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Grade1

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Grade 1

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National Council for Special Education - Working to deliver a better special education service - Working to deliver a better special education service

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15/04/2024 Changes to the AON Process The Assessment of Education Needs(AON) process, as part of the Health Service Executive (HSE) AON process, has changed. Click the button below for more details.

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Grade 2

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Grade 3

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p 22

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Grade 1-3 p1-10

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GRADE 1

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Grade 1 p. 3-6

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Scholastic First Grade Basic Skills Teacher's Friend

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Scholastic First Grade Basic Skills Teacher's Friend

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Grade 1 beginning on p. 24

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PP-Third
Grade 1, Third Column (Indep.)
Grade 2, Fourth Column (Instruct'l)
Grade 3, Fifth/Final Column (Frust)

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Grade 1 p 184-185

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Grade 2
p. 158, 159

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GRADE 2

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Grade 2 p 3-13

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GRADE 3

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GRADE 1 p. 92
Grade 2 p. 100, 101
Grade 3 p. 112, 113

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Grade 3

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Grade 3

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Grade 1 Red - Independent
Grade 2 Green - Instructional
Grade 3 Purple - Frustrational
Grade 4 Yellow, 5 Brown, 6 Blue

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Grade 1, 200
Grade 2, 300
Grade 3, 400
Complete list as needed

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Grade 3 p 200-201

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Grades PP-3 per column
page 5

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Grade 3, 4, 5

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Meaning Match
Grade 3, 4, 5

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Grade 3

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Oral Reading Fluency
Grade 1 p. 92, 93

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Grade 2 p. 100, 101

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Grade 3 p. 112, 113

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p 3

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p 7

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Gr 1  p. 39

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Skill set 1, 2 First Grade
3, 4, 5, 6 Second Grade
7-13 Third grade

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Grade 1
p. 39-51

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p 49-51

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Segment words into phonemes
k-3 p 55

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page 3

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k-3 Blending phonemes p 53

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Grades 1-3
Grade 1, p 7
Grade 2, p 3
Grade 3, p 4,5

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strategy Index (Survey strategies)
p. 299-304

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Reading Self Assessment Checklist
Grade 3, p. 63

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GRADE 2

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GRADE 3

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p. 160-161

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Test/Scoring

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dibels_MAZE second grade -test and scoring2

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Phoneme Swap

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Definitions and Examples

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Definitions and Examples

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Grade 4

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MI - INTERPERSONAL SKILLS

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Readers might be interested to see this article by Linda Blair, published in The Telegraph earlier this month. She describes how parents can help their children develop interpersonal intelligence, something which does not only happen in school.

You can read the full article below:

The Telegraph

By Linda Blair | July 6

As children face even more time out of school, Linda Blair offers advice on how to develop their sense of empathy at home

Many children will not be returning to school until autumn, and none will resume normal social activities any time soon. This has worried parents, who fear their children will not only lose out academically, but may also fail to develop good social and emotional skills.

Parents are right to recognise the importance of the latter. Daniel Goleman at Rutgers University has established a link between success at school and work, and well-developed emotional intelligence (EQ). EQ allows us to maintain fulfilling relationships and enjoy greater life satisfaction.

EQ is composed of two parts, self-understanding (the ability to recognise our own emotions and deal with them effectively) and a sensitivity to others. Harvard psychologist Howard Gardner defines this second aspect of EQ as the "ability to understand other people, what motivates them and how to work cooperatively with them". Empathyis the ability to understand others; social skills are what enable us to work cooperatively. It's arguable whether we need people around us to develop self-understanding, but it's hard to imagine how empathyand social skills can be acquired in isolation.

Does it follow that lockdown has caused many children to become less socially skilled and less empathetic? Although the answer depends on several factors - age, personality, personal circumstances, and the extent of social isolation - I'm convinced almost all children will show resilience and regain lost ground once we can feel less self aware and awkward when interacting with others. After all, children have continued to interact socially with their parent(s) - and any siblings - throughout the restrictions.

None the less, because EQ is so vital to well-being, it's important to encourage your children to work on their social and emotional skills.

Here's how:

1. Show interest in their emotions and be a good role model: Ask how they are feeling and respond appropriately. For example, if they're sad, ask if they would like you to give them a hug or read them a story.

2. Talk about how others are feeling: Read to them, and watch TV together. Ask them to guess characters' moods and why they might be feeling that way.

3. Manage conflict well: Use arguments with siblings as opportunities to teach selfregulation (everyone has to sit alone and cool down for three minutes), empathy (each child must try to understand how the other is feeling), and compromise (each child must offer two resolutions).

4. Awaken their inner thespian: Encourage them to write and act out plays or sketches, imagining the world through others' eyes.

5. Demonstrate empathy when explaining current restrictions: When you answer questions about why they can't socialise just now, explain with regard to those they will help, the frail and vulnerable (perhaps a grandparent) and our health and care workers.

Linda Blair is a clinical psychologist and author of Siblings: How to Handle Rivalry and Create Lifelong Loving Bonds.

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Teaching Interpersonal Intelligence During a Pandemic - MI Oasis

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Readers might be interested to see this article by Linda Blair, published in The Telegraph earlier this month. She describes how parents can help their children develop interpersonal intelligence, something which does not only happen in school. You can read the full article below: The Tele

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INTERVIEW W/HOWARD GARDNER

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Howard Gardner was recently interviewed by educationpostonline.com. He gave his opinion on questions such as the future of education post COVID-19, the benefits of online education, and learning at home. To learn more, see here.

The interview is also reproduced below:

"Every intelligence is value-neutral. It can be used constructively or negatively," says renowned developmental psychologist Howard Gardner
By Dipin Damodharan | July 19, 2020

Howard Gardner needs little introduction. One of the most admirable intellectual cult heroes of our times, this renowned American developmental psychologist happened to be the correction of a faulty tilt in the very concept of human intelligence. We were not at all bothered about judging our children as smart and dumb, given their varying dimensions of general intelligence.

As far as intelligence and teaching are concerned, Gardner provided ample signs that there was something terribly wrong with the so-called conventional method, and it was only going to crash sometime, slowly but surely. Because, we-from the teachers and parents to policy makers and administrators-only thought of maintaining ourselves with our grim take on everything related to intelligence.

The so-called bright child with conventional intelligence belongs to one line. And others belong to the other line. That is the reason why some students find themselves in limbo despite doing many things right in their schooling.

Gardner has shattered the myth of intelligence being a singular concept and proved that there are multiple intelligences within a human being. He describes human beings as the ones having several relatively independent information processing capacities (Read more about Gardner's theory of Multiple Intelligences ) . Branded as the founding father of the universally acclaimed Multiple Intelligences (MI) theory, Howard Gardner is the Hobbs Research Professor of Cognition and Education at Harvard Graduate School of Education.

In an exclusive interview with the Education Post Online Chief Editor and Co-founder Dipin Damodharan, Gardner says that he has moved on to study the way that intelligences are used-positively and negatively- in the real world. Excerpts...
How do you look at the future of education in the backdrop of Covid-19 pandemic?
Of course I hope that we return to regular in-person classes, especially for young students. We will have learned a lot about what topics, approaches, and ages work well online, which can be boosted, and which have to be done in person. Whether and how we apply those learning is an open question. I'd bet more on some countries and regions (northern Europe) than on others (The United States, Brazil).
What do you think of the relevance of the theory of Multiple Intelligences in the new scenario?
MI (Multiple Intelligences) is a theory about how the mind is organized and how it operates. That is not affected by COVID in itself. But to the extent that more education takes place at home, with parents and students working side by side, the more crucial it will be to know about the mind of each student, how it works, what helps it work well, what is frustrating or counterproductive. This requires intrapersonal intelligence (what works for me and how) and interpersonal intelligence (how can I help my child, my sibling, my friends, etc).
As the educational institutions are still closed, how educators can teach students about survival skills using MI theory?
MI theory is very relevant since it features the personal intelligences. We need to learn more about how each of us learns, what works, etc and to make use of that knowledge- that's intrapersonal intelligence. And to the extent that we are working with others- peers, parents, children- we need to understand how the other person learns, what works etc.

Of course, the other intelligences are relevant as well- including what I call 'pedagogical intelligence"- how do we teach someone else? - and 'existential intelligence'- what are the big issues in life, and how can we think well about them and make progress in understanding them?

And depending on the topic, we also make use of other intelligences- spatial intelligence in learning geometry or geography, musical intelligence in the arts, and so on.
In countries like India, online education is gaining momentum. What should be the educators keep in mind to not repeat the 'one size fits all' mistake of the past?
Online education has become more important in the COVID era. Also, there is every reason to think it will improve, if we study carefully what works and why, and if we also reflect on what doesn't work, and why not.

I have always felt that online education provides an invaluable opportunity for personalized learning. In a class of 30 or 50 students, it's very difficult to personalize. But there is no reason in the world why a good online educational system cannot individualize to a great extent. An AI system should be able to custom fit each learner. "One size fits all' could and should end up in the grave yard- that's always been an aspiration of MI theory and practice!
Could you tell us how MI theory will evolve further, from a futuristic perspective?
With all due respect, I am no longer working actively on MI. Through the Good Project (thegoodproject.org) I have moved on to study the way that intelligences are used-positively and negatively- in the real world. That's because, in and of itself, every intelligence is value-neutral- it can be used constructively (the way that South African leader, Nelson Mandela, used his interpersonal intelligence to bring a warring country together) or negatively (the way that Serbian leader, Slobodan Milosevic, used his interpersonal intelligence to promote hatred and 'ethnic cleansing.')

While I am not working actively on MI, I do monitor the findings about the brain and also about artificial intelligence. I no longer think that I have identified correctly all of the intelligences and how they work, but I feel strongly that an appreciation of the multi-faceted nature of the mind will be with us from now on.

I write about this in my forthcoming memoir A SYNTHESIZING MIND, to be published in September 2020, by the MIT Press.

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Gardner Interview on MI Theory During COVID-19 - MI Oasis

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Howard Gardner was recently interviewed by educationpostonline.com. He gave his opinion on questions such as the future of education post COVID-19, the benefits of online education, and learning at home. To learn more, see here. The interview is also reproduced below: INTERVIEW: EVERY INTELLIG

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Editable Reading Survey from A Teachable Teacher