CPM

Do you have students that have trouble blending, rely on guessing or need to improve accuracy and automaticity? Then backward decoding is a strategy that will help them improve. Backward decoding forces students to rely strictly on grapheme-phoneme correspondence, making them focus on each letter and aids them in blending sounds together. This resource is perfect for whole group review, small group intervention, or as extra practice to be completed with a paraprofessional or volunteer.

After explicit phonics instruction with each short vowel sound, use these pages to help students recognize patterns and improve fluency. Great for intervention, as a fluency warm up before lessons, or for extra practice with a paraprofessional or parent. 13 pages included

Do you have students who struggle to blend words when reading? This successive blending resource is just what you need to help them. It reduces the cognitive load students have to store when learning to read one syllable words. This resource has 17 slides of words with the long vowel silent -e spelling pattern. Great for intervention students who need a strategy to build fluency and blending skills.

Do you have students who struggle to blend words when reading? This successive blending resource is just what you need to help them. It reduces the cognitive load students have to store when learning to read one syllable words. This resource has 8 pages of words with digraphs. Great for intervention students who need a strategy to build fluency and blending skills.

Do you have students who struggle to blend words when reading? This successive blending resource is just what you need to help them. It reduces the cognitive load students have to store when learning to read one syllable words. This resource has 21 pages of words with 2 & 3 letter blends. Great for intervention students who need a strategy to build fluency and blending skills.

Do you have students who struggle to blend words when reading? This successive blending resource is just what you need to help them. It reduces the cognitive load students have to store when learning to read one syllable words. This resource has 10 pages of CVC words with short -u. Great for intervention students who need a strategy to build fluency and blending skills.

Do you have students who struggle to blend words when reading? This successive blending resource is just what you need to help them. It reduces the cognitive load students have to store when learning to read one syllable words. This resource has 10 pages of CVC words with short -o. Great for intervention students who need a strategy to build fluency and blending skills.

Do you have students who struggle to blend words when reading? This successive blending resource is just what you need to help them. It reduces the cognitive load students have to store when learning to read one syllable words. This resource has 10 pages of CVC words with short -i. Great for intervention students who need a strategy to build fluency and blending skills.

Do you have students who struggle to blend words when reading? This successive blending resource is just what you need to help them. It reduces the cognitive load students have to store when learning to read one syllable words. This resource has 10 pages of CVC words with short -e. Great for intervention students who need a strategy to build fluency and blending skills.

Do you have students who struggle to blend words when reading? This successive blending resource is just what you need to help them. It reduces the cognitive load students have to store when learning to read one syllable words. This resource has 10 pages of CVC words with short -a. Great for intervention students who need a strategy to build fluency and blending skills.

This item is a Reader's Notebook that students can use to guide them through using and recording reading strategies as they read the digital text Best of Friends by Mac Barnett. It includes a pre-reading anticipation guide, a section to record thinking while reading (with sentence starters to refer to for help), Comprehension questions that require students to refer to text evidence to justify answers.

This sheet is used to record students that leave the classroom. It helps track where students are when leaving the room. It can also be helpful for tracking patterns of students who consistently ask to use restroom, or may be avoiding work. I keep a few of these sheets on a clipboard by the door. I attach a pencil and a timer for them to input the time. In the first few weeks of school, I model how to fill out the chart so students know the expectation.

These activities are independent activities that students can do when they have finished classwork. The activities are things I often see my students struggling with: Addition/subtraction basic fact families, place value, multiplication/division fact families, skip counting, finding multiples, dolch, words, and sight words. As with any resource, you want to teach into each one. So, I suggest only giving out what you have taught into. Add to it as you go through the year, or as you see

This sheet is used when there is a visiting teacher with the class. The teacher uses the form on a clipboard to award and take away points. Upon returning, the teacher can update each child's account with points/demerits. Behavior tracking remains consistent, even in the teacher's absence. There is a sample page that demonstrates how to mark points and demerits.

This study sheet walks through each step of long division to help students understand the steps in the process. It can be used as a reference guide.

These cards are perfect for a center. They allow students to learn weekly tested vocabulary words in a game format.

These cards are perfect for center work. Students practice learning weekly tested vocabulary words in a game format.

These I Have/Who Has cards are great for center work. They help students practice weekly tested vocabulary in a game format.

These cards are great for centers. They allow students to practice weekly tested vocabulary words in a game format.

Looking for center ideas? I Have/Who Has game cards fit the bill. These cards help students review weekly tested vocabulary in a game format. After playing one round, have them time themselves to beat their time. Also, works well if you have an instructional aide or volunteer who works with a group.