April Print and Go Month 8 SPED Lesson Plans Math Reading Social Skills

About this resource

Four weeks of April, planned. You do not plan on Sunday. You open it to today, print what is behind

the plan page, and teach it.

This is Month 8. It picks up exactly where Month 7 stopped, and it also works on its own, so a class that never saw September,

October, November, December, January, February or March can start on Day 1.

Every single lesson has its own printable plan page with a word-for-word script on it. Not a topic, not a

suggestion of what to talk about, but the actual sentences, in quotation marks, that you read out loud. A

substitute or a paraprofessional who has never seen the lesson can pick the page up cold and run it.

WHAT IS INCLUDED: 218 pages

• 60 lesson plan pages. Twenty days, three lessons a day: math, reading, social skills.
• 140 student pages. Math and reading come at three levels every single day. Social skills is one page a day.
• 8 answer key pages covering all twenty days in every block.
• A week divider for each week, a month-at-a-glance map, a start-up guide, and the cover, terms and closing pages.

What Is On A Plan Page

• The objective. On the math and reading plan pages it is written the way an IEP goal is written: "Given ...,

the student will ...", with a criterion at the end. The social plan pages state a plain objective in one sentence.

• SAY THIS: the script. Spoken lines are in quotation marks; the smaller handwritten lines are stage directions

telling you what to read aloud or what to do with your hands.

• On the math and reading plan pages, what each of the three levels actually gives the student, so you can pick

without printing all three to compare.

• IF A STUDENT IS STUCK: short things you can do right now, at the table (three on most plan pages, four on a few

reading pages).

• A data box. Student, correct, out of, date, and how much help: independent, verbal prompt, model, hand

over hand. It is on the plan page rather than a separate data sheet, because a separate data sheet does

not get filled in.

• A "What I noticed today" box at the foot for what you actually saw.
• A TRY IT IN THE ROOM TODAY box on every plan page: one concrete thing to do that day, in the room or at

home, so the skill leaves the paper.

How The Three Levels Work

Level 1: the most support. Three items, and the strip carries two extra pieces that belong to no box, so even

the first page is a real choice of five. The answer boxes are tinted on every Level 1 math page and on most Level 1 reading pages.

Level 2: four items and one spare piece on the strip that belongs to nothing. The student has to reject something

instead of matching everything.

Level 3: the supports are gone. Six items (five on five of the reading days), every piece belongs to a box, and

nothing is left over.

The level is marked on the child's sheet by a row of dots, not by a word. No student

page says "Level 1" in words a child reads, so no page announces

itself as the easy one.

What A Student Page Looks Like

Every math page this month is a jar holding short story problems (three, four or six on a page, depending on

the level): a small picture of the noun, the story sentences with their numbers printed right on the page, and

the cut-out number that answers the question.

Every reading page is a house: a roof that names the day's skill and a stack of numbered rows, each with a

box to glue into. Where a picture honestly applies, the row has one. The cut pieces sit in a touching grid beside or

below the house (five or six pieces, every one at least 0.9 in a side) at a size a five-year-old can cut and hold.

Social skills pages put five short printed steps in order, sort six short printed actions into two groups, or match

six short printed situations to what to do. The cards are read aloud together.

Pictures come from two open-source emoji sets (Noto Emoji, Apache 2.0, and Fluent Emoji, MIT; both credited on the terms page).

The print is large, clear and child-friendly throughout.

The Twenty Days

Math is a COMPARE story problem every day: two groups of the same thing, told apart by two invented first names,

and a question about the difference. Week 1 asks how many more one group has than the other; week 2 asks how many

fewer; week 3 asks how many more one group needs to have as many as the other; week 4 mixes them, so a

child has to read the question and not just the numbers (Day 16 mixes more and fewer; Days 17 to 20 mix all

three). Every group in every story is between 7 and 20, and the two groups in a story differ by 2 to 9. Nothing asks

about a number past 20, a clock face or a coin: those stay on their own shelves (Numbers to 20, Skip Counting,

Telling Time, Money, Addition to 20).

Reading opens the long-A and long-O vowel teams: AI words (week 1), then AY words read in sentences and questions

(week 2), then OA and OW words, reviewed together with AI and AY (week 3). Week 4 is Fry's seventh ten sight words

(61-70, Days 16 and 17), a read-two-short-sentences-then-answer page (Day 18, the question is read aloud), long-A and

long-O sentences (Day 19) and a check across the month (Day 20).

Social skills is a ring of four plain behaviors: making a mistake and trying again (week 1), hearing "no" or

"not right now" (week 2), waiting for a turn and for help (week 3), and being a good listener and using kind words

(week 4, with fixing a mistake and saying thanks on Day 18 and a check on all four skills on Day 20). Every skill is

a plain, observable step (taking a breath, asking, trying again), never a clinical framing.

Where This Picks Up

Month 7 covered two-step story problems inside 20, the long-E vowel teams EE, EA and EY, and Fry's sixth ten sight

words. Month 8 starts new threads: compare story problems, the long-A and long-O vowel teams, and Fry's seventh ten.

The format never changes, so a student does not have to relearn how the pages work.

Format

Print-and-go PDF. Scissors and a glue stick is the entire materials list for the month. Nothing to

laminate and no cards to cut apart in advance: the student does the cutting, and the cutting is

part of the work.

Who This Is For

Self-contained and resource rooms, early intervention, life skills, and any elementary room with a wide

skill range in it. It is also built to be handed to somebody else: a sub, a new para, a student teacher, or

the person covering your room the week you are out.

A Note On The Social Skills Pages

Every social page has five or six cards to cut out, laid edge to edge in a short grid so each cut is one

straight line. Every one of April's twenty social days is a short printed sentence with no

picture, and the plan pages have you read the cards aloud together. Each of these skills is a behavior, not a

nameable object, and a single generic icon repeated on every card would not tell one skill's card from another's.

Reading is picture-led wherever a picture honestly applies, and math's illustrative pictures reuse the counted-set

nouns earlier months already used (apples, chicks, leaves, turkeys, pies, baskets, eggs, feathers); nothing here is

a new math picture.

Not A Calendar

Nothing in here is tied to a date. Day 1 is the first day you teach it. If you start partway through the

month, or you skip a day, or the whole thing runs long, it still works.