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$3.50
by AutismEducators
This a reading worksheet printable packet to identify the key ideas and key details, along with WH questions for 2nd to 3rd grade level reading comprehension with a picture and reading passage for reading comprehension IEP goal skills (you may provide this activity to your students in older grades to adapt to their current reading skills). Extend this Special Education reading activity by encourag...
Grade Levels: 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade
IEP Goals: ? 1. Given a picture and a grade level passage to read, STUDENT will predict or explain what is occurring in the picture and read the passage in order to determine correct responses to four ?wh? key detail questions, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
? 2. Given a picture and a grade level passage to read, STUDENT will read the passage in order to answer four ?wh? questions related to the passage in order to demonstrate reading comprehension skills/mastery/progression, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
? 2. Given a picture and a grade level passage to read, STUDENT will read the passage in order to answer four ?wh? questions related to the passage in order to demonstrate reading comprehension skills/mastery/progression, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.00
by AutismEducators
Do you need some fun winter (marshmallow with hot chocolate) positional word activities with prepositions for your independent work tasks? This activity with a winter theme will keep your learners engaged and focused as they learn about where an object is located, or its position. This Task Box Filler® will have your learners engaged with the winter seasonal pictures of a warm mug of hot chocolat...
Grade Levels: 1st Grade, 2nd Grade, 3rd Grade, 4th Grade
IEP Goals: 1. Given a picture representing a positional word (preposition) (ex. above, under, in front of) and two sentences, STUDENT will choose (mark/say/point to/type/indicate on voice output device) the sentence that states the correct position, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
How many of your learners or young adults are working on health and food safety daily living skills? Learning about food safety with expiration dates is an important life skill as part of independent living and making safe choices. Independent tasks are a wonderful way for reinforcing important daily living skills. This life skills Task Box Filler set focuses on independently reading the expiratio...
Grade Levels: 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade
IEP Goals: (1.) Given a picture of a pre-packaged food item, STUDENT will read the "Best If Used By" date (expiration date) to determine if the food is still okay/safe to eat (within the date range), with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
Do you need some fun Autumn or Halloween positional word activities with prepositions for your independent work tasks? This activity with a fall theme will keep your learners engaged and focused as they learn about where an object is located, or its position. This Task Box Filler® will have your learners engaged with the fall seasonal pictures of a cat with a hat and a fox and a pumpkin! I can’t ...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: 1. Given a picture representing a positional word (preposition) (ex. above, under, in front of) and two sentences, STUDENT will choose (mark/say/point to/type/indicate on voice output device) the sentence that states the correct position, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
Describe Connection Between Two People with Picture Sentence Task Box Filler® for Autism. Given a real life picture of an interaction between two people, students choose the sentences that describe a connection, or something that may be true. Using both key details and supporting details found by looking at the picture, students answer the question, “Which could be true?” and begin to show a great...
Grade Levels: 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: 1. Given a picture in which two people of varying ages and characteristics are interacting, involved in an event or activity, along with four statements describing a possible connection between the two individuals, STUDENT will mark the statements which are most likely to be true, 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.
$4.00
by AutismEducators
Sight word practice for Kindergarten reading fluency is an important part of learning to read for beginning readers, or students currently accessing K-1 instructional reading skills. With MORE than 100 TASK BOX FILLER®, cards in this Foundational Skills set, students develop automaticity for word recall with these high frequency words! Use as a daily independent work task to work towards pre-readi...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: 1. Given previously introduced early reader sight words from an instructional level word list, STUDENT will read to match/highlight/mark up to 25 words (or specified #), with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
2. Given previously introduced early reader sight words (high frequency words) from a Kindergarten level word list, STUDENT will read up to _____(# of) words on flashcards (words in isolation) with automaticity, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
2. Given previously introduced early reader sight words (high frequency words) from a Kindergarten level word list, STUDENT will read up to _____(# of) words on flashcards (words in isolation) with automaticity, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$4.00
by AutismEducators
Identical Matching Picture Nouns Task Box Filler® for Special Education and Autism Matching identical pictures with nouns, is an engaging pre-reading activity to strengthen focus and develop matching skills for pre-reading. This 100 task card set Foundational Skills TASK BOX FILLER® activity comes with suggested IEP Goals for Special Education! Use as a daily independent work task to work towards ...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: 1. Given three pictures of related nouns (person, place, or thing) and three picture choices, STUDENT will match the identical nouns, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
2. Given prompts as needed presented in a one-on-one setting (classroom/therapy room) and three pictures of related nouns (person, place, or thing) with three picture choices, STUDENT will follow the teacher/therapist directive to finger trace (guided by adult if required) the identical nouns, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
2. Given prompts as needed presented in a one-on-one setting (classroom/therapy room) and three pictures of related nouns (person, place, or thing) with three picture choices, STUDENT will follow the teacher/therapist directive to finger trace (guided by adult if required) the identical nouns, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
Identifying Colors and Shapes Task Box Filler® for Special Education, autism, and early reading and math intervention. Gaining confidence in reading and basic math skills is important to learn and apply foundational skills during independent work tasks or one-on-one instruction. Recognize COLOR and SHAPE with visuals to support word meaning, early math skills for K-2 early intervention, speech an...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: 1. Given visual prompts and objects to match by an observable property (shape and color), STUDENT will read the two word description to match the picture which the text describes (ex. pink circle), with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
2. Given a two word phrase using observable properties (shape and color), along with visuals to support meaning, as read aloud by the teacher/therapist/educational support staff, STUDENT will identify and match the correct picture response card, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
2. Given a two word phrase using observable properties (shape and color), along with visuals to support meaning, as read aloud by the teacher/therapist/educational support staff, STUDENT will identify and match the correct picture response card, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.25
by AutismEducators
Gaining confidence in reading is important to learn and apply foundational reading skills during independent work tasks or small group reading instruction for children with autism. Reading color words and simple nouns, along with visuals to guide reading with fluency, the student will read and match the picture response card to recognize that print conveys specific meaning and pictures may support...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: 1. Given an adjective (color word) and a noun from a grade level word list, STUDENT will match the picture which supports word meaning, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
2. Given two words to read aloud in sequence (color word and noun), STUDENT will read to recognize that print conveys specific meaning by using known/familiar pictures to support word meaning, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
2. Given two words to read aloud in sequence (color word and noun), STUDENT will read to recognize that print conveys specific meaning by using known/familiar pictures to support word meaning, 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.
$3.50
by AutismEducators
A picture sequencing task box activity for sequencing events first, next, and last. This TASK BOX FILLER® supports Special Education, speech therapy, and beginning readers learning to sequence events or actions. With three pictures of objects or events showing a sequence of actions (first, next, last), students sequence and describe each picture using adjectives, verbs, and nouns, to develop speec...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: LEVEL 1: (High Level of Support Provided) Given TWO pictures presented in isolation, STUDENT will describe or name the object to the teacher/therapist/support professional and the change which has occurred, with prompts as needed (verbal/visual/hand-over-hand), in 4 out of 5 trials, by MONTH, YEAR.
LEVEL 2: (Less Support Provided) Given THREE pictures to sequence by progression of action, along with prompts/and/or words of encouragement??Good job, keep going?, STUDENT will complete up to ____(# of) sequences with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: (Independent) Given THREE pictures related to a sequence of events, STUDENT will place the picture cards in the order in which the change, event, or progression of activity may occur, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: (Less Support Provided) Given THREE pictures to sequence by progression of action, along with prompts/and/or words of encouragement??Good job, keep going?, STUDENT will complete up to ____(# of) sequences with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: (Independent) Given THREE pictures related to a sequence of events, STUDENT will place the picture cards in the order in which the change, event, or progression of activity may occur, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$4.00
by AutismEducators
Clap out one, two, and three syllable sounds with visual support! With 100 pictures to support the meaning of each vocabulary word, along with visual “clapping” hands, students can hear the number of syllables as they read the word aloud. This “Task Box Filler®” 100 card set can be used during independent work tasks to promote task completion, for high-interest literacy center activities, or as a ...
Grade Levels: 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: LEVEL 1: (High Level of Support Provided) Given a word and a picture to represent its? meaning, STUDENT will listen to an adult (instructional staff) say the word as each syllable is emphasized and clapped out, in order to determine the number of syllables (one/two/three) in the word with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: (Less Support Provided) Given a word and a picture to represent its? meaning, STUDENT will look at the word and picture to say/read the word as each syllable is emphasized and clapped out, in order to determine the number of syllables (one/two/three) in the word with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: (Independent) Given a word and a picture to represent its? meaning, STUDENT will read each word aloud as each syllable is emphasized and clapped out, in order to determine the number of syllables in the word (one/two/three) with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: (Less Support Provided) Given a word and a picture to represent its? meaning, STUDENT will look at the word and picture to say/read the word as each syllable is emphasized and clapped out, in order to determine the number of syllables (one/two/three) in the word with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: (Independent) Given a word and a picture to represent its? meaning, STUDENT will read each word aloud as each syllable is emphasized and clapped out, in order to determine the number of syllables in the word (one/two/three) with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$4.00
by AutismEducators
Big or Small Identifying Size with Identical Objects TASK BOX FILLER® for Special Education activities With real life pictures, students learn about comparing sizes of objects by identifying “bigger” or “smaller”. This “Task Box Filler®” 100 card set can be used during independent work tasks to promote task completion, for high-interest Speech and Language activities, or as a one-on-one instructio...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: LEVEL 1: (High Level of Support Provided) Given up to ten (sets of) activity cards to compare size of identical objects using the terms ?bigger? or ?smaller?, STUDENT will identify the object by________ (pointing to/say/mark/indicate on voice output device) the object with (verbal/visual/guided hand) prompts as needed along with guidance by the teacher/educational support professional, to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: (Less Support Provided) Given up to 20 (sets of) activity cards to compare size of identical objects using the terms ?bigger? or ?smaller?, STUDENT will identify the object by________ (mark/pointing to/say/indicate on voice output device) the object to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: (Independent) Given a pre-determined number of activity cards (up to 100) to compare the size of identical objects using the terms ?bigger? or ?smaller?, STUDENT will independently identify the object by ________(mark/point to/say/indicate on voice output device) in order to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 2: (Less Support Provided) Given up to 20 (sets of) activity cards to compare size of identical objects using the terms ?bigger? or ?smaller?, STUDENT will identify the object by________ (mark/pointing to/say/indicate on voice output device) the object to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
LEVEL 3: (Independent) Given a pre-determined number of activity cards (up to 100) to compare the size of identical objects using the terms ?bigger? or ?smaller?, STUDENT will independently identify the object by ________(mark/point to/say/indicate on voice output device) in order to achieve 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
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