace/answer box for each problem. Students may draw mathematical representations or use fraction manipulatives to solve these word problems.

This product goes along with the Non-fiction text, Let's Go Rock Collecting by Roma Gans. Kids love this book! and Rocks! This comprehension packet contains short answer questions, multiple choice question, true or false, fill in the blank and an igneous, sedimentary and metamorphic rock word sort. The big focus of this comprehension activity is to have students practice locating information in the text.

Teacher Note: I made this activity for my Wilson Intervention students to practice reading words with vowel-consonant-silent e, multi-syllabic words with closed and VCe syllables combined and the VCe exception -ive. How to Play: Place the word cards face down in a pile. Players take turns reading the word cards. Using the key, players earn points depending on the word on their word card. Students can keep track of their points on white boards or scrap paper. The player with the most points wins

I made this set of addition and subtraction word problems for a classroom with significant differences with math abilities. They are the exact same word problems but they involve different numbers. I have included a work/answer box for each word problem. *single-digit addition & subtraction word problems **double-digit addition & subtraction word problems with/without regrouping ***three-digit addition & subtraction word problems with/without regrouping I love that everyone in the whole class

This is a practice activity for reading and marking up words with soft c /s/ & g /j/ sounds. Teacher Note: My Wilson intervention group asks for BINGO every time we meet! Before we start playing, I have my kids mark up their words on their BINGO cards (ex. put an s above c if it says /s/ or a j above g if it says /j/). We always play to fill up the whole board but we do stop to check each time someone gets 5 in a row (This gives students more reading practice!!). I use BINGO daubers (my kids lo

Teacher Note: I created this product for my Intervention students to practice reading real and nonsense words. I included closed and vowel-consonant-silent e words. This product contains 4 heading cards and 48 word cards. Directions: On a table top, in a pocket chart or glued to a large piece of construction paper, place the category "headings" (Real Closed Syllable Words, Nonsense Closed Syllable Words, Real VCe Syllable Words and Nonsense VCe Syllable Words). Students take turns reading and

Teacher Note: My Wilson intervention group asks for BINGO every time we meet! Before we start playing, I have my kids mark up their words on their BINGO cards (ex. mark vowels long and cross out silent e, underline blends and digraphs). We always play to fill up the whole board but we do stop to check each time someone gets 5 in a row (This gives students more reading practice!!). I use BINGO daubers (my kids love these!); however, students could use highlighters to mark the words on the BINGO c