41 pages of worksheets, task cards, booklet, and matching activity with fun farm graphics to engage young learners as they get to grips with skip counting.
These worksheets and activities are designed to help students understand the concept of skip counting, recognize skip counting patterns and apply them.
The completed skip counting worksheets can be colored in to make a lovely farm math wall display.
This skip counting set comprises:
1. 4 b/w worksheets - count by 2s, 3s, 5s, 10s
2. 4 b/w worksheets - look at the pattern and fill in the missing numbers.
3. Matching activity (color but has been designed to photocopy well in grayscale). Copy onto card, laminate and then cut out each round the outside and also along the dotted line for a fun matching activity.
4. Task cards - (color but has been designed to photocopy well in grayscale). Copy onto card, laminate and then cut in half. Great for math centers or for scoot. The children circle the pictures, skip count and then write the correct number with a dry erase marker so you can wipe clean and use the cards over and over again. A space is provided in the top left hand corner for you to write numbers to order the cards as you wish for use with the record sheet.
5. Record sheet and answer key for 4 above.
6. My farm skip counting book - students love to cut out, color and assemble these booklets for themselves.
7. 6 b/w worksheets - fill in the missing numbers and identify the skip counting pattern.
8. 9 b/w worksheets - circle the objects and skip count.
9. 1 b/w worksheet - skip count by 2s, 5s and 10s and identify which is the quickest method.
This multisensory bundle is designed to support students improve their reading - all of the R-controlled vowels and compound words; along with writing skills development. Information is provided about concepts included in the bundle for the teachers, parents and other adults to have to help students. To provide a multisensory, explicit, and repetitive approach, there is a focus on the following skills:
R Controlled Vowels
ar, er, ir, or, ur
For each r-controlled multisensory lesson, the teacher or adult needs to instruct the student (s) to identify the r-controlled vowel, sound, and provide a picture to highlight each sound.
When two or more words joined together, the result is the creation of a compound word, with a new word meaning. There are three types of compound words: closed, hyphenated and open.
Writing Skills Development
“Writing Trigger Words” - support ideas/concept development
It is critical to develop a student’s ability to decode, encode, reading fluently and comprehend, simultaneously focus on writing development, including sentence writing and paragraphs. Without this focus and balance, student often progress more in the area of reading, but struggle with writing skills, possibly due to limited writing opportunities.
Please email me at firstname.lastname@example.org with any questions or clarification related to the resource.
It is important to review the preview prior to purchasing to ensure it is suitable to your students, and your needs.
Have a great day.
M. S., M. A., OG-Tt (IMSLEC)
Key Terms: R-controlled vowels; Bossy R; compound words; writing; reading skills; spelling; reading fluency; word lists; phrases; sentences; fun activities; dyslexia; language based; Turner Syndrome; gifted and talented; ar; er; ir; or; ur; no prep; Orton Gillingham instruction; OG; OG-T (IMSLEC); Orton; tutoring multisensory
This training packet is designed to provide examples of a multisensory lesson of the following: short vowels; consonants; consonant blends; consonant digraphs; long vowels; vowel diphthongs; compound words; schwa; inflected endings; prefixes; roots; suffixes; syllable types; spelling generalizations/rules and accent rules for participants use with their small and/or large classroom settings. Teachers will use multisensory strategies and better develop reading and writing skills, along with development of working memory; processing speed; vocabulary and writing skills.
Each grade level includes at least three skill areas that can be used immediately in classes, small groups, or for tutoring sessions.
Using a multisensory approach, along with the principles of Orton Gillingham, students can make progress and positive changes academically and with self-esteem.
This can be used to help struggling readers in from kindergarten to grade six (Look for the additional grades this fall 2016).
If you are interested in having me host a presentation at your school, parent support group, or other educational organization, please contact me at email@example.com. It would be my pleasure!
M. S., M. A., OG-TT (IMSLEC)
Fairy tales 2 includes versions of three well-known fairy tales: Sleeping Beauty, Jack and the Beanstalk, and Little Red Riding Hood. There is one illustration per tale in the Language Levels pages and each text. A small vocabulary set of early words is suggested.
There is a simple text (RA 7y) for each tale for early readers, or to read aloud as an introduction to each tale. There are also supplementary activities per tale (colouring, comprehension or word work).
The main focus of the Language Levels pages is one-to-one or small group work with children who need carefully graded questions. The Marion Blank Language Levels I-IV move from very direct questioning (approx. 3y but appropriate for older children with impaired/delayed language skills) towards much more abstract work (5+y).
Each of the three tales in the resource has suggested questions at each Level.
The ideas would also suit EAL teaching.
The cover note includes suggestions for printing and use.
6 Monster Character posters
There are six monsters in the pack with key vocabulary. There is a monster for each basic emotion- happy, sad, angry, scared, surprised and disgusted. Each monster is a character. We have:
Each character is displayed on one page which can then be printed as A3 or A4 to create your display. The character is asking ���How do you feel today?’ Alongside the monster is some key vocabulary. It is so important for children to learn other emotion words too so they can express their feelings.
6 Monster character cards
There are also some smaller cards (2 per page) which you can print as A4 or A3 depending on how big you want your cards to be. Each monster is holding a card for the child to write or draw on. The idea is that the child can choose which monster they feel like. They can then write or draw why they feel like that.
There are also 7 banners to choose from. Each one having a different colour so you can choose the colour you would like to use. These are in PDF format so to print as a banner you will need to change the settings. Everyone’s printer is different so it is difficult to give instructions but on my computer I choose poster print, and reduce the percentage to 75%. This prints over 3 pages which you can then stick together to form your banner. Obviously you could print it bigger or smaller by changing your settings.
6 emotion cards
Each character on a separate card. (4 per page).
Writing paper for each character (write your own title/question)
Drawing paper for each character (write your own title/question)
Speech bubble, thinking bubble and comic strip
This is a display and resource pack but it doesn’t stop just at displays. These cards could be used as a teaching tool too:
You could do a circle time each week concentrating on one character. All emotions work could be on that one character for the week.
Children could have a go at creating their own characters for each emotion. Use the drawing paper included in the pack.
Write your own scenarios on the monster cards to help children relate to the emotion.
Make up stories of why ‘Doug is disgusted’ or ‘Adam is angry’. Use the writing paper included in the pack.
Draw comic strips showing why ‘Sophie is scared’. (A comic strip is included in the pack).
Use to model emotional regulation. Tell the children ‘I feel like Angry Adam today because…’ What should I do about that? How can I calm down?
There are lots of activities you can do with this pack. Perfect for early years or SEN.