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PRINT and GO Resource Sale
All of our PRINT and GO Resources are 20% off to help your students practice IEP goals and academic skills at home.
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2. Select any 20 Task Box Filler Activities (must say Task Box Filler Activity in the product name) and place them in your shopping cart.
3. Your discount is applied immediately!
Add any other resources to your cart, checkout, and all of your Task Box Filler Activities will be available immediately under My Downloads!
Each set of 20 Task Box Filler Activities will automatically be discounted to $25.
To learn more, click here (opens a PDF file).
A limited-time offer!
How can I get my own custom Task Box Filler Activity bundle?
1. Create an account.
2. Select any 20 Task Box Filler Activities (must say Task Box Filler Activity in the product name) and place them in your shopping cart.
3. Your discount is applied immediately!
Add any other resources to your cart, checkout, and all of your Task Box Filler Activities will be available immediately under My Downloads!
Each set of 20 Task Box Filler Activities will automatically be discounted to $25.
To learn more, click here (opens a PDF file).
$3.00
by AutismEducators
This Greater Than / Less Than / Equal To Task Box Filler introduces students to learning picture quantity (up to 10) and comparing symbols concept with visual support. The “less than” symbol is smaller, to visually remind students of “less than” symbol recognition when comparing numbers of objects. This Counting & Cardinality math skills activity comes with IEP Goals for Special Education! Thi...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: 1. Given two groups of objects to count up to 10 and visual support, STUDENT will determine if the quantities are equal, or one is greater/less than, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.00
by AutismEducators
Holiday IDENTICAL MATCHING Christmas Trees Task Box Filler for Special Education and Autism with Level 2 matching for visual discrimination and independent task completion! A festive Christmas tree holiday IDENTICAL MATCHING pictures is an engaging matching pictures resource for Special Education, autism, ELL learners, and early reading intervention. This identical picture matching resource provid...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: (Level 1: Visual and Verbal Support Provided)
Given a picture of an object (Christmas tree) and two related pictures (one is identical and the other is non-identical), along with visual and verbal prompts as needed, STUDENT will point to or choose the IDENTICAL picture, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
(Level 2: Greater Level of Independence To Complete Task) 2. Given up to 10 related pictures and 10 cards to match (with an identical match for each), STUDENT will match each set of IDENTICAL objects, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
(Level 3: INDEPENDENTLY COMPLETES TASK accessing academic standards) 3. Given an academic task to complete which includes up to 24 objects and 24 pictures to pair into IDENTICAL sets, STUDENT will independently finish the task, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
(Level 2: Greater Level of Independence To Complete Task) 2. Given up to 10 related pictures and 10 cards to match (with an identical match for each), STUDENT will match each set of IDENTICAL objects, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
(Level 3: INDEPENDENTLY COMPLETES TASK accessing academic standards) 3. Given an academic task to complete which includes up to 24 objects and 24 pictures to pair into IDENTICAL sets, STUDENT will independently finish the task, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
An ordinal numbers task box filler for identifying ordinal numbers up to 10. This early math skills ordinal numbers activity comes with TWO learning levels PLUS three supported sequences of IEP Goals for Special Education! This “Task Box Filler” resource visually shows students how to order numbers using 1st through 10th ordinal position by using a variety of objects and people. This interactive t...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: (Level 1: Visual and Verbal Support Provided)
Given a row of up to 10 objects to count by ordinal number, along with visual or verbal prompts as needed, STUDENT will use the visual support cues (numbers, dashed lines) to mark the requested ordinal number (position in line), with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
(Level 2: Greater Level of Independence To Complete Task) 1. Given a row of up to 10 objects to count by ordinal number, STUDENT will mark (or point to) the object located in the requested order of sequence, by reading the ordinal number statement, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
(Level 3: INDEPENDENTLY COMPLETES TASK accessing academic standards) 3. Given an independent work task related to counting and ordering ordinal number placement, STUDENT will complete the task by following the written ordinal placement directive, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
(Level 2: Greater Level of Independence To Complete Task) 1. Given a row of up to 10 objects to count by ordinal number, STUDENT will mark (or point to) the object located in the requested order of sequence, by reading the ordinal number statement, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
(Level 3: INDEPENDENTLY COMPLETES TASK accessing academic standards) 3. Given an independent work task related to counting and ordering ordinal number placement, STUDENT will complete the task by following the written ordinal placement directive, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
Subtracting from 10 for early math IEP Goal Skills with VISUAL SUPPORT is a Task Box Filler for Special Education and autism, during independent work tasks, one-on-one learning, and to track similar IEP goals. A task box filler for counting and subtracting using color math cubes! This subtraction from 10 early math skills activity has three levels of IEP Goals for Special Education! This “Task Box...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: (Level 1: HIGH LEVEL OF SUPPORT accessing academic standards)
1. Given a row of 10 linking cubes using color coding strategies, along with teacher/academic support professional and prompts as needed, STUDENT will count each color cube in order to say/write/indicate on voice output device/type numbers, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
(Level 2: MORE COMPLEX PARTICIPATION TO COMPLETE TASK accessing academic standards) 2. Given a row of 10 linking cubes using color coding strategies, STUDENT will count to subtract or ?take away? by counting to write the minuend, subtrahend, and difference in order to solve the subtraction problem, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
(Level 3: INDEPENDENTLY COMPLETES TASK accessing academic standards) 3. Given a row of 10 linking cubes, STUDENT will count, in order to subtract, solve, and write up to ___(# of) subtraction problems from 10, writing the minuend, subtrahend, and difference with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
(Level 2: MORE COMPLEX PARTICIPATION TO COMPLETE TASK accessing academic standards) 2. Given a row of 10 linking cubes using color coding strategies, STUDENT will count to subtract or ?take away? by counting to write the minuend, subtrahend, and difference in order to solve the subtraction problem, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
(Level 3: INDEPENDENTLY COMPLETES TASK accessing academic standards) 3. Given a row of 10 linking cubes, STUDENT will count, in order to subtract, solve, and write up to ___(# of) subtraction problems from 10, writing the minuend, subtrahend, and difference with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
A Special Education Life Skills task box filler for important basic life skills for choosing which eating utensils are appropriate to use. With real pictures of prepared foods and a choice of eating utensils (for, knife, spoon), the student selects one or more eating utensils. This LIFE SKILLS “Task Box Filler” practice resource will engage your students with familiar foods. Each food is labeled f...
Grade Levels: 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade
IEP Goals: (Level 1: HIGH LEVEL OF SUPPORT accessing academic standards)
1. Given a picture of a prepared food dish and visuals of a fork, knife, and spoon, STUDENT will point to the food as the teacher/adult support professional says the name of the food and which eating utensil(s) can be used to eat it, based upon teacher observation, in 4 out of 5 opportunities, by MONTH, YEAR.
(Level 2: MORE COMPLEX PARTICIPATION TO COMPLETE TASK accessing academic standards) 2. Given a picture of a fresh or prepared food and a choice of three picture choices (fork, knife, spoon) and prompts as needed, STUDENT will mark, point to, or say which eating utensils would be most appropriate to use, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
(Level 3: INDEPENDENTLY COMPLETES TASK accessing academic standards) 3. Given a picture of a type of food prepared for consumption, STUDENT will mark the eating utensil(s) (fork, knife, spoon) that would be most appropriate to use when eating the food item, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
(Level 2: MORE COMPLEX PARTICIPATION TO COMPLETE TASK accessing academic standards) 2. Given a picture of a fresh or prepared food and a choice of three picture choices (fork, knife, spoon) and prompts as needed, STUDENT will mark, point to, or say which eating utensils would be most appropriate to use, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
(Level 3: INDEPENDENTLY COMPLETES TASK accessing academic standards) 3. Given a picture of a type of food prepared for consumption, STUDENT will mark the eating utensil(s) (fork, knife, spoon) that would be most appropriate to use when eating the food item, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
VISUAL ADDITION within SUM of 10 for IEP Goal Skills - Task Box Filler for Special Education/Autism A task box filler for counting and adding using color math cubes! Students use visual support to see where to write the addends and sum to solve each problem, This adding within sum of 10 early math skills activity has three levels of IEP Goals for Special Education! This “Task Box Filler” resource ...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: (Level 1: HIGH LEVEL OF SUPPORT accessing academic standards)
1. Given a row of 10 linking cubes using two colors, along with teacher/academic support professional and prompts as needed, STUDENT will count each color cube in order to say/write/indicate on voice output device/type numbers, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
(Level 2: MORE COMPLEX PARTICIPATION TO COMPLETE TASK accessing academic standards) 2. Given a row of 10 linking cubes divided into two colors, STUDENT will count how many using the color coded visual support to count and write addends and sum, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
(Level 3: INDEPENDENTLY COMPLETES TASK accessing academic standards) 3. Given two colors of linking cubes, STUDENT will count, in order to solve (addends and sum) and solve up to ___(# of) addition problems with a sum of 10, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
(Level 2: MORE COMPLEX PARTICIPATION TO COMPLETE TASK accessing academic standards) 2. Given a row of 10 linking cubes divided into two colors, STUDENT will count how many using the color coded visual support to count and write addends and sum, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
(Level 3: INDEPENDENTLY COMPLETES TASK accessing academic standards) 3. Given two colors of linking cubes, STUDENT will count, in order to solve (addends and sum) and solve up to ___(# of) addition problems with a sum of 10, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
CVC Rhyming Words with Pictures Task Box Filler for Special Education A task box filler for identifying words that rhyme (rhyming words) in CVC words. Using pictures that are familiar to young learners, the student chooses the word that rhymes. Use as an independent task box, literacy center, or as a high-interest reading intervention resource. This CVC Rhyming Words activity has three levels of I...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: (Level 1: HIGH LEVEL OF SUPPORT accessing academic standards)
1. Given a c-v-c word stated aloud by the teacher/support professional, STUDENT will listen and point as each of the three picture responses are labeled by name with an emphasis on the word that rhymes, as documented by teacher observation, with 80% accuracy, by MONTH, YEAR.
(Level 2: MORE COMPLEX PARTICIPATION TO COMPLETE TASK accessing academic standards) 2. Given a c-v-c word to read and three pictures of objects or actions, along with visual or verbal prompts as needed (to aid in reading the c-v-c word, labeling pictures), STUDENT will say or point to the picture that rhymes, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
(Level 3: INDEPENDENTLY COMPLETES TASK accessing academic standards) 3. Given a c-v-c word and three pictures of objects or actions, STUDENT will choose the picture that rhymes (rhyming sound), with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
(Level 2: MORE COMPLEX PARTICIPATION TO COMPLETE TASK accessing academic standards) 2. Given a c-v-c word to read and three pictures of objects or actions, along with visual or verbal prompts as needed (to aid in reading the c-v-c word, labeling pictures), STUDENT will say or point to the picture that rhymes, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
(Level 3: INDEPENDENTLY COMPLETES TASK accessing academic standards) 3. Given a c-v-c word and three pictures of objects or actions, STUDENT will choose the picture that rhymes (rhyming sound), with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
SALE!
$3.00 $1.50
by AutismEducators
MORE or LESS (Greater/Less Than) Christmas Holiday Theme Task Cards “TASK BOX FILLER” for Autism EARLY HOLIDAY DISCOUNT!This Task Card “Task Box Filler” set provides one-on-one instruction or independent work for counting up to 10 and determine “more” or “less”. Perfect for visual learners! Real life pictures of high-interest objects will keep your students focused and on task!NO VELCRO NEEDED!Thi...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: Given two groups of objects to count up to 10, STUDENT will determine which group has more/less by marking the correct response with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
Asking WH questions with a short reading passage to determine "when" for reading comprehension and language skills. A short reading comprehension reading passage includes three “wh” WHEN multiple choice responses. This language and reading skills based activity provides the opportunity to “reread” and mark the correct words or phrase in answering WHEN. WILL THIS TAKE A LOT OF PREP TIME?Oh, not at ...
Grade Levels: 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: LEVEL 1: Given a short paragraph read aloud by an adult, STUDENT will provide a response as read in the paragraph, to answer a ?WHEN? question, with prompts as needed, to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short paragraph read aloud or to self by STUDENT, STUDENT will provide a verbal or marked response to answer a ?WHEN? question related to the text, with up to __(# of prompts), to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short paragraph to read, STUDENT will demonstrate comprehension by using pre-taught rereading strategies to read and answer each of the three possible responses in order to choose the correct statement to a question asking WHEN, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short paragraph read aloud or to self by STUDENT, STUDENT will provide a verbal or marked response to answer a ?WHEN? question related to the text, with up to __(# of prompts), to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short paragraph to read, STUDENT will demonstrate comprehension by using pre-taught rereading strategies to read and answer each of the three possible responses in order to choose the correct statement to a question asking WHEN, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
Asking WH questions with a short reading passage to determine "who" for reading comprehension and language skills. A short reading comprehension reading passage includes three “wh” WHO multiple choice responses. This language and reading skills based activity provides the opportunity to “reread” and mark the correct words or phrase in answering WHO. WILL THIS TAKE A LOT OF PREP TIME?Oh, not at all...
Grade Levels: 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: LEVEL 1: Given a short paragraph read aloud by an adult, STUDENT will provide a response as read in the paragraph, to answer a ?WHO? question, with prompts as needed, to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short paragraph read aloud or to self by STUDENT, STUDENT will provide a verbal or marked response to answer a ?WHO? question related to the text, with up to __(# of prompts), to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short paragraph to read, STUDENT will demonstrate comprehension by using pre-taught rereading strategies to read and answer each of the three possible responses in order to choose the correct statement to a question asking WHO, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short paragraph read aloud or to self by STUDENT, STUDENT will provide a verbal or marked response to answer a ?WHO? question related to the text, with up to __(# of prompts), to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short paragraph to read, STUDENT will demonstrate comprehension by using pre-taught rereading strategies to read and answer each of the three possible responses in order to choose the correct statement to a question asking WHO, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
A short reading comprehension paragraph reading passage with a choice of three “wh” WHERE visual responses. This language and reading skills based activity provides the opportunity to “reread” and mark the correct words or phrase in answering WHERE. WILL THIS TAKE A LOT OF PREP TIME?Oh, not at all! Just print the pages (4 cards to a page), laminate and trim and your students are ready to begin! Th...
Grade Levels: 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: LEVEL 1: Given a short paragraph read aloud by an adult, STUDENT will provide a response as read in the paragraph, to answer a ?WHERE? question, with prompts as needed, to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short paragraph read aloud or to self by STUDENT, STUDENT will provide a verbal or marked response to answer a ?WHERE? question related to the text, with up to __(# of prompts), to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short paragraph to read, STUDENT will demonstrate comprehension by using pre-taught rereading strategies to read and answer each of the three possible responses in order to choose the correct statement to a question asking WHERE, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short paragraph read aloud or to self by STUDENT, STUDENT will provide a verbal or marked response to answer a ?WHERE? question related to the text, with up to __(# of prompts), to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short paragraph to read, STUDENT will demonstrate comprehension by using pre-taught rereading strategies to read and answer each of the three possible responses in order to choose the correct statement to a question asking WHERE, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
Complete with IEP goals for Special Education, this upper and lowercase alphabet letter matching includes a fun snow globe theme for letter recognition, letter identification, and phonics.Match upper to lowercase and lower to uppercase by looking closely at the snow globe, encouraging children to focus on each letter (rather than just a quick glimpse!). WILL THIS TAKE A LOT OF PREP TIME?Oh, not a...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: LEVEL 1: (HIGHER LEVEL OF SUPPORT)
Given an upper or lowercase letter to match, with an adult verbal prompt of ?Find ___(letter)? and one visual prompt by an adult pointing to each of the four letter choices, STUDENT will match the correct pair of letters, with 80% accuracy, in 4 out of 5 opportunities, by MONTH YEAR.
LEVEL 2: (MORE COMPLEX PARTICIPATION TO COMPLETE TASK) Given an upper or lowercase letter and a choice of four upper or lowercase letters to match, along with adult support in close proximity to maintain focus, STUDENT will match the correct pairs with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: (INDEPENDENTLY COMPLETES TASK) Given an upper or lowercase letter and a choice of four upper or lowercase letters to match, STUDENT will match each pair by _______(marking, clipping, pointing to, indicating on voice output device) the correct letter pairs, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: (MORE COMPLEX PARTICIPATION TO COMPLETE TASK) Given an upper or lowercase letter and a choice of four upper or lowercase letters to match, along with adult support in close proximity to maintain focus, STUDENT will match the correct pairs with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: (INDEPENDENTLY COMPLETES TASK) Given an upper or lowercase letter and a choice of four upper or lowercase letters to match, STUDENT will match each pair by _______(marking, clipping, pointing to, indicating on voice output device) the correct letter pairs, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
Asking WH questions for "what" and short reading passage with WHAT responses TASK BOX FILLER for Autism, Special Education, and reading intervention resource. A short paragraph reading passage with a choice of three WHAT responses. This language and reading skills based activity provides the opportunity to “reread” and mark the correct words or phrase in answering WHAT. WILL THIS TAKE A LOT OF PRE...
Grade Levels: 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: LEVEL 1: Given a short paragraph read aloud by an adult, STUDENT will provide a response as read in the paragraph, to answer a ?WHAT? question, with prompts as needed, to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short paragraph read aloud or to self by STUDENT, STUDENT will provide a verbal or marked response to answer a ?WHAT? question related to the text, with up to __(# of prompts), to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short paragraph to read, STUDENT will demonstrate comprehension by reading each of the three possible responses in order to choose the correct statement to a question asking WHAT, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short paragraph read aloud or to self by STUDENT, STUDENT will provide a verbal or marked response to answer a ?WHAT? question related to the text, with up to __(# of prompts), to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short paragraph to read, STUDENT will demonstrate comprehension by reading each of the three possible responses in order to choose the correct statement to a question asking WHAT, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
A short reading passage with wh questions - a choice of three HOW responses. This language and reading skills based activity provides the opportunity to “reread” and mark the correct words or phrase in answering HOW. WILL THIS TAKE A LOT OF PREP TIME?Oh, not at all! Just print the pages (4 cards to a page), laminate and tri and your students are ready to begin! This WH Questions for HOW activity p...
Grade Levels: 1st Grade, 2nd Grade, 3rd Grade, 4th Grade
IEP Goals: LEVEL 1: Given a short paragraph read aloud by an adult, STUDENT will provide a response as read in the paragraph, to answer a ?how? question, with prompts as needed, to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short paragraph read aloud or to self by STUDENT, STUDENT will provide a verbal or marked response to answer a ?HOW? question related to the text, with up to __(# of prompts), to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short paragraph to read, STUDENT will demonstrate comprehension by reading each of the three possible responses in order to choose the correct statement to a question asking HOW, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short paragraph read aloud or to self by STUDENT, STUDENT will provide a verbal or marked response to answer a ?HOW? question related to the text, with up to __(# of prompts), to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short paragraph to read, STUDENT will demonstrate comprehension by reading each of the three possible responses in order to choose the correct statement to a question asking HOW, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
A WH question short paragraph reading passage with a choice of three WHY responses for Special Education, autism, and speech language. This language and reading skills based activity provides the opportunity to “reread” and mark the correct words or phrase in answering WHY.Each WH question short paragraph "Task Box Filler" activity, builds upon each other in this series of WH QUESTIONS. This set f...
Grade Levels: 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: LEVEL 1: Given a short paragraph read aloud by an adult, STUDENT will provide a response as read in the paragraph, to answer a ?why? question, with prompts as needed, to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short paragraph read aloud or to self by STUDENT< STUDENT will provide a verbal or marked response to answer a ?WHY? question related to the text, with up to __(# of prompts), to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short paragraph to read, STUDENT will demonstrate comprehension by reading each of the three possible responses in order to choose the correct statement to a question asking WHY, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short paragraph read aloud or to self by STUDENT< STUDENT will provide a verbal or marked response to answer a ?WHY? question related to the text, with up to __(# of prompts), to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short paragraph to read, STUDENT will demonstrate comprehension by reading each of the three possible responses in order to choose the correct statement to a question asking WHY, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
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