Follow the scope of sequence of teaching reading and phonics. Identify the proper order of teaching phonemes and graphemes. (A grapheme is a written symbol that represents a sound (phoneme). This can be a single letter, or could be a sequence of letters, such as ai, sh, igh, tch etc.).

Use visual anchor charts in order to work on the target phonemes and graphemes of the week/month.

Teach (STUDENT) segmenting skills such as tapping out sounds, saying each sound for a word and placing a manipulative on each letter as he goes along (ex: Elkonin Boxes).

Phoneme Grapheme Mapping: Teacher says a word and/or shows a picture, (STUDENT) can segment the word using manipulatives or tap out the sounds. (STUDENT) can then write the letters in sound boxes.

Use CVC sliders (ex: a pipe cleaner with stringing beads, (STUDENT) can slide a bead over for each sound while segmenting a word) ***(Segmenting involves identifying the individual sounds (phonemes) in a word.)

Teach (STUDENT) blending skills. Shorten space between sounds (ex: instead of making the sounds in "man" choppy, like this: /m/ /a/ /n/, make it sound more like this: "mmmmaaaaannnnn.").

Start with 2 sounds them increase to 3, 4, etc.

Expose (STUDENT) to different phonics patterns. (EX: CVC words, digraphs blends, glued sounds, silent e, r-controlled vowels, vowel teams, diphthongs) ***(Blending is the process of combining sounds together to create a word. For example, the word cat is made up of three sounds /c/-/a/-/t/ together these sounds produce the spoken word cat)

Technology based phonics games/activities for reinforcement of skills

Word work activities (can be given as homework too) & Utilize a HW menu (ex: Have student write words multiple times, write words in rainbow colors, write words in bubble letters, sound out words in different funny voices, etc)

Utilize a phoneme checklist to indicate sounds mastered & to progress monitor. Utilize a checklist to indicate what letter combinations (STUDENT) is working on and has mastered & to progress monitor.

Manipulative Items: (example: letter tiles, Snap & Build CVC words puzzles, etc)

Incorporate daily 5 into reading activities (allow (STUDENT) to listen to text via peer partner, teacher or audio, read to self, allow opportunities for (STUDENT) to read the text multiple times).

Incorporate picture walks when reading with (STUDENT) to get him thinking about context clues in order to answer questions about the text.

Provide (STUDENT) with a 5W model graphic organizer, strategies, etc. (ex Highlight (different colors for each 5W) (ex: Teach 5W strategies and use Anchor Charts with visual representations of (who, what, where, when, why).

Incorporate daily 5 into reading activities (allow (STUDENT) to listen to text via peer partner, teacher or audio, read to self, allow opportunities for (STUDENT) to read the text multiple times).

Incorporate picture walks when reading with (STUDENT) to get him thinking about context clues in order to answer questions about the text.

Teach text to self connections. Have (STUDENT) write his own story using a graphic organizer to draft it with familiar people/places. Then discuss the text components (characters, settings, and events).

Teach proper use of conventions and allow for practice of appropriate usage of each mark individually (ex: use punctuation worksheets) prior to beginning the writing process.

Visual anchor charts of the writing process - Provide (STUDENT) his own writing check list.

Writing model (show (STUDENT) a finished piece and what the end product will look and sound like).

(STUDENT) can dictate his thoughts. Teacher can write or type for him and then (STUDENT) can copy (this may be useful for longer writing pieces).

Allow (STUDENT) to illustrate first, label the illustrations and then use that information in his writing.

Provide (STUDENT) with sentence starters.

Student will develop an understanding of the meaning and processes of measurement, including such underlying concepts as partitioning (the mental activity of slicing the length of an object into equal-sized units) and transitivity (e.g., if object A is longer than object B and object B is longer than object C, then object A is longer than object C).

Use of visuals when solving measurement based problems.

Use rulers and other manipulative items such as pencils, items of interest and incorporate student to practice measuring preferred objects.

(STUDENT) will develop an understanding of the base-ten numeration system and place value concepts by using manipulative items such as place value blocks or ten frames.

Visual anchor charts of place value with visuals (use a larger chart for group lessons, provide (STUDENT) a smaller version for his desk, independent work and/or for home/homework)

Teach (STUDENT) to recognize that place value notation is a shorthand for the sums of multiples of powers of 10 (e.g., 853 as 8 hundreds + 5 tens + 3 ones). Utilize standard form, expanded form, written form strategies and concepts.

Use the regrouping poem strategy and visual aide (ex: More on the top no need to stop, more on the floor, go next door and get 10 more, numbers the same, zero's the game )

Give her a visual timer to use.

Review directions and expectations clearly prior to task/assignment starting.

Allow her to choose a "break" option to look forward to doing after time on task has been met and/or assignment has been completed. (ie: drawing, doing a craft activity, stretching/taking a walk, etc)

Gestures or private cues that (STUDENT) and the teacher can come up with to remind her to stay on task if she seem to be becoming off task.