February Print and Go Month 6 SPED Lesson Plans Math Reading Social Skills

About this resource

Four weeks of February, 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 6. It picks up exactly where Month 5 stopped, and it also works on its own: week 1 of each

block re-teaches what it needs before it asks for anything new, so a class that never saw September,

October, November, December or January 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, and a start-up guide.

What Is On A Plan Page

• The objective, written the way an IEP goal is written.
• SAY THIS: the script. Spoken lines are in quotation marks; the lighter italic lines are stage directions

telling you what to hold up or do with your hands.

• 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: three things you can do in the next ten seconds, at the table, without fetching

anything.

• 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 notes 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 at line-up, clean-up or snack

that day, so the skill leaves the paper.

How The Three Levels Work

Level 1: errorless. There are exactly as many pieces on the strip as there are boxes, so there is no wrong

piece to pick up.

Level 2: 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. No cue, no fading, no printed model, and the items are chosen to be

confusable rather than convenient.

The level is printed on the child's sheet as a color tone and a row of dots and nothing else. No student

page says "Level 1" in words a child reads, so the three levels look the same on the desk and nobody's

paper is obviously the easy one.

What A Student Page Looks Like

Every math page this month is a jar holding a short story problem: one small picture of the noun, the story

sentence with its numbers printed right on the page, and the cut-out number that answers it. Every reading

page is a house or a sentence strip with the day's sound or sentence on the roof, a picture where a picture

honestly applies, and the cut pieces standing in a column beside it at a size a five-year-old can cut and

hold. Social skills pages sort or order short printed sentences into houses, strips and mats, read aloud

before anybody picks up scissors. The frames are the same ones September through January use, so a student

who learned them in an earlier month does not relearn anything.

Pictures come from two Creative-Commons emoji sets (Noto Emoji in full color, Fluent Emoji High Contrast

in black-line for ink-saving); a page never mixes the two emoji styles. Every page copies cleanly in

grayscale, and the print is clear and child-friendly throughout.

The Twenty Days

Math is a story problem every day for the first time, with every total a teen number (11-20) and every

problem crossing back through ten — the same crossing-ten strategies Month 4 taught (near doubles, making

ten, fact families), now put to work in a sentence a student has to read rather than a bare number sentence.

Week 1 asks an amount taken away from a teen total; week 2 asks an amount added to make a teen total; week

3 asks for a missing part when the whole and one part are known; week 4 mixes all three shapes (take away,

add to, missing part) and asks the student to tell which one a story is. 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 r-controlled vowels, the standard rung after long-vowel patterns and a skill this store

has only ever assessed before, never taught: AR words (week 1), then OR words (week 2), then ER, IR and UR

together as one sound spelled three ways (week 3) — the same "one sound" finding this store's own spelling

probes already made — then Fry's fifth ten sight words (41-50) plus comprehension that spans two sentences

read aloud (week 4). No skill from September, October, November, December or January returns.

Social skills opens the next ring of the school year, peer conflict: sharing something two people both want

(week 1), using words instead of grabbing to solve a problem (week 2), disagreeing with a friend without an

argument (week 3), and making up after a disagreement (week 4). Every skill is a plain, observable behavior

step — asking, waiting, using words, saying sorry — never a clinical framing.

Format

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

laminate, no counters, 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 one of February's twenty social days is a short printed sentence with no picture, and every script

tells you to read the cards aloud before anybody picks up scissors. Each of these skills is a behavior —

sharing, using words, disagreeing kindly, making up — 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 same counted-set pictures November,

December and January already used; 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.