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$3.00
by AutismEducators
Learning to write a sentence can be leveled (trace, copy, then write) and include a picture for greater success to boost your student’s confidence in sentence writing. This pronouns theme (he, she, we, they, I, you) interactive trace, copy, and write the sentence activity, will help students focus on subject pronouns, correct letter formation and spacing for fine motor skills, too! If your student...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: Given a short sentence to TRACE, COPY, or WRITE (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, (within a specific time period).
Given a short sentence to read with the aid of a picture/visual, STUDENT will read the sentence to copy/write using spacing, uppercase letters for proper nouns or to begin a sentence, and punctuation, with 80% accuracy, (within a specific time period).
Given a four-word sentence to trace/copy/write, STUDENT will read each sentence with the correct past tense verb, using visual support, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a short sentence to read with the aid of a picture/visual, STUDENT will read the sentence to copy/write using spacing, uppercase letters for proper nouns or to begin a sentence, and punctuation, with 80% accuracy, (within a specific time period).
Given a four-word sentence to trace/copy/write, STUDENT will read each sentence with the correct past tense verb, using visual support, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$3.00
by AutismEducators
Learning to write a sentence can be leveled (trace, copy, then write) and include a picture for greater success to boost your student’s confidence in sentence writing. This winter nouns theme interactive trace, copy, and write the sentence activity, will help students focus on correct letter formation and spacing, too! If your students attend a General Education classroom for Language Arts support...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
IEP Goals: Given a short sentence to TRACE, COPY, or WRITE (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, (within a specific time period).
Given a short sentence to read with the aid of a picture/visual, STUDENT will read the sentence to copy/write using spacing, uppercase letters for proper nouns or to begin a sentence, and punctuation, with 80% accuracy, (within a specific time period).
Given a short sentence to read with the aid of a picture/visual, STUDENT will read the sentence to copy/write using spacing, uppercase letters for proper nouns or to begin a sentence, and punctuation, with 80% accuracy, (within a specific time period).
$1.70
by 3C-Speech
Fun, no prep activity to target R, L, S, Z, Sh, Ch, J, Th, SRL blends, F, V, K, G with a Thanksgiving Theme.Follow the prompts on the calendar!Use fun markers and colored pencils.Have students take home as homework....
Grade Levels: 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: Given a writing template which includes word lists, writing sentences, and other writing activities, STUDENT will follow the daily calendar of activities in order to complete the tasks, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$1.70
by 3C-Speech
Fun, no prep activity to target R, L, S, Z, Sh, Ch, J, Th, SRL blends, F, V, K, G with a Christmas Theme.Follow the prompts on the calendar!Use fun markers and colored pencils.Have students take home as homework....
Grade Levels: 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: Given a writing template which includes word lists, writing sentences, and other writing activities, STUDENT will follow the daily calendar of activities in order to complete the tasks, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR
$1.70
by 3C-Speech
Fun, no prep activity to target R, L, S, Z, Sh, Ch, J, Th, SRL blends, F, V, K, G with a winter theme.Follow the prompts on the calendar!Use fun markers and colored pencils.Have students take home as homework....
Grade Levels: 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: Given a writing template which includes word lists, writing sentences, and other writing activities, STUDENT will follow the daily calendar of activities in order to complete the tasks, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$2.88
by 3C-Speech
-No Prep-Targets R, L, S, and Blends-Follow the prompts to practice target sounds...
Grade Levels: 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: Given a writing booklet which includes word lists, writing sentences, and other writing activities, STUDENT will follow the daily calendar of activities in order to complete the tasks, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$1.70
by 3C-Speech
Fun, no prep activity to target R, L, S, Z, Sh, Ch, J, Th, SRL blends, F, V, K, and G with a Valentine's Day Theme.Follow the prompts on the calendar!Use fun markers and colored pencils.Have students take home as homework....
Grade Levels: 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: Given a writing template which includes word lists, writing sentences, and other writing activities, STUDENT will follow the daily calendar of activities in order to complete the tasks, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$1.70
by 3C-Speech
Fun, no prep activity to target R, L, S, Z, Sh, Ch, J, Th, SRL blends, F, V, K, G with a St. Patrick's Day Theme.Follow the prompts on the calendar!Use fun markers and colored pencils.Have students take home as homework....
Grade Levels: 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: Given a writing template which includes word lists, writing sentences, and other writing activities, STUDENT will follow the daily calendar of activities in order to complete the tasks, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$1.70
by 3C-Speech
Fun, no prep activity to target R, L, S, Z, Sh, Ch, J, Th, SRL blends, F, V, K, G with a Spring Theme.Follow the prompts on the calendar!Use fun markers and colored pencils.Have students take home as homework....
Grade Levels: 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
IEP Goals: Given a writing template which includes word lists, writing sentences, and other writing activities, STUDENT will follow the daily calendar of activities in order to complete the tasks, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$4.00
by AutismEducators
This is such a fun way to learn basic shapes! Lucky Leprechaun theme basic shapes to identify the shape, match shapes, and trace the shape and word, for a Special Education St. Patrick's Day activity! A data sheet is included to track progress on identifying shapes for IEP goals.Implement for students with autism, ESY supplement, lesson review, identifying shapes skills refresher, one-on-one teach...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: Given a picture of a shape (previously taught shapes) and a choice of up to__(# of) response picture choices, STUDENT will match the identical shape, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a drawing of a shape to color, trace the shape and word, STUDENT will complete the set of tasks with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given a drawing of a shape to color, trace the shape and word, STUDENT will complete the set of tasks with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$5.00
by AutismEducators
Does your student have an IEP goal for independent work task completion? Well, THIS phonics with beginning letter sounds, tracing fine motor skills, and counting to 20 IEP Goal Skill Builder set for Special Education works like magic! You will see your students complete an academic work task with a greater level of independence by following a set of visual directions! This no prep Phonics an...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade
IEP Goals: By (IEP end date), given a repetitive set of 4 visual directions (color, count, circle, trace), STUDENT will independently (or with ___# of prompts) complete the work task, with 80% accuracy, in 4 out of 5 opportunities, as documented by the teacher.
By (IEP end date), given a picture of a familiar object to color with a visual guide (and up to #___ of prompts), STUDENT will select the color crayon shown to color the line drawing, as documented by teacher observation.
By (IEP end date), given a specific lowercase letter of the alphabet, STUDENT will mark all of the same letters by drawing a circle around the letters, with 80% accuracy, in 4 out of 5 opportunities, as documented by teacher/therapist.
By (IEP end date), given a 3 to 4 letter lowercase noun to trace, STUDENT will trace the words to increase letter formation knowledge, as documented by teacher/therapist.
By (IEP end date), given up to 20 objects to count in a line or array, STUDENT will demonstrate one-to-one correspondence by counting ?how many?? to select the correct total out of a field of three number choices, as documented by teacher/therapist.
By (IEP end date), given a picture of a familiar object to color with a visual guide (and up to #___ of prompts), STUDENT will select the color crayon shown to color the line drawing, as documented by teacher observation.
By (IEP end date), given a specific lowercase letter of the alphabet, STUDENT will mark all of the same letters by drawing a circle around the letters, with 80% accuracy, in 4 out of 5 opportunities, as documented by teacher/therapist.
By (IEP end date), given a 3 to 4 letter lowercase noun to trace, STUDENT will trace the words to increase letter formation knowledge, as documented by teacher/therapist.
By (IEP end date), given up to 20 objects to count in a line or array, STUDENT will demonstrate one-to-one correspondence by counting ?how many?? to select the correct total out of a field of three number choices, as documented by teacher/therapist.
SALE!
$10.00
$10.00 $8.00
by AutismEducators
This is a BUNDLE containing 2 items.
Does your student have an IEP goal for independent work task completion? Well, THIS phonics with beginning letter sounds, tracing fine motor skills, and counting to 10 IEP Goal Skill Builder set for Special Education works like magic! You will see your students complete an academic work task with a greater level of independence by following a set of visual directions! This no prep Phonics and Cou...
Grade Levels: PreK, Kindergarten, 1st Grade, 2nd Grade
IEP Goals: By (IEP end date), given a repetitive set of 4 visual directions (color, count, circle, trace), STUDENT will independently (or with ___# of prompts) complete the work task, with 80% accuracy, in 4 out of 5 opportunities, as documented by the teacher.
By (IEP end date), given a picture of a familiar object to color with a visual guide (and up to #___ of prompts), STUDENT will select the color crayon shown to color the line drawing, as documented by teacher observation.
By (IEP end date), given a specific lowercase letter of the alphabet, STUDENT will mark all of the same letters by drawing a circle around the letters, with 80% accuracy, in 4 out of 5 opportunities, as documented by teacher/therapist.
By (IEP end date), given a 3 to 4 letter lowercase noun to trace, STUDENT will trace the words to increase letter formation knowledge, as documented by teacher/therapist.
By (IEP end date), given up to 20 objects to count in a line or array, STUDENT will demonstrate one-to-one correspondence by counting ?how many?? to select the correct total out of a field of three number choices, as documented by teacher/therapist.
1. By (IEP end date), given a repetitive set of 4 visual directions (color, count, circle, trace), STUDENT will independently (or with ___# of prompts) complete the work task, with 80% accuracy, in 4 out of 5 opportunities, as documented by the teacher.
2. By (IEP end date), given a picture of a familiar object to color with a visual guide (and up to #___ of prompts), STUDENT will select the color crayon shown to color the line drawing, as documented by teacher observation.
3. By (IEP end date), given a specific lowercase letter of the alphabet, STUDENT will mark all of the same letters by drawing a circle around the letters, with 80% accuracy, in 4 out of 5 opportunities, as documented by teacher/therapist.
4. By (IEP end date), given a 3 to 4 letter lowercase noun to trace, STUDENT will trace the words to increase letter formation knowledge, as documented by teacher/therapist.
5. By (IEP end date), given up to 10/20 objects to count in a line or array, STUDENT will demonstrate one-to-one correspondence by counting ?how many?? to select the correct total out of a field of three number choices, as documented by teacher/therapist.
By (IEP end date), given a picture of a familiar object to color with a visual guide (and up to #___ of prompts), STUDENT will select the color crayon shown to color the line drawing, as documented by teacher observation.
By (IEP end date), given a specific lowercase letter of the alphabet, STUDENT will mark all of the same letters by drawing a circle around the letters, with 80% accuracy, in 4 out of 5 opportunities, as documented by teacher/therapist.
By (IEP end date), given a 3 to 4 letter lowercase noun to trace, STUDENT will trace the words to increase letter formation knowledge, as documented by teacher/therapist.
By (IEP end date), given up to 20 objects to count in a line or array, STUDENT will demonstrate one-to-one correspondence by counting ?how many?? to select the correct total out of a field of three number choices, as documented by teacher/therapist.
1. By (IEP end date), given a repetitive set of 4 visual directions (color, count, circle, trace), STUDENT will independently (or with ___# of prompts) complete the work task, with 80% accuracy, in 4 out of 5 opportunities, as documented by the teacher.
2. By (IEP end date), given a picture of a familiar object to color with a visual guide (and up to #___ of prompts), STUDENT will select the color crayon shown to color the line drawing, as documented by teacher observation.
3. By (IEP end date), given a specific lowercase letter of the alphabet, STUDENT will mark all of the same letters by drawing a circle around the letters, with 80% accuracy, in 4 out of 5 opportunities, as documented by teacher/therapist.
4. By (IEP end date), given a 3 to 4 letter lowercase noun to trace, STUDENT will trace the words to increase letter formation knowledge, as documented by teacher/therapist.
5. By (IEP end date), given up to 10/20 objects to count in a line or array, STUDENT will demonstrate one-to-one correspondence by counting ?how many?? to select the correct total out of a field of three number choices, as documented by teacher/therapist.
$5.00
by AutismEducators
Sight words, also known as high-frequency words, are words that appear frequently in written texts and are essential for reading and writing. Using a high interest reading strategy, your students will memorize sight words on chocolate bar candy (not real, of course!). With two commonly used word lists which include 179 sight words, as the words increase by grade level (Kindergarten through First G...
Grade Levels: Kindergarten, 1st Grade, 2nd Grade
IEP Goals: Given up to ten (or specified number) of high frequency sight words from a previously introduced word list (as shown on board/word wall/read aloud by adult), STUDENT will independently read (match/indicate on voice output device) the words, as documented by teacher/therapist observation, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given up to ten (or specified number) of high frequency sight words from a previously introduced word list (as shown on board/word wall/read aloud by adult), STUDENT will independently write (type/spell) the words, as documented by teacher/therapist observation, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
Given up to ten (or specified number) of high frequency sight words from a previously introduced word list (as shown on board/word wall/read aloud by adult), STUDENT will independently write (type/spell) the words, as documented by teacher/therapist observation, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$7.50
by Curriculum for Autism
Nouns Write, Draw & Color worksheets for students with autism and special education needs.40 pages with 3, 4 or 5 letter words...
Grade Levels: Kindergarten, 1st Grade
IEP Goals: Given an easy reader noun, STUDENT will trace, color, copy and draw the word to reinforce word knowledge, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
$18.00
$12.60
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 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 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 (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 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 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 (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.
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