Our intervention team uses the approach of Remind, Redirect, Return-this for students that are being disrespectful and/or not participating etc How do you address student behavior so that it gives them choice/s yet doesn’t interfere with the learning opportunities for other students in small groups?

How can I help my students (better) track while they are reading?

What is the progression of writing in TK-1?

How can I help my students track (better) while reading?

How can you promote a positive behavior in your learning environment?

I am wondering how other educators are able to help students recognize or (better) understand common literacy tasks, such as syllable division, first sound fluency, rhyming, etc – students often will just start doing one of these routine “behaviors” … without truly understanding what’s expected of them.

What practices can I use in intervention to help my students learn to read?

How can I weave in quick SEL check-ins with my students during small group intervention?

How can I make fluency practice engaging and effective?

How can I keep track of how my students are progressing in literacy small groups?

How can I help a student with behavior needs?

How can you reflect on your day?

What does writing progression look like from PK to K?

What are my other students doing while I’m working with a small group?

I’m teaching a unit on fractions. Does anyone have any good differentiation materials for students at several different levels? Worksheets or activities are welcome.