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by AutismEducators
This is a BUNDLE containing 6 items.
Do you have students who are working on fine motor skills and copying, tracing, or writing a sentence? Here are 6 sets of fine motor skills activities to help your students improve copying a sentence, tracing a sentence, and writing a sentence!Please see individual resources for specific vocabulary included in each set....
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: LEVEL 1: Given a short sentence (which has one noun and one verb) to TRACE (3 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) TRACE the sentence by following and remaining within the guided lines provided, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short sentence (which has one noun and one verb) to COPY (3 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) COPY the sentence by using the visual word guides for spelling and word spacing, while remaining within the guided lines, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short sentence (which has one noun and one verb) to WRITE (3 words), STUDENT will (independently/with verbal prompts as needed), COPY/WRITE one sentence by remaining within the guided lines provided, using proper spacing and letter formation with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 1: Given a short sentence to TRACE (4 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) TRACE the sentence by following and remaining within the guided lines provided, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short sentence to COPY (4 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) COPY the sentence by using the visual word guides for spelling and word spacing, while remaining within the guided lines, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short sentence to WRITE (4 words), STUDENT will (independently/with verbal prompts as needed), COPY/WRITE one sentence by remaining within the guided lines provided, using proper spacing and letter formation with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 1: Given a short sentence to TRACE (up to 6 words), STUDENT will independently (or prompts as needed), TRACE the sentence along the guided lines (letters), with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short sentence to (up to 6 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) READ the sentence and write the selected response to FILL-IN-THE-BLANK, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short sentence using (up to 6 words), STUDENT will (independently/with verbal prompts as needed), COPY/WRITE the sentence by remaining within the guided lines provided, using proper spacing and letter formation with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 1: Given a short sentence using a person (noun or pronoun) as the sentence starter (3 - 4 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) TRACE the sentence by following and remaining within the guided lines provided, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short sentence using a person (noun or pronoun) to COPY (3 - 4 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) COPY the sentence by using the visual word guides for spelling and word spacing, while remaining within the guided lines, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short sentence using a noun or pronoun as a sentence starter (3 - 4 words), STUDENT will (independently/with verbal prompts as needed), COPY/WRITE one sentence by remaining within the guided lines provided, using proper spacing and letter formation with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short sentence (which has one noun and one verb) to COPY (3 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) COPY the sentence by using the visual word guides for spelling and word spacing, while remaining within the guided lines, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short sentence (which has one noun and one verb) to WRITE (3 words), STUDENT will (independently/with verbal prompts as needed), COPY/WRITE one sentence by remaining within the guided lines provided, using proper spacing and letter formation with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 1: Given a short sentence to TRACE (4 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) TRACE the sentence by following and remaining within the guided lines provided, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short sentence to COPY (4 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) COPY the sentence by using the visual word guides for spelling and word spacing, while remaining within the guided lines, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short sentence to WRITE (4 words), STUDENT will (independently/with verbal prompts as needed), COPY/WRITE one sentence by remaining within the guided lines provided, using proper spacing and letter formation with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 1: Given a short sentence to TRACE (up to 6 words), STUDENT will independently (or prompts as needed), TRACE the sentence along the guided lines (letters), with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short sentence to (up to 6 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) READ the sentence and write the selected response to FILL-IN-THE-BLANK, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short sentence using (up to 6 words), STUDENT will (independently/with verbal prompts as needed), COPY/WRITE the sentence by remaining within the guided lines provided, using proper spacing and letter formation with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 1: Given a short sentence using a person (noun or pronoun) as the sentence starter (3 - 4 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) TRACE the sentence by following and remaining within the guided lines provided, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short sentence using a person (noun or pronoun) to COPY (3 - 4 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) COPY the sentence by using the visual word guides for spelling and word spacing, while remaining within the guided lines, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short sentence using a noun or pronoun as a sentence starter (3 - 4 words), STUDENT will (independently/with verbal prompts as needed), COPY/WRITE one sentence by remaining within the guided lines provided, using proper spacing and letter formation with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.00
by AutismEducators
Does your student have an IEP Goal related to copying a sentence, tracing a sentence or writing a sentence? This set of writing and fine motor skills activity task cards uses real life pictures of objects associated with school with THREE LEARNING LEVELS to trace a sentence, copy a sentence, and write the sentence! For more complex learners or children who are working on tracing letters or words, ...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: LEVEL 1: Given a short sentence to TRACE (4 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) TRACE the sentence by following and remaining within the guided lines provided, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short sentence to COPY (4 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) COPY the sentence by using the visual word guides for spelling and word spacing, while remaining within the guided lines, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short sentence to WRITE (4 words), STUDENT will (independently/with verbal prompts as needed), COPY/WRITE one sentence by remaining within the guided lines provided, using proper spacing and letter formation with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short sentence to COPY (4 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) COPY the sentence by using the visual word guides for spelling and word spacing, while remaining within the guided lines, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short sentence to WRITE (4 words), STUDENT will (independently/with verbal prompts as needed), COPY/WRITE one sentence by remaining within the guided lines provided, using proper spacing and letter formation with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
Main Idea and Key Details with a Picture and Sentence | IEP Goal Review Packet for Visual LearnersThis a reading worksheet printable packet to identify the main idea and key detail, (connect an illustration with the event or noun it describes) takes the academic standard for Key Ideas & Details, and begins at the early learning level by extending the standard (or stretching it, as I like to sa...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: Given a picture and one early reader sentence which describes an object by color(s), STUDENT will color each object in order to demonstrate basic mastery of connecting an illustration with a text description, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a picture and one sentence (color word, high frequency words, noun, verb), STUDENT will color the object with the named color(s) in order to demonstrate basic recognition of a key idea or detail, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a picture and one sentence (color word, high frequency words, noun, verb), STUDENT will color the object with the named color(s) in order to demonstrate basic recognition of a key idea or detail, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$4.00
by AutismEducators
This is a Grade 2 level Language Arts worksheet packet to review standards related to forming sentences (fill-in-the-blank) using a visual word bank and a picture related to the sentences. The tasks and suggested IEP goals are aligned with Reading Standards for Foundational Skills grammar and usage and combining words to make sentences with visual support to aid students in successful completion o...
Grade Levels: 2nd Grade, 3rd Grade
IEP Goals: Given a picture, a visual word bank, and a ___(# of) fill-in-the-blank sentences, STUDENT will read each sentence in order to write the missing word, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a picture and visual word bank, STUDENT will read up to ___(# of) fill-in-the-blank sentences, by referring to the picture, asking a question, or by process of elimination, in order to complete each sentence, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a picture and visual word bank, STUDENT will read up to ___(# of) fill-in-the-blank sentences, by referring to the picture, asking a question, or by process of elimination, in order to complete each sentence, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$2.50
by Curriculum for Autism
Writing Simple Sentences about Animals worksheets for students with autism and special education needs.10 pages...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade
IEP Goals: Given a picture and a word (label for what it is called), STUDENT will _______write/trace one sentence to state what the object is, provide a brief description with one detail, or write the word, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.99
by Socially Skilled Kids
These Emoji Emotions Worksheets are a great way to teach and support emotional intelligence with your students. Exploring emotions is important for young learners and those with social and emotional learning challenges. This resource will help you to get your students thinking about a wide variety of common emotions.You can ask you students to write about a time they felt the given emotion, what t...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: Given an emotion emoji, STUDENT will write words/sentence to describe the emotion, state how it makes them feel or an event or action which may invoke the emotion, in 4 out of 5 opportunities, by MONTH, YEAR.
$2.50
by Curriculum for Autism
Spring Theme Pre-Writing worksheets for students with autism and special education needs.10 pages to help your students to develop their pencil skills....
Grade Levels: PreK, Kindergarten, 1st Grade
IEP Goals: Given a variety of lines to trace to enhance pre-writing hand-eye coordination, STUDENT will trace each line by tracing directly on the line with a crayon or marker, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$2.50
by Curriculum for Autism
Space Theme Pre-Writing write & wipe activity for students with autism and special education needs.10 pagesThis pre-writing set will help your students to develop their pencil skills as they follow the lines to match the spaceships to the planets.Print & pop the pages into plastic pockets, or laminate. Your students will dry erase markers....
Grade Levels: PreK, Kindergarten, 1st Grade
IEP Goals: Given bold lines to trace (straight and curved), STUDENT will demonstrate pre-writing fine motor developmental skills, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$2.50
by Curriculum for Autism
Space Theme Pre-Writing worksheets for students with autism and special education needs.10 pagesThese pre-writing tracing pages will help your students to develop their pencil skills as they follow the lines to match the spaceships to the planets....
Grade Levels: PreK, Kindergarten, 1st Grade
IEP Goals: Given bold lines to trace (straight and curved), STUDENT will demonstrate pre-writing fine motor developmental skills, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.50
by Curriculum for Autism
Pre-Writing Shapes trace & draw worksheets for students with autism and special education needs.18 pagesYour students will trace each of the pre-writing shapes & then draw them freehand.Prior to teaching your student to write letters of the alphabet you can use these pages to develop your students fine motor pencil skills. Use as no prep worksheets, or laminate for a reusable write & w...
Grade Levels: PreK, Kindergarten, 1st Grade
IEP Goals: Given simple lines and symbols to trace and draw to prepare for prewriting skills development, STUDENT will complete each task with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$5.00
by AutismEducators
Sequencing numbers (number sequencing) from 1’s, 2’s, 5’s and 10’s to complete connect-the-dot, charts, and number patterns. Skip counting can be fun and also encourage engagement of following written or verbal directions, too! Each number sequencing worksheet includes a data box for the teacher/assistant/therapist/parent to track skill progression! Help students retain previously taught skip coun...
Grade Levels: 1st Grade, 2nd Grade, 3rd Grade, 4th Grade
IEP Goals: ? Given an extended sequence of numbers to follow (by 1?s, 2?s, 5?s, 10?s), STUDENT will count on to complete number sequence, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
? Given verbal and visual support as needed (words of praise, reading/repeating directions, stating counting patterns to begin, showing number line), STUDENT will complete an extended sequence of number patterns to count by 1?s, 2?s, 5?s, and 10?s, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
? Given verbal and visual support as needed (words of praise, reading/repeating directions, stating counting patterns to begin, showing number line), STUDENT will complete an extended sequence of number patterns to count by 1?s, 2?s, 5?s, and 10?s, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$1.50
by Curriculum for Autism
Writing Simple Sentences with Adjectives worksheets for students with autism and special education needs.5 pagesYour students will choose an appropriate word to complete each sentence and then copy it below.These no prep sheets, which will help your students to recall adjectives and write them in the correct context as they finish the senetnces, can be used as an independent activity or 1-to-1 for...
Grade Levels: 1st Grade, 2nd Grade
IEP Goals: Given a sentence starter statement, STUDENT will complete the sentence by writing and adjective to describe the object, action, or event, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.00
by AutismEducators
Does your student have an IEP Goal related to copying sentences? This set of writing and fine motor skills activity task cards creates sentences with an AUTUMN theme adapted with THREE LEARNING LEVELS! For more complex learners or children who are working on tracing letters or words, Level 1 is the suggested starting point for tracing the sentence. Level 2 includes a “fill-in-the-blank” picture/wo...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: LEVEL 1: Given a short sentence to TRACE (up to 6 words), STUDENT will independently (or prompts as needed), TRACE the sentence along the guided lines (letters), with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short sentence to (up to 6 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) READ the sentence and write the selected response to FILL-IN-THE-BLANK, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short sentence using (up to 6 words), STUDENT will (independently/with verbal prompts as needed), COPY/WRITE the sentence by remaining within the guided lines provided, using proper spacing and letter formation with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: Given a short sentence to (up to 6 words), STUDENT will (independently/with verbal, visual, or hand-over-hand prompts) READ the sentence and write the selected response to FILL-IN-THE-BLANK, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: Given a short sentence using (up to 6 words), STUDENT will (independently/with verbal prompts as needed), COPY/WRITE the sentence by remaining within the guided lines provided, using proper spacing and letter formation with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$6.00
by AutismEducators
For BACK-TO-SCHOOL!Acts of kindness within the school setting are included in this reading and writing journal created for students accessing Kindergarten, First, and Second Grade academic and social emotional standards. Using easy-to-understand topics and visuals to aid in reading the two sentence description, students read with a greater level of independence and trace a sentence that states the...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: Given a picture and a statement showing an act of kindness, STUDENT will complete a 3-step directive to read/listen, color, and trace, by following a repetitive series of directions, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a picture and a statement along with a 2 sentence description of an act of kindness within a familiar setting (school), STUDENT will identify (say) or perform the act of kindness with limited prompts, within a school day, by MONTH, YEAR.
Given a picture and description of an act of kindness within the school setting, STUDENT will trace one sentence which states the act of kindness, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a writing prompt related to an act of kindness within a familiar setting, STUDENT will write up to ___(# of) sentences/paragraphs, to describe the act of kindness, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a picture and a statement along with a 2 sentence description of an act of kindness within a familiar setting (school), STUDENT will identify (say) or perform the act of kindness with limited prompts, within a school day, by MONTH, YEAR.
Given a picture and description of an act of kindness within the school setting, STUDENT will trace one sentence which states the act of kindness, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a writing prompt related to an act of kindness within a familiar setting, STUDENT will write up to ___(# of) sentences/paragraphs, to describe the act of kindness, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$5.00
by AutismEducators
Reading and writing nouns and verbs in short sentences is a review packet for IEP Goals supported practice to align with academic standards for Special Education learning needs. This is a Language Arts worksheet packet to review standards related to frequently occurring nouns and verbs in sentences. The tasks and suggested IEP goals are aligned with Conventions of Standard English grammar and usa...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: Given a sentence to copy containing up to two common nouns and one verb, along with a picture for comprehension, STUDENT will write each sentence with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a list of grade level high frequency nouns and verbs, STUDENT will copy/write/dictate a complete sentence using up to two nouns and one verb per sentence, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a sentence containing up to two nouns and one verb, along with visual support to help identify the nouns and verb, STUDENT will read and copy each sentence, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a list of grade level high frequency nouns and verbs, STUDENT will copy/write/dictate a complete sentence using up to two nouns and one verb per sentence, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a sentence containing up to two nouns and one verb, along with visual support to help identify the nouns and verb, STUDENT will read and copy each sentence, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
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