Built for general education, special education & English language teachers
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📅 Volumes 2–4 (Modules 2, 3 & 4) coming August 2026.
Built for general education, special education & English language teachers
📅 Volumes 2–4 (Modules 2, 3 & 4) coming August 2026.
Given a sentence frame, the student states an opinion: “I like ___ because ___.”
Module 1 · Unit 2 · Lesson 6 — Opinion writing: “A toy is fun because…”
W.K.1Why teachers grab this first
“It's 8pm Sunday. The IEP is open in one tab, the pacing guide in another, and you're connecting them by hand. Again.”
If you've ever spent a prep period cross-referencing a student's goals against the curriculum, this is that work, done once, for all of Module 1. You're not buying a worksheet. You're buying back the hours you'd spend building the bridge yourself.
The flagship
Built for general education teachers, special education teachers, and English language teachers who are tired of keeping IEP goals and the curriculum in two separate worlds. Volume 1 covers Module 1; further volumes follow the rest of the year.
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Response to Intervention · MTSS
Skilled reading depends on two things working together: the ability to decode words and the language to understand them.1 Inside a Multi-Tiered System of Supports, Tier 2 means short, frequent, small-group practice on whichever strand a student hasn't mastered yet — and this line gives you a research-aligned resource for each one.
In an MTSS, Tier 2 is intensive, systematic small-group instruction on a few foundational skills — typically 3–5 students, 20–40 minutes, three to five times a week.2 A 2023 meta-analysis of K–5 readers at risk for dyslexia found word-reading intervention produced reliable gains (g = 0.33), with the largest effects for the youngest students.3
The evidence calls for students to read connected text every day as soon as they can decode simple words, with essential non-decodable words taught as whole words.4 Across 333 studies in 26 recent meta-analyses, interventions targeting word recognition moved striving readers (ES = 0.44).5 Each one-page reader is exactly that practice — matched to the skill, with Fundations® trick words pre-taught.
Fifteen cumulative texts per module move from short-a CVC words to consonant digraphs, with decodability noted on every page. An interventionist can pull the passage that matches a group's current skill, run a quick whisper- or echo-read, and collect oral-reading data on the spot.
Decoding gets a child to the words; language gets them to the meaning — and skilled reading needs both.1 In that same synthesis, interventions targeting language comprehension showed even larger effects for striving readers (ES = 0.62), with vocabulary among the strongest.5
Each 20-minute lesson front-loads the vocabulary, background knowledge, and comprehension strategies of an upcoming core lesson — so students arrive ready to participate. A 2022 meta-analysis found exactly these — background-knowledge and strategy instruction — produced the strongest comprehension gains for struggling readers (g = .59).6
Every Module 1 IEP goal is placed inside the lesson where it's taught, each support lesson pairs with a print-ready activity sheet and a data-collection line — so a special-education or EL teacher can pull the right small-group lesson and document progress without rebuilding the plan.
The research behind it updated with 2021–2023 syntheses
These are independent resources designed to align with the practices above. Some syntheses span a broader grade range than kindergarten and are cited for the instructional approach, not as evidence about this specific product. These materials are supplemental — not a complete intervention program, and not a substitute for universal screening or progress-monitoring decisions, which remain the educator's call.
The rest of the year
Start with Module 1 now. Volumes 2–4 follow the same format across the rest of the EL Education kindergarten year — so your whole caseload is covered before the new school year begins.
Toys & Play
Weather Wonders
Trees Are Alive
Enjoying & Appreciating Trees
The method
IEP goals usually live in one binder and the curriculum in another, and the teacher is left to connect them in the margins. This plan does that connecting work up front, for all of Module 1.
Instead of cross-referencing an IEP against a pacing guide each week, the goals are already placed inside the units and lessons where they're taught — so planning starts from one document.
Each support lesson pre-teaches the language demands of an upcoming core lesson, so students arrive ready to participate fully. The frame throughout: build access, don't lower expectations.
An included crosswalk aligns the Common Core Kindergarten ELA standards with a developmental Pre-K on-ramp into unified goals — keeping transition and articulation teams working from the same map.
About me
I've spent over 15 years as an early childhood educator and more than 10 years as an administrator, which means I've sat on both sides of the planning table — writing IEP goals with families and figuring out how to make those goals live inside everyday core instruction.
I hold a master's in special education and instructional technology, and Throughline grew directly out of that work: the conviction that supporting a student should mean building access, not lowering expectations. These are the resources I wished I'd had on those Sunday nights.
Start the year right
Stop rebuilding the bridge between the IEP and the curriculum every single week. Build it once for Module 1. Reuse it for every student on your caseload.
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Volumes 2–4 (Modules 2, 3 & 4) arrive August 2026.