Conventional Lessons

Step 1: Diagnose and Design Instruction 

• Determine which number of the day format is most appropriate for the student’s needs (Early Counting Routine, Number of the Day- single digit, double digit, triple digit, multiplication, fractions).

• Identify any needed tools and manipulatives to support the routine (counters, ten frames, base ten blocks, number charts, etc.).

• Determine when instruction will take place (time of day) and who will provide (teacher, associate).

• Determine whether instruction will be delivered 1:1 or in a group.

Step 2: Deliver

• Provide instruction on the routine at least one time per day.

• Monitor learner progress using informal observations or more formal assessments (ex. problems correct on each Number of the Day component).

Step 1: Diagnose and Design Instruction

• Choose one routine to implement first.

• If applicable, work with team members (SLP, OT, PT, Vision, Hearing) to identify any needed adaptations to the routine.

• Determine when instruction will take place (time of day) and who will facilitate (teacher, associate).

• Determine whether instruction will be delivered 1:1 or in a group.

Step 2: Deliver

• Provide instruction on the routine at least one time per day.

• Monitor learner progress using informal observations.

• Introduce new routines once the learner increases familiarity and engagement with the routine.

Step 1: Diagnose

• Administer the diagnostic assessment that most closely aligns with your student’s instructional level:

  • K-2 Conventional Assessment (aligned to grades K-2 essential elements)

  • 3-5 Conventional Assessment (aligned to grades 3-5 essential elements)

  • 6-8 Conventional Assessment (aligned to grades 6-8 essential elements)

Step 2: Design Instruction

• Organize and gather materials.

• Plan for any accommodations (communication, vision, hearing, behavioral, fine motor, gross motor/positioning).

Step 3: Deliver Instruction

• Deliver instruction according to scope and sequence at the students’ instructional level identified in the diagnostic assessment.

• Monitor learner progress using progress monitoring assessments and/or instructionally embedded assessment.

Step 1: Diagnose and Design Instruction

• Choose one game or puzzle (attribute blocks, Pentominos, Tangrams) to implement first.

• If applicable, work with team members (SLP, OT, PT, Vision, Hearing) to identify any needed adaptations to the game.

• Determine when the game will take place (time of day) and who will provide (teacher, associate).

• Determine whether instruction will be delivered 1:1 or in a group.

Step 2: Deliver

• Provide instruction on how to play the game and the opportunity to practice the game.

• Monitor learner progress using informal observations.

• Introduce new games once the learner increases skill and engagement with the game.

Step 1: Diagnose and Design

• Select an estimation routine or estimation lesson based on your student’s instructional level:

  • K-2 Estimation Activities

  • 3-5 Estimation Activities

  • 6-8 Estimation Activities

• If applicable, work with team members (SLP, OT, PT, Vision, Hearing) to identify any needed adaptations to the routine.

• Determine when the opportunities will take place (time of day) and who will provide (teacher, associate).

• Determine whether instruction will be delivered 1:1 or in a group.

Step 2: Deliver

• Provide instruction on the routine at least one time per day.

• Monitor learner progress using informal observations.

• Introduce new routines once the learner increases familiarity and engagement with the routine.