https://www.yonkerspublicschools.org/clever

https://clever.com/oauth/authorize?channel=clever&client_id=4c63c1cf623dce82caac&confirmed=true&district_id=5a9469a4bd54800001da0fb9&redirect_uri=https%3A%2F%2Fclever.com%2Fin%2Fauth_callback&response_type=code&state=e2a5c761c3a418d1ef9fec517a667b1df90079f9ae43fdfde7ac2a15e40452af

Pick a story and have your child practice identifying main ideas and practicing new vocabulary words. One More Story - An online library of the best classic and contemporary picture books narrated and set to music.
Username: yonkersps
Password: yonkersny
https://app.onemorestory.school/#/url-login/yonkers

Language Activities:  This resource targets vocabulary, sequencing, categories and “WH” questions.  https://www.quia.com/pages/havefun.html  

Articulation Activities:  This resource includes games such as hangman and picture match-up by sound.  https://www.quia.com/pages/havemorefun.html

The following link contains several literacy and language links.  https://www.speechbuddy.com/blog/games-and-activities/6-free-online-speech-therapy-resources/

https://www.starfall.com/h/index-kindergarten.php– Works on letter sounds and vocabulary (K and 1st grade students)

https://www.readworks.org/ – Reading comprehension passages and text-based questions based on grade level and skills targeted

https://www.hearbuilder.com/ (30 day free trial available) Auditory memory (students love the Auditory memory), sequencing, phonological awareness and following directions.

https://www.yonkerspublicschools.org/yonkersbasics

https://www.yonkerspublicschools.org/yonkersbasics-love

https://www.yonkerspublicschools.org/yonkersbasics-talksingpoint

https://www.yonkerspublicschools.org/yonkersbasics-countgroupcompare

1.2. A  Uses strategies to support learning and language acquisition

I am highly effective at supporting my students’ language acquisition, which is their primary challenge, both expressive, receptive and pragmatic usage. My favorite expression in class is “use your words”; they have grown tremendously in using their words since the beginning of the school year. This expressive use of language includes manners, saying words and phrases such as “please” and “thank you” and “may I ?” which contribute to a respectful, safe environment in the classroom. I always physically go to their level, on my knees, which communicates to them my willingness to be fully present for them in their experience and to listen wholeheartedly.

Since research indicates that learning can not be robust when students are too stressed and their nervous systems too challenged (Doidge), I make a point of having the classroom be as stress-free as possible for my children.

I have done a fair number of routine assignments this year to allow the children to create successes that they can observe and experience for themselves and advance in their own learning. This enhances the foundation for their self-esteem as they can experience some sense of mastery. The routine is complemented through levelled and guided reading in Benchmark, Uniteforlitercy, Scholastic Books, Onemorestory, Brainpopjr, Mysteryscience, and a number of other programs. I listen to the students’ excitement about units and subjects and search for materials related to their interests. Instruction decisions are based on Benchmark units and responsive to the needs of each student. For example, when the class was exploring animal habitats, the interests of several students peaked. Certain students were interested in sharks and dinosaurs, which were additionally supported through Wild Kratts on the computer. These students interacted with the subject material and had conversations regarding what they were discovering.