# data[].attributes.headline
Suspected Child Abuse Procedures Power Point 

# data[].attributes.subject
Suspected Child Abuse Procedures Power Point 

# data[].attributes.attachment_link.description
Google Forms - create and analyze surveys, for free.

# data[].attributes.attachment_link.readable_text
Working with the Bureau of Special Education (BSE), Pennsylvania Department of Education (PDE), PaTTAN provides a full array of professional development and technical assistance targeted to improving student results. This professional development and technical assistance takes many forms in order to meet the varied needs of PaTTAN's constituents. Week-long summer institutes, ongoing professional development series, webinars, on-site assistance, and individual student or teacher supports are some of the means by which PaTTAN provides support to schools.

Locate PaTTAN Consultant Contact Us

# data[].attributes.attachment_link.description
Working with the Bureau of Special Education (BSE), Pennsylvania Department of Education (PDE), PaTTAN provides a full array of professional development and technical assistance targeted to improving student results. This professional development and technical assistance takes many forms in order to meet the varied needs of PaTTAN's constituents.

# data[].attributes.attachment_link.description
PLEASE CLICK ON THE DROP DOWN MENUS ABOVE TO EXPLORE EACH OF THE DIFFERENT AREAS OF ASSISTIVE TECHNOLOGY**

# data[].attributes.body
pasecondarytransition.com

# data[].attributes.attachment_link.readable_text
Our goal is to keep children safe while eating and drinking at school, ensure adequate nutrition for optimal learning, and work toward student independence during mealtime.

We will consult with and educate school staff as needed to ensure proper supervision and the safest environment possible.

# data[].attributes.attachment_link.description
Our Team! Richael Fertig- Supervisor fsteam@miu4.org

# data[].attributes.attachment_link.title
Advancing Social and Emotional Learning - CASEL

# data[].attributes.attachment_link.description
CASEL is helping make evidence-based social and emotional learning an integral part of education, preschool through high school.

# data[].attributes.attachment_link.readable_text
Looking for free food in your community? You can easily find a food bank near you by entering your zip code or state. We will provide you with a list of Feeding America partner food banks and their contact information. Connecting with your local food bank is the first step towards getting free food and grocery items.

# data[].attributes.attachment_link.description
Find the Feeding America member food bank nearest you. Over 200 member food banks can connect you with free food, food pantries, soup kitchens, and mobile pantries in your community.

# data[].attributes.attachment_link.readable_text
Header Text

Main Text

Link Text

Link Url

Picture File Path

Alternate Text

Site Url

NASW helps secure major policy win for clinical social workers

They will soon be eligible to get Medicare reimbursement for Health Behavior Assessment and Intervention services

Learn more in Tips and Tools for Social Workers

https://www.socialworkers.org/Practice/Tips-and-Tools-for-Social-Workers/Payment-of-Health-Behavior-Assessment-and-Intervention-Services-Approved-for-Clinical-Social-Workers

\Images\ChaptersHomepageBannerImages\www.socialworkers.org\HBAI-Banner2.jpg

A social worker consults with an elderly couple who are sitting with her by a desk

www.socialworkers.org

# data[].attributes.attachment_link.description
Header Text Main Text Link Text Link Url Picture File Path Alternate Text Site Url NASW helps secure major policy win for clinical social workers They will soon be eligible to get Medicare reimbursement for Health Behavior Assessment and Intervention services Learn more in Tips and Tools for Social Workers https://www.socialworkers.org/Practice/Tips-and-Tools-for-Social-Workers/Payment-of-Health-Behavior-Assessment-and-Intervention-Services-Approved-for-Clinical-Social-Workers \Images\ChaptersHomepageBannerImages\www.socialworkers.org\HBAI-Banner2.jpg A social worker consults with an elderly couple who are sitting with her by a desk www.socialworkers.org

# data[].attributes.attachment_link.description
What is PA 211 Southwest? PA 211 Southwest is part of the national 211 Call Centers initiative that seeks to provide an easy-to-remember telephone number, chat, text, and a web [...]

# data[].attributes.attachment_link.description
Rise Up & Be Counted in the School Social Work Census

# data[].attributes.attachment_link.provider_name
The National Child Traumatic Stress Network

# data[].attributes.attachment_link.title
The National Child Traumatic Stress Network

# data[].attributes.attachment_link.description
CFTSI is a brief (5‐8 session), evidence‐based early intervention for children 7 to 18 years old that reduces traumatic stress reactions and the onset of PTSD. CFTSI is implemented within 30-45 days following a traumatic event or the disclosure of physical or sexual abuse.

# data[].attributes.headline
NAMI-National Alliance on Mental Illness

# data[].attributes.subject
NAMI-National Alliance on Mental Illness

# data[].attributes.attachment_link.readable_text
NAMI, the National Alliance on Mental Illness, is the nation's largest grassroots mental health organization dedicated to building better lives for the millions of Americans affected by mental illness.

Helping Those In Need

NAMI started as a small group of families gathered around a kitchen table in 1979 and has blossomed into the nation's leading voice on mental health. Today, we are an alliance of more than 600 local Affiliates and 49 State Organizations who work in your community to raise awareness and provide support and education that was not previously available to those in need.

gathered around a kitchen table

NAMI State Organizations and NAMI Affiliates across the country

NAMI HelpLine transitions to

# data[].attributes.attachment_link.title
Home | NAMI: National Alliance on Mental Illness

# data[].attributes.attachment_link.description
NAMI, the National Alliance on Mental Illness, is the nation's largest grassroots mental health organization dedicated to building better lives for the millions of Americans affected by mental illness.

# data[].attributes.headline
Mercer County Crisis Support and Resources

# data[].attributes.subject
Mercer County Crisis Support and Resources

# data[].attributes.attachment_link.readable_text
Community Behavior Assessment in Relation to Opioid Use Disorder and Opioid Related Overdoses The mission of the Mercer County Overdose Prevention Workgroup is to collaborate to reduce overdose deaths in Mercer county. The following survey is a project implement by the Overdose Prevention Workgroup, in partnership with University of Pitt/PERU. The information collected will help us understand the amount or type of stigma currently reflected in the attitudes and behaviors of members in our county. All data gathered from completed surveys will be presented as a compilation of data which will assist the workgroup in identifying specific areas of need regarding further education on Opioid Use Disorder and Opioid Related Overdoses. We hope that you will take the time to complete this brief survey as we value your input! Baseline Survey of the Community

# data[].attributes.attachment_link.title
Mercer County Behavioral Health Commission

# data[].attributes.attachment_link.description
The Mercer County Behavioral Health Commission (MCBHC) is a private, non-profit organization that assists persons with drug and alcohol, mental health, and intellectual disability needs through the administration, coordination, and delivery of a service system committed to improving the quality of life of those served.

# data[].attributes.headline
Lawrence County Crisis Support and Resources

# data[].attributes.subject
Lawrence County Crisis Support and Resources

# data[].attributes.attachment_link.description
The Human Services Center is a comprehensive community behavioral healthcare provider. We are one of the region's largest providers of outpatient mental health services.

# data[].attributes.headline
Butler County Crisis Support and Resources

# data[].attributes.subject
Butler County Crisis Support and Resources

# data[].attributes.attachment_link.description
Center for Community Resources assures equal opportunities for all individuals regardless of age, sex, race, color, religion, ancestry, national origin, disability, veteran status, sexual orientation, genetic information, limited English proficiency, and any other class of individuals protected from discrimination under state or federal law.

# data[].attributes.attachment_link.readable_text
988 is now the three-digit dialing code that routes callers to the 988 Suicide & Crisis Lifeline (or 988 Lifeline). On July 16, 2022, the Lifeline transitioned away from the National Suicide Prevention Line reached through a 10-digit number to the three-digit 988 Lifeline. It is funded by the Substance Abuse and Mental Health Services Administration (SAMHSA) and administered by Vibrant Emotional Health (Vibrant).

When people call, text, or chat with the 988 Lifeline, they are connected to trained counselors that are part of the existing 988 Lifeline network, made up of over 200 local crisis centers. These counselors are trained to provide free and confidential emotional support and crisis counseling to people in suicidal crisis or emotional distress, and connect them to resources. These services are available 24 hours a day, seven days a week, across the United States.
The previous 988 Lifeline phone number (1-800-273-8255) will always remain available to people in emotional distress or suicidal crisis.
The 988 Lifeline's network of over 200 crisis centers has been in operation since 2005 and has been proven to be effective. Trained counselors listen, provide support, and connect to resources when appropriate.

Callers who follow the "press 1" prompt are connected to the Veterans Crisis Line. A Spanish Language line is available by pressing 2 when calling 9-8-8, and more than 240 languages are supported through a Tele-Interpreters service. Callers now also have the option of following a "press 3" prompt to be connected to a counselor specifically trained in supporting LGBTQI+ callers.

Numerous studies have shown that callers feel less suicidal, less depressed, less overwhelmed and more hopeful after speaking with a 988 Lifeline counselor.

Answer the call! 988 Lifeline centers are looking to bring on new volunteers and paid employees. You will receive training, so if you are looking to make a difference for those in crisis, apply today. Find your opportunity: 988lifeline.org/careers

# data[].attributes.attachment_link.description
988 has been designated as the new three-digit dialing code that will route callers to the National Suicide Prevention Lifeline. While some areas may be currently able to connect to the Lifeline by...

# data[].attributes.attachment_link.title
Home | Pennsylvania Family Support Alliance

# data[].attributes.headline
IES Practice Guide: Adolescent Literacy: Effective Classroom and Intervention Practices

# data[].attributes.subject
IES Practice Guide: Adolescent Literacy: Effective Classroom and Intervention Practices

# data[].attributes.attachment_link.title
Free for educators! Give students unlimited in-class access to the best books & videos on Epic

# data[].attributes.attachment_link.title
Free for educators! Give students unlimited in-class access to the best books & videos on Epic

# data[].attributes.headline
IES Practice Guides: Foundational Skills to Support Reading K-3

# data[].attributes.subject
IES Practice Guides: Foundational Skills to Support Reading K-3

# data[].attributes.attachment_link.description
FreeReading is an open-source instructional program that helps educators teach early literacy. FreeReading contains a 40-week scope and sequence that can supplement an early literacy core or basal program.

# data[].attributes.attachment_link.title
Reading Universe: All About Reading and Writing

# data[].attributes.attachment_link.description
Explore ready-to-use teaching strategies, resources, and concrete answers to common questions about teaching reading and writing -- developed by experts.

# data[].attributes.headline
Project Ready! An Early Language and Literacy Program to Close the Readiness Gap

# data[].attributes.subject
Project Ready! An Early Language and Literacy Program to Close the Readiness Gap

# data[].attributes.attachment_link.readable_text
The MIND is a set of empirically-validated resources designed to supplement core math instruction and provide intensive remediation targeting early numeracy and computation skills. These materials were created to present educators with low cost, short duration interventions that effectively increase early numeracy and computation skills.

​

Three scripted interventions were developed to be used in a tiered system of instruction. Facts on Fire is a school wide (Tier 1) application, Skill Remediation targets groups (Tier 2), and the Intensive Intervention program is for one on one work with individual students (Tier 3). To learn more about the MIND click the buttons located on the menu above or explore these programs by clicking the links below.

​

Check back often and read our newsfeed at the bottom of this page for updates! Feel free to contact us at anytime with questions or site feedback.

​

School Wide

Short Duration

Individualized Skills

Guided Decision Making

Decision Making & Intervention Resources

Brian C. Poncy, PhD. , is an Associate Professor in the College of Education at Oklahoma State University. He is a recipient of the 2005 Outstanding Dissertation Award from Division 16 (School Psychology) of the American Psychological Association and the School Psychology Review 2015 Honorable Mention Article of the Year. Dr. Poncy's research focuses on academic interventions and behavioral principles of learning, specifically in the area of mathematics. He teaches classes focusing on the design, selection, implementation, and evaluation of academic interventions and single-case research designs. He has published approximately 20 research articles and book chapters.

Please Contact via email at brian.poncy@okstate.edu with any questions or comments concerning the MIND materials or the website.

​

Please contact via email at gary.duhon@okstate.edu with any questions or comments concerning the MIND materials or the website

Recent Updates

As of August 2019:

We appreciate any feedback on your experiences using the MIND website!

# data[].attributes.attachment_link.description
The MIND is a set of empirically-validated resources designed to supplement core math instruction and provide intensive remediation targeting early numeracy and computation skills. These materials were created to present educators with low cost, short duration interventions that effectively increase early numeracy and computation skills.

# data[].attributes.attachment_link.description
RTI math programs, tier 1, tier 2, and tier 3. MTSS research based math intervention strategies. Xtra math, dreambox, primary numeracy assessment, math intervention programs

# data[].attributes.attachment_link.readable_text
The lessons are designed to help students with mathematics difficulties (Tier II) access the general education mathematics curriculum.

The lessons can be taught by an interventionist, classroom teacher, or trained paraprofessional.

The intervention is designed to supplement core instruction, so the intervention time is in addition to core mathematics instruction.

Please note that the Teacher Lesson Booklets may reference materials and supplies not included in the downloadable lessons. It will be helpful to preview the lessons and gather additional materials and supplies before working with your students.

# data[].attributes.attachment_link.description
ESTAR II intervention modules are designed for students in grades 3 and 4. A total of eight modules containing lessons, student books, and teacher masters are available for download.

# data[].attributes.body
Content

The Tier 2 intervention booster lessons include mathematical concepts and skills that are aligned with the kindergarten, first grade, and second grade Texas Essential Knowledge and Skills (TEKS) for mathematics. Each booster lesson lists the TEKS that are taught in that lesson. As such, teachers can incorporate Tier 2 intervention into their district’s curriculum.

The following mathematical concepts and skills are taught in the kindergarten Tier 2 lessons:

Number Sense (NS)

Number Building (NB)

Organization

School year: There are 11 units to be completed over the course of the school year.

2-week period: Each unit consists of 8 lessons and takes 2 weeks.

Week: Mondays through Thursdays are lesson days. Fridays are reserved for progress monitoring, games, review, etc.

Day: Each day includes a warm-up and 1 lesson.

Lesson: Each lesson teaches 1 of the 5 skills and includes:

Preview

Modeled Practice (My Turn, Your Turn) *

Guided Practice (Our Turn)

Error Correction

Independent Practice/Progress Monitoring (Your Turn)*

*Based on whether the students have seen the concept before or are just learning the concept, in some lessons, there may not be Modeled Practice or Independent Practice.

# data[].attributes.attachment_link.readable_text
The 3-Tier Mathematics Model Website requires a valid username and password to access the content.

Please enter them below to log in. You must have cookies enabled in your browser to use this site.

# data[].attributes.attachment_link.description
The 3-Tier Mathematics Model Website requires a valid username and password to access the content. Please enter them below to log in. You must have cookies enabled in your browser to use this site.

# data[].attributes.body
What is high-quality mathematics instruction and why is it important?

# data[].attributes.attachment_link.readable_text
Page 2: A Standards-Based Mathematics Curriculum

Among experts, the debate over the most effective method of teaching mathematics is hardly new. In the past, mathematics curricula focused on teaching rules and procedures, as well as on building computational fluency. Though the importance of this procedural knowledge is beyond question, it's also the case that students require conceptual understanding if they are to correctly apply what they have learned in real-world situations and settings. In other words, teachers must offer instruction on both mathematics concepts and procedures and make the links between the two explicit.

Traditional curricula have likewise been criticized for offering shallow content, failing to connect knowledge and skills, over-emphasizing computational procedures, and making only minimal use of evidence-based practices. To address these shortcomings, educators are urged to implement standards-based curricula. These focus on the conceptual understanding of mathematical principles (the why) and the connection between them as outlined by mathematic standards, rather than focusing heavily on procedural knowledge (the how).

To ensure that their students acquire the skills they will need to be college- and career-ready, many states have adopted increasingly rigorous standards. In the case of mathematics, for most states this has meant the Common Core State Standards for Mathematics (CCSSM), which outline the skills and concepts students are expected to learn at each grade level. More specifically, the CCSSM:

Build upon the strengths of current state standards

Are informed by instructional practices used in other top-performing countries, so that all students are prepared to succeed in our global economy and society

Are evidence-based

Are aligned with college and work expectations

Are clear, comprehensible, and consistent

Embrace rigorous content and require the application of knowledge through higher-order skills

Encourage the use of real-world problems

For Your Information

As with many areas touched by politics, a great deal of controversy has surrounded the Common Core State Standards; however, the vast majority of the objections raised about them have been based on either misunderstanding or misinformation. The facts are these: The CCSS were developed as part of a state-led initiative-sponsored by the Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA)-to create a shared set of learning standards for schools in the United States. This effort was informed by teachers, administrators, and experts and reflects the best instructional models used both in the United States and internationally.

Diane Pedrotty Bryant discusses the purposes of the CCSSM (time: 2:20).

Transcript: Diane Pedrotty Bryant, PhD

The Common Core State Standards in mathematics are a really good attempt to provide more standardized mathematics standards across states. There's has been a lot of criticism about the math curriculum in schools that's been voiced by professional organizations and the National Mathematics Advisory Panel about the mathematics curriculum and what we're trying to cover in various grade levels. There's a saying that it's a mile wide and an inch deep, suggesting that we're trying to do too much as part of math instruction in classrooms. So I think the standards are really intended to provide a more focused and coherent set of standards around specific mathematical topics and to be sure that these topics are developmentally appropriate, that they follow learning progressions of mathematics topics and also build conceptual understanding as well as procedural knowledge. There's a real focus on helping students develop more of that conceptual understanding of mathematics that sometimes is missing in instruction.

And I think it's important to mention that the standards don't purport to be a mathematics curriculum or a set of specific interventions for teaching mathematics. That's really up to school district leaders to operationalize the standards according to their own district guidelines and district curricula. The standards are not intended to dictate interventions and curriculum in classrooms but to provide guidance for district leaders to make decisions about what are the critical mathematical ideas that need to be taught in each grade level and what materials do we have in district programs that can help teachers adjust these standards.

The CCSSM are composed of eight Standards for Mathematical Practice that describe how students will engage with mathematical content, as well as the Standards for Mathematical Content, which outline what students should learn at each grade-level.

Standards for Mathematical Practice

The CCSSM Standards for Mathematical Practice-which are themselves based on standards developed by the National Council of Teachers of Mathematics (NCTM) and the National Research Council -describe how students will engage with the content they need to acquire at each grade level. These eight practices (which you will find listed in the table below) are applicable to all grade levels, though students might apply them differently based on their age or level of development.
National Council of Teachers of Mathematics (NCTM)
The world's largest organization of mathematics education professionals. In 1989, the NCTM developed the Principles and Standards for School Mathematics. Revised in 2000, these standards served to guide mathematics instruction in the United States by outlining the content and skills that compose high-quality mathematics curriculum for grades K-12.
National Research Council (NRC)
An organization that convened a team of experts to explore the reasons for poor mathematics performance among students in pre-K through the 8th grade in the United States. The resulting report, Adding It Up: Helping Children Learn Mathematics, offers recommendations about how to improve instruction, instructional materials, and teacher education in mathematics.

MP1: Make sense of problems and persevere in solving them.
MP2: Reason abstractly and quantitatively.
MP3: Construct viable arguments and critique the reasoning of others.
MP4: Model with mathematics.
MP5: Use appropriate tools strategically.
MP6: Attend to precision.
MP7: Look for and make use of structure.
MP8: Look for and express regularity in repeated reasoning.

Standards for Mathematical Content

The CCSSM Standards for Mathematical Content describe the knowledge and skills that students should acquire. These are divided into domains that vary by grade level.

Kindergarten - 8th Grade

The standards for kindergarten through grade eight are categorized into 11 domains. The table below highlights these domains and the grade level(s) in which each of them is addressed.

K

1 st

2 nd

3 rd

4 th

5 th

6 th

7 th

8 th

Counting & Cardinality

Number & Operations - Fractions

Ratios & Proportional Relationships

The Number System

Expressions & Equations

Statistics & Probability

Functions

Adapted from Common Core State Standards Initiative

High School

The purpose of the CCSSM is to prepare students for college and the workforce by helping them to understand thoroughly mathematical concepts and procedures, as well to develop the ability to transfer that knowledge to novel situations. This ability is called generalization. Unlike the K-8 standards that are organized by grade level, the high school standards are separated into conceptual categories:

Number and Quantity

Algebra

Functions

Modeling

Geometry

Statistics and Probability

For Your Information

The CCSSM Website is a good resource for learning more about these standards. The links below might be of particular interest.

Curricular Materials

To teach the required standards-based curriculum, teachers use curricular materials -that is, any of a variety of resources, items, or tools designed to engage students in the learning process. These curricular materials include textbooks, supplemental materials, and activities. Before they are used in the classroom, however, teachers (or school teams) must first assess not only new materials but also existing ones to make sure they align with their state's standards and address the needs of diverse learners. Fortunately, a number of instructional features have been proven effective for students with MLD and might prove beneficial for other students who struggle with mathematics as well.

Just as they ensure that their curricular materials address the needs of students with MLD, teachers must do the same for students who are ELLs. The document below provides detailed guidelines specific to ELLs that teachers can use to assess curricular materials and design instruction.
Guidelines for Design of Mathematics Instruction and Materials for ELLs
An important factor to keep in mind is that textbook developers are strongly motivated to claim that their products align with current mathematical standards or a specific state's standards. Teachers should take care not to accept such pronouncements at face value and instead personally evaluate curricular materials to assess their value. In the event that the curricular materials do not align with state standards or otherwise fail to address the needs of diverse learners, teachers must supplement them. Listen as Kim Paulsen provides more information about supplementing the curriculum (time: 1:38).

Kim Paulsen, EdD
Associate Professor, Special Education
Vanderbilt University

Transcript: Kim Paulsen, EdD

One thing that you have to do is look at curriculum that your district has selected, looking at how much time is devoted to math at your grade level, and then what can you do with that curriculum? Will that cover everything? Most of the time, the answer to that is no. And it's not that the material in the curriculum isn't designed well, but that it's not enough time and there's usually not enough practice. For example, in teaching time in the first grade you might have one or two pages in your math textbook and students are expected to know it, and that's not going to happen. And so having supplemental materials that will help with that-and that could be things from your district-wide publishing company that you use, or you can find those materials on Websites or by purchasing different technology games that actually help students. We need to look at kids that are having difficulty or that didn't understand one concept-what is the reason for it?-and then find materials. And then think about the students who have already mastered that concept, and what do you have them do while you're working with the students who still maybe need a little more instruction? And we want to make sure that when we're working with the students who have already understood the concept that we aren't just giving them busy work. We want to have materials that challenge them and that really focus more on the higher-level thinking skills.

For Your Information

As they work to meet the needs of their struggling students, teachers must not overlook those who excel in mathematics. Curricular materials that include enrichment activities will allow these students to delve deeper into topic areas and explore more sophisticated ways to apply mathematical processes.

# data[].attributes.attachment_link.title
IRIS | Page 2: A Standards-Based Mathematics Curriculum

# data[].attributes.attachment_link.description
Among experts, the debate over the most effective method of teaching mathematics is hardly new. In the past, mathematics curricula focused on teaching rules and procedures, as well as on building computational fluency. Though the importance of this procedural knowledge is beyond question, it's also the case that students require conceptual understanding if they are to correctly apply what they have learned in real-world situations and settings.

# data[].attributes.attachment_link.description
We provide resources related to effective math instruction. Our goal is to ensure that all students, regardless of background or status, have equitable access to high-quality math instruction. To guide the Science of Math, we rely on well-researched instructional strategies and research about how st

# data[].attributes.attachment_link.readable_text
The Core Knowledge Foundation provides open access to content-rich curriculum materials for preschool through grade 8, including the Core Knowledge Curriculum Series™, with many materials now available and many more in development.
How to Get Your Free Resources

Check the boxes below to sort by subject, grade level, or both.

Click on the title to find resources for that unit.

Submit your name and email address.
You'll only need to submit this information once.

Click "Download" for each free resource you want.

Terms of Use

The materials made available for download are freely available for anyone to use, adapt, and share (with attribution), but no one is permitted to sell either the original program, an adaptation of it, or lesson plans that reproduce any part of it. For more information, see the Guidelines to Core Knowledge and the Creative Commons License.

Choose Subject, Grade, and Language

Clear All Filters

CKLA:
Core Knowledge Language Arts

CKSci:
Core Knowledge Science

# data[].attributes.attachment_link.title
Download Curriculum - Core Knowledge Foundation

# data[].attributes.attachment_link.description
The Core Knowledge Foundation provides open access to content-rich curriculum materials for preschool through grade 8, including the Core Knowledge Curriculum Series™, with many materials now available and many more in development. Check the boxes below to sort by subject, grade level, or both. Click on the title to find resources for that unit.

# data[].attributes.attachment_link.title
Alphabet Arc: 8 Free Printable Mats & How to Use Them!

# data[].attributes.attachment_link.description
8 FREE printable alphabet arc mats to help build speed and accuracy in alphabet knowledge, letter recognition, and sequencing.

# data[].attributes.attachment_link.readable_text
Overview: 35-weeks of lessons with 3 days per week of instruction, 5-7 components in each lesson

Grade level: 3 & 4 year old preschool classrooms

Format: Whole group instruction

Lesson length: 6-8 minutes

The Early Pre-K Phonological Awareness curriculum is meant for learners in 3- and 4-year-old classrooms, and the Early Learning and Development standards across all states were used to plan the lessons for instruction. While the standards and expectations differ from state to state, the Early Pre-K curriculum will teach 5 phonological awareness skills. The skills of rhyme, initial phoneme isolation, and blending are introduced at the beginning of instruction. Segmenting words and Final Phoneme Isolation are introduced in later weeks of instruction.

5 Phonological Awareness Skills

1. Rhyme repetition, recognition, and production

2. Initial Phoneme Isolation, including listening for a focus sound, alliteration and generating words that begin in a specific sound

3. Blending words, syllables, body-coda, and onset-rime (Note: we do not blend at the phoneme level like we do in the current PreK curriculum)

4. Segmenting into words, syllables, and onset-rime (begins in week 7; we do not segment into phonemes like we do in the current PreK curriculum)

5. Final Phoneme Isolation (introduced in Weeks 24-35)

2 Early Literacy Skills

1. Alphabet Knowledge

2. Language Awareness: Nursery Rhymes and sentences

The lessons include explicit language to teach the skills and provide directions for each activity. Teacher modeling and support is included within the lessons, along with hand motions.

The beginning weeks of instruction provide teachers with lessons for "Setting the Stage" to help students learn about listening for sounds and developing an understanding of the language play activities .

The Heggerty Pre-K curriculum (purple book) would be used for instruction during the last year of preschool or in Transitional Kindergarten classrooms. The Pre-K curriculum includes more complex phoneme manipulation activities with adding, deleting, and substituting sounds in spoken words.

# data[].attributes.attachment_link.title
Early Pre-Kindergarten Phonemic Awareness Curriculum | Heggerty

# data[].attributes.attachment_link.description
The Heggerty Early Pre-Kindergarten curriculum has 35-weeks of systematic language play activities for your 3 & 4-year old preschool classrooms.

# data[].attributes.attachment_link.description
The FYBS video series follows three puppet kids - Nico, CJ, & Mena - as they navigate everyday issues. By sharing the strategies they use to feel their ...

# data[].attributes.headline
Creating Trauma Informed SEL Schools - Tools & Resources

# data[].attributes.subject
Creating Trauma Informed SEL Schools - Tools & Resources

# data[].attributes.attachment_link.readable_text
Equipping kids with the social emotional skills to succeed in school, stay in school and thrive in life.

The Need

More than 12 million US kids live in poverty. Children from low-income families miss more days of school, have lower vocabulary and lag significantly behind their wealthier peers. The type of learning kids receive during school does not do enough to close this gap.

Learn More

The Solution

Research shows that social emotional learning significantly helps to foster the mindsets, skills, and confidence within each child to manage emotions, make good decisions, and build healthy relationships - skills necessary for success in school and life.

Learn More

The Results

Our research proves that social emotional learning results in higher self-esteem, lessened anxiety, measurable academic improvements, improved classroom behavior, significant display of executive function and increased attachment to school.

Learn More

Afterschool Programs

WINGS Afterschool creates an environment where kids can be kids. We provide high-quality social emotional learning through fresh and fun afterschool programming. Kids get the skills they need to succeed and a safe place to call home afterschool.

Learn More

Soar with Wings

Soar with Wings equips educators with free social emotional learning digital resources and standards-aligned learning activities and lessons for students in grades K-5. Practical solutions that can be woven into any aspect of the school day or program time.

Learn More

Partnering with Others

Through workshops, training, and consultation, we help organizations implement effective social emotional learning initiatives. We work closely with districts, schools and community-based organizations to create comprehensive in-school and out-of-school change.

Learn More

6%

The chronic absenteeism rate of WINGS kids (the national chronic absenteeism rate is 16%)

10,593

Number of kids soaring

51%

WINGS kids received 51% fewer office referrals than non-WINGS kids

# data[].attributes.attachment_link.title
Experts in Social Emotional Learning - WINGS for Kids

# data[].attributes.attachment_link.description
Equipping kids with the social emotional skills to succeed in school, stay in school and thrive in life. More than 12 million US kids live in poverty. Children from low-income families miss more days of school, have lower vocabulary and lag significantly behind their wealthier peers.

# data[].attributes.attachment_link.title
Free Online Video Editor | Interactive Video | WeVideo

# data[].attributes.attachment_link.description
The #1 video editor for schools, businesses, and solopreneurs. Create professional-looking multimedia projects with powerful, easy-to-use tools. Try free today!

# data[].attributes.attachment_link.readable_text
Houston ISD's ESSER-Funded Quizizz Plan Supports Equity and Achievement

"Quizizz motivates [students], increases confidence, and can help to establish a culture of learning and growing from mistakes."

# data[].attributes.attachment_link.description
Empower every teacher and motivate every learner with a Quizizz sitewide plan for your school or district.

# data[].attributes.attachment_link.description
Pear Deck is on a mission to help teachers create powerful learning moments for every student, every day - using the tools you already know and love.

# data[].attributes.attachment_link.readable_text
"I love all of the information about student performance I get as a teacher. It helps me to quickly identify stronger students and weaker students, as well as concepts at the class level that students struggle with. Thank you so much for providing such a useful platform for teachers to use to engage our students and measure their performance!!"

# data[].attributes.attachment_link.title
Quizalize - The best quiz platform for remote or real classrooms that delivers game-changing results

# data[].attributes.attachment_link.description
Engage your class with fun, standards-tagged quizzes. Get instant data on student mastery. Automatically differentiated follow-up activities.

# data[].attributes.attachment_link.readable_text
Set up your classroom, without IT

You can quickly and easily set up your classroom in Quill by inputting student names or providing students with a unique code. If you use Google Classroom or Clever, you can automatically set up your classroom with one click.

# data[].attributes.attachment_link.title
Quill.org | Interactive Writing and Grammar

# data[].attributes.attachment_link.description
Quill provides free writing and grammar activities for middle and high school students.

# data[].attributes.attachment_link.description
The easiest most fun way to practice math facts in a classroom! Instantly engaging and perfect for all-class activities. No students' accounts required.

# data[].attributes.attachment_link.title
Educational Hip-Hop Songs & Videos for All Subjects, K-12

# data[].attributes.attachment_link.description
Flocabulary is a library of songs, videos and activities for K-12 online learning. Hundreds of thousands of teachers use Flocabulary’s educational raps and teaching lesson plans to supplement their instruction and engage students. Our team of artists and educators is not only committed to raising test scores, but also to fostering a love of learning in every child.

# data[].attributes.attachment_link.readable_text
Formative assessment has never been faster.

Plickers is the free card activity your students will love.

Join millions and play in your next lesson.
Sign up for free
Used by K-12 teachers in over 100 countries

# data[].attributes.attachment_link.description
Formative assessment has never been faster. Plickers is the free card activity your students will love. Join millions and play in your next lesson. Sign up for free Used by K-12 teachers in over 100 countries

# data[].attributes.attachment_link.readable_text
For full functionality of this site it is necessary to enable JavaScript. Click here for instructions on how to enable JavaScript in your web browser.

World-class content

Access thousands of reading lessons and our comprehensive ELA curriculum, CommonLit 360.

Accessible for all learners

Tailor instruction to students' needs with text-to-speech, translation, and digital note-taking.

Actionable data

Track students' reading performance, set goals, and plan instructional next steps.

CommonLit
Digital Library

Discover thousands of free, supplemental lessons and quizzes in English and Spanish - all featuring great authors.

CommonLit
Assessment Series

Measure growth in reading comprehension with three benchmark assessments when you unlock our premium packages.

CommonLit 360 &
Professional Development

Support a successful rollout of our research-backed ELA curriculum with personalized webinars and on-demand trainings.

"

CommonLit has made a tremendously positive impact on my teaching practice. I'm very proud to teach CommonLit!

Jennifer Lane ELA Teacher

"

CommonLit definitely keeps me organized. It's easy for me to grade and it's easy for me to see students' reading growth increase throughout the year.

"

The CommonLit assessment questions are aligned to our ELA standards, which is extremely helpful when prepping for the state exam.

Teachers trust CommonLit to foster students' reading comprehension

# data[].attributes.attachment_link.title
CommonLit | Free Online Reading Passages and Literacy Resources

# data[].attributes.attachment_link.description
CommonLit is a comprehensive literacy program with thousands of reading lessons, full-year ELA curriculum, benchmark assessments, and standards-based data for teachers.

# data[].attributes.attachment_link.description
Browse our library of strategies that support interactive and engaging learning that helps students make stronger connections and deeper understanding of text and topics.

# data[].attributes.attachment_link.title
ReadWorks | Award-Winning, EdTech Nonprofit Organization

# data[].attributes.attachment_link.description
ReadWorks is an edtech nonprofit organization that is committed to helping to solve America’s reading comprehension crisis.

# data[].attributes.attachment_link.readable_text
From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently. Students can complete the activities in small groups, pairs, or individually.

Accompanying these Student Center Activities is a Teacher Resource Guide that offers important insights on differentiated instruction and how to use the Student Center materials.

Component

Name of the reading component: Phonological Awareness (PA), Phonics (P), Fluency (F), Vocabulary (V), or Comprehension (C). Each component is color coded: PA is purple, P is orange, F is red, V is green, C is blue.

Subcomponent

Name of the reading subcomponent, which is a subskill of the component.

Activity Name

Activity Number

The letters correspond with the reading component (PA, P, F, V, or C). The numbers are listed in ascending order within each component. The activities are sequenced from simple to more complex within each component and subcomponent.

Student Icon

The suggested number of students for the activity. One student icon indicates that students may work independently or with a small group. Two student icons indicate that the activity requires students to work in pairs. Two student icons with a plus sign indicate that the activity requires two or more students.

Objective

States the goal of the activity, which is aligned with the subcomponent.

Materials

Materials are located on the pages that follow the Activity Plan. Most materials are non-consumable to be prepared and used repeatedly (e.g., word cards can be laminated). Some materials are consumable and will need to be duplicated for each student doing the activity. Other materials, such as counters, are commonly found in most classrooms.

Activity Statement

One sentence explanation of the purpose of the activity and what students do to complete the activity.

Activity Steps

The first step describes how to setup the center. The second step begins with: The student, Students, Working in pairs, or Taking turns depending on the number of students needed to complete the activity. The second step also starts the series of steps to complete the activity. The next steps explain what the student does to complete the activity. The last step lists one of three accountability methods: Self-check, Peer evaluation, or Teacher evaluation.

Example

A visual of the activity and key materials.

Extensions and Adaptations

Suggestions that extend or provide an adaptation for additional practice on the skill addressed in the activity. Materials for the extensions and adaptations are included after the pages that align to the Activity Plan.

Users may use the FCRR Student Center Activities resources as long as modifications are not made, the resources will only be used for non-profit educational purposes, and the copyright belong jointly to the Florida Department of Education and the Florida Center for Reading Research. These resources may not be used for any commercial purposes. These resources on our site may be linked to but not reposted, reproduced, modified, or copied to other sites. For questions about the use of these resources, please contact The Florida Center for Reading Research at fcrr@fcrr.org.

# data[].attributes.attachment_link.description
From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently.

# data[].attributes.attachment_link.title
Rooney Foundation | M.A. Rooney Foundation

# data[].attributes.attachment_link.description
Rooney Foundation Mission: ALL children are reading at grade level

# data[].attributes.attachment_link.readable_text
Lesson Resources

The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

Some of the companion lesson resources you will find below include:

Lesson slide decks (in PowerPoint and Google Slide formats)

Decodable passages

Homework sheets

Games and activities for additional practice

We have grouped the lessons into smaller units so you can access these resources more easily. Scroll down to use the buttons below to find the resources for each lesson or groups of lessons.

Please note that we are still building out these free resources, and we will be editing this page over the next few weeks. We wanted you to be able to access some materials as soon as possible, but be sure to come back later to see the rest!
New to UFLI Foundations? Learn about its development, check out a sample lesson plan, view the scope and sequence, and more.

# data[].attributes.attachment_link.description
The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

# data[].attributes.attachment_link.readable_text
These grade-specific, daily phonemic awareness lessons are designed to supplement existing foundational skills instruction, providing engaging, multi-sensory experiences for K-2 students. For use with both whole-class instruction or small groups, these 15-minute lessons can also be adapted to address unfinished learning for older students.
Permission and Acknowledgements: Send Feedback Best for All: Sounds First Activities for Phonemic Awareness PreK through 2nd Grade was created under the . It was developed for the Tennessee Department of Education Foundational Skills Curriculum Supplement. This Supplement is a free, open-source resource developed for teachers, parents, higher-education agencies, and others to help support students' foundational literacy skills acquisition. You are welcome to use these materials for personal and professional use, however the materials may not be sold for profit. If materials are used in professional development, we ask that you give the Tennessee Department of Education credit.

# data[].attributes.attachment_link.title
Best for All: Sounds First Phonemic Awareness Program

# data[].attributes.attachment_link.description
These grade-specific, daily phonemic awareness lessons are designed to supplement existing foundational skills instruction, providing engaging, multi-sensory experiences for K-2 students. For use with both whole-class instruction or small groups, these 15-minute lessons can also be adapted to address unfinished learning for older students.

# data[].attributes.attachment_link.readable_text
Young people with disabilities, families and professionals who support them make up a powerful network of relationships, knowledge and experience for what's working in transition. Through the power of collaboration, our initiative connects these networks into a detailed road map for success.

# data[].attributes.attachment_link.description
Young people with disabilities, families and professionals who support them make up a powerful network of relationships, knowledge and experience for what's working in transition. Through the power of collaboration, our initiative connects these networks into a detailed road map for success.