Simultaneous Acquisition (Learning Two Languages Before Age 3)

Definition & Overview:
Simultaneous acquisition is when a child is exposed to and learns two languages from birth or before age 3. Despite the added complexity, bilingual children usually develop language at a rate similar to monolingual peers.

Language Development Process:

• Stage 1: Children start with two separate word systems. They can distinguish and use each language in different social settings (e.g., Spanish with mom, English at daycare).

• Stage 2: They begin to apply one set of grammatical rules across both languages. This causes some mixing but shows the child's effort to organize both systems.

• Stage 3: They produce correct vocabulary and grammar for each language but may still show minor cross-language influences.

Code Mixing:

• Early on, children mix words from both languages, often because they don’t know the word in one language.

• This is normal and gradually decreases as their vocabulary in each language grows.

• Code mixing follows grammatical rules and is not random.

Cognitive Demands & Interdependence:

• Bilingual children must distinguish between two sound systems, vocabularies, and grammar rules.

• Their two languages influence each other through transfer (one language affecting pronunciation in the other), deceleration (slower development in certain areas), and acceleration (faster development due to enriched processing).

Language Dominance:

• One language may become stronger than the other, depending on how often it is used and supported.

• Dominance may shift over time—often to the majority or school language.

Benefits of Early Bilingualism:

• Exposure to two languages improves social communication skills and may even enhance the ability to understand different perspectives.

• With consistent support, bilingual children can become fluent in both languages and develop strong academic skills.

Special Case – International Adoption:

• Children adopted into a new language environment (e.g., from China to the U.S.) usually lose their first language quickly.

• Language delays may be common, especially if the child lived in an orphanage.

• However, if adopted early and placed in supportive environments, they typically catch up within 2–3 years.

https://www.youtube.com/watch?v=4TdnL95XPSk&t=47s

https://www.youtube.com/watch?v=ENpwX_yW3zM&t=15s

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Language Development Delays

Definition:
Language development delays occur when children do not reach expected milestones in understanding or using language. These delays may affect vocabulary, grammar, pronunciation, or communication skills.

Predictive Risk Factors:

• Biological: Male gender, chronic health conditions, hearing issues.

• Temperament: Highly reactive or easily frustrated children may struggle more.

• Genetic/Neurobiological: Family history of speech/language delays increases risk.

Protective Factors:

• A sociable, persistent child may overcome early delays more easily.

• Positive maternal mental health and parenting support can improve outcomes.

Long-Term Impacts:

• Children with delays at age 2 often continue to struggle with grammar and vocabulary into elementary school and even adolescence.

• These delays can affect reading, writing, and overall academic achievement.

Role of Socioeconomic Status (SES):

• Low SES is linked with limited language input (fewer words, less complexity).

• Parents with lower education levels tend to use more directive and less conversational speech.

• Children from low-SES homes often start school with smaller vocabularies and weaker grammar skills, affecting school performance.

Homelessness:

• Homeless children face additional stress, instability, and lack of resources.

• Their caregivers often experience stress and may not engage in language-rich interactions.

• These children are at increased risk for combined delays in language, learning, and cognition.

Key Takeaways:

• Quantity and quality of language exposure matter: Simply hearing more words isn't enough—how caregivers interact (asking questions, reading, using diverse vocabulary) is crucial.

• Early intervention, such as language modeling and book-sharing programs, can greatly help children in low-SES or high-risk environments.

• It’s important to support parents rather than blame them—many want the best for their children but need tools and encouragement.

https://www.youtube.com/watch?v=uFC4UK5rk4E

Language Development and Literacy

Language development and literacy are intertwined processes crucial for a child's overall development. Language development refers to the growth of skills in understanding and using language, including both receptive (listening and understanding) and expressive (speaking) skills. Literacy development encompasses the foundational skills that lead to reading and writing, such as understanding the connection between spoken and written language. Early language skills are vital for literacy development, and both contribute to a child's success in school and beyond.

https://www.youtube.com/watch?v=DUzD1SII4Mo

Language Development and Literacy (Birth-8months)

https://www.youtube.com/watch?v=P3_LDHiN89w

Early Language Development (0–8 months)
Infants are primed to learn language from birth. During this stage, babies engage in pre-verbal communication—cooing, smiling, and making eye contact to connect with caregivers. They listen attentively to voices, especially high-pitched, sing-song speech often called “parentese,” which captures their attention and supports language acquisition.

 Vocal Play & Babbling
As infants grow, they begin experimenting with sounds, starting with coos and progressing into canonical babbling (e.g., "ba-ba" or "da-da"). This vocal play helps babies practice the rhythms and intonation of spoken language, laying the foundation for later word formation.

Social Interaction & Turn-Taking
Communication is a back-and-forth event—much like a conversation. Babies learn to respond to caregivers’ expressions and sounds, pausing and waiting for others to “talk.” These early turn-taking games are vital for building listening skills.

Attention to Sound Patterns
From a very young age, babies can distinguish between different phonemes—the individual sounds that make up words. They begin mining for the sound patterns of their native language, filtering out non-native tones and refining their perception.

Early Literacy Exposure
Though they can’t read yet, infants benefit immensely from being read to, sung to, or simply spoken with. Hearing the rhythm and flow of language fosters phonological awareness—a skill essential for later decoding written words.

Emotional Bonds & Language Learning
Trust and secure attachment with caregivers foster optimal environments for exploration—vocal, visual, and cognitive. Language learning isn’t just about hearing words; it’s about feeling safe and motivated to communicate.

Language Development and Literacy (8-18 months)

https://www.youtube.com/watch?v=YM1ymJxjOug

This engaging video captures how toddlers aged 8 to 18 months explore language through everyday play and interaction. As babies begin experimenting with sounds, gestures, and simple speech, they demonstrate their budding ability to make meaning and communicate. Caregivers play a crucial role, responding sensitively to babies’ babbling, imitation, and pointing. These early exchanges like repeating sounds to turn them into words or talking about what the child sees help build foundational language skills.

Parents discuss how they encourage routines that support language learning: naming objects during play, commenting on children’s actions, modeling simple sentences, and expanding on their expressions. This responsive interaction not only introduces new words but also teaches children how to connect symbols (words) with meaning and understand conversational turns.
The key takeaway is that early literacy isn’t about formal instruction, it’s about thoughtful, everyday interactions. Through play, shared attention, repetition, and naming, children begin mapping sounds to meaning, practicing basic vocabulary, and engaging in social communication. These experiences lay a vital groundwork for future reading and complex language development.

Language Development and Literacy (18-36 months)

https://www.youtube.com/watch?v=lgCgBzvblok

This video explores the exciting phase between ages 18 months and 3 years, when toddlers make huge strides in language and literacy. During this stage, children move from single words to two- and three-word combinations, saying things like “more juice” or “mommy go work.” They rapidly expand their vocabulary, often adding new nouns, verbs, and social words like “please” and “thanks.”

The video highlights how kids start putting together simple sentences and question forms, using “why,” “where,” and “what” to seek understanding. They begin retelling familiar stories or events, showing early narrative skills. Literacy-wise, toddlers move from scribbling to drawing recognizable shapes and “writing” through scribbles that mimic lines on a page.
Throughout, parents share observations: one parent notes her child saying full phrases like “I want that cookie,” while another points out how their toddler imitates storytime, turning pages and describing pictures like a little storyteller.

In summary, this period is marked by rapid growth in spoken language, early sentence formation, emerging storytelling, and prewriting literacy behaviors. Engaging with children through conversation, reading together, and encouraging them to narrate their own experiences supports and strengthens these important foundational skills.

Language Development and Literacy (36-48 months)

https://www.youtube.com/watch?v=Kb-4kxgtj3s

This video highlights how children aged three to four develop language and literacy skills through play and natural interactions. You’ll see little ones engaging in everyday activities like pretend shopping, block-building, and reading picture books while narrators and educators point out key milestones. Children expand their vocabulary by asking questions (“Why?” and “How?”), string together multi-word sentences ("I want the red block"), and begin to grasp storytelling by recounting recent events or creating imaginative scenarios. They also show early literacy signs by recognizing familiar letters or words, pretending to read, and holding books correctly.

Educators emphasize the powerful role of supportive, language-rich environments: adults asking open-ended questions (“What happens next?”), modeling complex language, responding patiently, and encouraging children to express themselves. These interactions boost children’s confidence and curiosity, helping them refine grammar, pronunciation, and narrative structure. Overall, the video illustrates that when three- to four-year-olds are surrounded by responsive adults and given opportunities to talk, play, and explore, their language skills take off with remarkable rapidity.

Language Development and Literacy (48-60 months)

https://www.youtube.com/watch?v=tEmuLzVv_Sw

Between 48 to 60 months (4 to 5 years old), children show major advances in both language skills and early literacy. Their vocabulary expands rapidly, and they begin to form more complex, grammatically correct sentences. They can carry longer conversations, ask and answer questions, and use language for reasoning, storytelling, and expressing ideas and feelings.

Children this age also start to understand how language works—they can recognize and produce rhyming words, identify sounds at the beginning of words, and begin to understand that words are made up of smaller sounds (phonemic awareness). These are all important early literacy skills.

They show an increasing interest in books and print. They may retell familiar stories in their own words, recognize letters and some common words (like their name), and understand that print carries meaning. Their pretend play also includes reading and writing behaviors, such as pretending to read a menu or writing letters in play.

How Important is Language Development and Literacy?

https://www.youtube.com/watch?v=B_wgmRmFWAo

Language Development Differences and Delays

https://www.youtube.com/watch?v=HJ41B-BeJ3g

Language Development Challenges

Language does not always unfold uniformly in young children. Approximately 10–15% experience late language emergence (LLE), with about half catching up naturally; others may have more persistent differences tantamount to language impairment (LI). Between ages two and four, children's language growth patterns can vary drastically—some start slowly and accelerate, while others begin strong but later lag behind. Contributing factors include individual genetics, environmental influences, family interaction quality, health, socioeconomic status, and whether a second language is introduced. Interestingly, cognitive factors—such as processing speed—often predict language outcomes more accurately than expressive or receptive language abilities alone.

https://www.youtube.com/watch?v=XJpKkKq2kik

https://www.youtube.com/watch?v=YOzwGL4_vBg

https://www.youtube.com/watch?v=3MKUgQUhDPM

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Language Differences: Bilingualism & Dialects

Not all linguistic differences are disorders; many stem from bilingual exposure or dialectal variation (such as African American English). Simultaneous bilingual learners (before age three) typically develop two languages on par with monolingual peers. While initial mixing and slower word recognition may occur, children adeptly establish separate vocabularies and rules for each language. Over time, code-switching becomes systematic and grammatically informed, with full bilingual proficiency emerging by around age seven. For successive bilingual learners and internationally adopted children, the second language may take several years to develop fluency, and dominance often shifts based on exposure, attitude, and educational environment. Similarly, children who speak dialects such as AAE follow the same language stages as their mainstream peers, and many learn to code-switch between dialect and standard English.

https://www.youtube.com/watch?v=N7Gn_ImK4_Y

https://www.youtube.com/watch?v=XINQvKbqzq0

https://www.youtube.com/watch?v=jxR2188FvLE

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Language Delays and Socioeconomic Influences

Several factors predispose children to delayed language, including male gender, health challenges, hearing issues, and reactive temperament. Late-talking children often continue to lag behind peers in syntax and morphology well into adolescence. Socioeconomic status (SES) exerts a major influence: families with limited resources tend to use less diverse vocabulary and more directive language, which can impact children's vocabulary, grammar, and neural language development. Homelessness and poverty compound the challenge, with children in such environments displaying greater risk for linguistic and cognitive delays. Still, quality caregiver interaction—like shared book-reading—can significantly boost language growth regardless of SES.

https://www.youtube.com/watch?v=fQuSmxE0M3M

https://www.youtube.com/watch?v=c3q-rp32sw0

https://www.youtube.com/shorts/WQCTVx1UC8M

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Conclusion

Language Development Challenges chapter highlights the variety of trajectories that early language development may follow, from healthy bilingual progress to persistent delays influenced by both nature and nurture. Understanding how these factors play out helps educators and caregivers tailor effective early interventions.

 

Semantic and Pragmatic Influence 

on Syntactic Development 

Language skills develop together, not separately. As children grow, their understanding of meaning (semantics) and how we use language socially (pragmatics) help shape how they build sentences (syntax). Even vocabulary grows through using language.

https://www.youtube.com/watch?v=vDkpwnUybi0

Semantic Influence on Syntax

https://www.youtube.com/watch?v=6geQjY8b7sA

Semantic development and syntactic development grow hand in hand. Children’s understanding of sentence structure is closely tied to their vocabulary growth rather than simply their age. One key learning challenge is grasping how different roles in a sentence—such as who is doing an action (agent) and who is receiving it (patient)—are represented through word order and grammatical markers. In English, children often rely on word order (agent before patient), specific pronouns, emphasis, and context to decode sentence meaning. For instance, the sentence “Mommy throw ball” shows how children use both meaning and structure to interpret events. Unlike in English, children learning languages with more flexible word orders, such as Italian, depend less on word order and more on other grammatical cues. Early mistakes, like using "me" instead of "I," show that children are still learning how syntax matches meaning. While children may not understand formal rules about nouns and verbs, they slowly build this knowledge through usage and experience, influenced by both genetic and environmental factors.

Pragmatic Influence on Syntax

https://www.youtube.com/watch?v=T-83wgsZMkY

Pragmatics—the social use of language—also plays a vital role in shaping how children develop grammar. Children use cues from conversation to understand how and why language is used. For example, articles (“a” vs. “the”) and verb tenses help children and their listeners distinguish new from familiar information. Preschoolers learn how words function in real-life contexts, often inferring a word’s category (like noun or verb) based on how it’s used in conversation. A strong example is pronoun development, where children learn to use words like “he” or “it” to replace previously mentioned nouns. This use of pronouns, called anaphoric reference, helps maintain clarity in conversations. When children are unsure, they might use both the name and the pronoun (“My mother, she…”)—a pattern that usually fades with age. Pragmatic understanding enables children to interpret and construct meaningfully structured sentences, even without formal grammar instruction.

Conclusion

Semantic and Pragmatic Influence on Syntactic Development reinforces that language development is not made up of isolated parts. Semantics, syntax, and pragmatics are deeply intertwined and constantly influence each other. Although we may study these aspects separately, in real-life communication, they work together seamlessly. Understanding how meaning and social use impact grammar helps us see language as a flexible, evolving system shaped by both internal cognitive development and external interaction.

https://www.youtube.com/watch?v=QCJplfggmJE&t=1s

ORTON-GILLINGHAM

 INTRODUCTION

Orton-Gillingham was developed by Dr. Samuel Orton (a neuropsychiatrist) and Anna Gillingham (an educator and psychologist) in the 1930s. It’s considered the gold standard for teaching kids with dyslexia because it breaks reading and spelling into small, manageable steps, gives lots of practice, and uses all the senses to help the brain connect letters and sounds.

It’s not a single program, but rather a method or philosophy of teaching that is:

✅ Explicit — everything is taught clearly and directly, with no guessing.

✅ Systematic & structured — skills are taught in a specific, logical order, starting with the simplest sounds and letters and building up to more complex patterns.

✅ Multisensory — students learn by seeing, hearing, saying, and doing. For example, they might trace letters in sand while saying the sound out loud.

✅ Diagnostic & responsive — teachers check constantly on what students understand and adjust instruction as needed.

https://www.youtube.com/watch?v=DEvNh71ivy8

STRATEGIES OF ORTON-GILLINGHAM

1️⃣ Multisensory Instruction

Students learn through visual (seeing), auditory (hearing), kinesthetic (moving), and tactile (touching) activities all at once.

• Trace letters in sand or on textured paper while saying the sound.

• Hear the teacher say the sound, then repeat it.

• Write the letter while saying the sound.
  This strengthens the brain pathways needed for reading & spelling.

2️⃣ Direct, Explicit Teaching

No guessing. Each rule or concept is clearly taught and demonstrated by the teacher.
For example:

• Teach that ‘ck’ comes after a short vowel in one-syllable words (like duck, pick).

• Model it, then have students practice.

3️⃣ Sequential & Cumulative Instruction

O-G follows a carefully ordered sequence, starting with the simplest sounds & patterns, gradually building up to complex spelling and reading rules.

• Only move forward when students have mastered the previous step.

• Keep reviewing old material so it sticks.

4️⃣ Saying, Reading, Writing, Building

Use a typical O-G routine:

• Look at the letter or word.

• Say the sound out loud.

• Write it down.

• Build words using letter tiles.
  This repetition across senses builds strong memory.

5️⃣ Syllable Types & Division

Teach the six syllable types (closed, open, silent-e, vowel team, r-controlled, consonant-le) and how to break words into syllables.

• Ex: rab/bit, mu/sic.
  This helps decode long words.

6️⃣ Red Words (Sight Words)

Some words can’t be sounded out easily (like “said” or “does”).

• Use red cards to show these tricky words.

• Trace & write them repeatedly to lock them into memory.

7️⃣ Error Correction & Feedback

When a student makes an error, gently stop them, have them repeat the correct sound or rule, and practice again.

• Avoid simply telling the answer. Guide them to figure it out.

8️⃣ Daily Practice & Review

Always start lessons with review of previous concepts, then teach new material, and finish with more practice.

• Keep flashcards, word lists, and reading passages for daily warm-ups.

TIPS FOR USING ORTON-GILLINGHAM

 1. Keep it Structured & Sequential

• Always follow a clear sequence. Start with single consonants & short vowels, then build to blends, digraphs, long vowels, and syllable types.

• Don’t jump ahead — make sure students master one step before moving on.

2. Use Multisensory Methods every time

• Have students say the sound, trace the letter, hear it, see it, and write it.

• Try sand trays, sky writing, finger tracing on textured surfaces, or tapping out sounds on their arm.

3. Review Constantly

• Start each session with 5–10 minutes of review (phonograms, rules, sight words) to solidify memory.

• Use quick drills with cards or letter tiles.

4. Teach Explicitly & Directly

• Don’t assume kids will “pick it up.”

• Clearly explain each rule, model it, and give examples before students practice.

5. Correct mistakes immediately but gently

• If they miss a sound, say: “Let’s try that again. What’s this sound?”

• Make sure they say it correctly before moving on.

 6. Keep lessons short & active

• Many O-G lessons work best in 30–45 minute sessions.

• Switch between reading, writing, building, and oral practice to keep kids engaged.

7. Be patient & celebrate effort

• It takes lots of repetition. Celebrate small wins:

• “You remembered the /ck/ rule! High five!”

• “Look how neatly you wrote that.”

SUMMARY

Orton-Gillingham gives struggling readers a roadmap for how English works, building skills step by step, with lots of hands-on practice. It’s why many call it the gold standard for teaching students with dyslexia — but it benefits all readers.

TouchMath

INTRODUCTION TO TOUCHMATH

TouchMath is a multisensory math program that helps students learn basic math skills by seeing, saying, hearing, and touching numbers. It uses special TouchPoints on numerals—small dots placed on numbers that students touch and count to understand their value. For example, the number 3 has three points that students touch and count as “one, two, three.” This turns abstract numbers into something concrete and hands-on.

TouchMath is especially helpful for students who struggle with traditional math methods, including those with learning differences. It starts with concrete experiences (like counting real objects), then moves to pictorial representations (pictures with dots), and finally to abstract symbols (just numbers without aids). This gradual process builds confidence and understanding.

The program is used for teaching everything from simple counting and addition to more complex topics like multiplication, division, fractions, and money. It also supports students through step-by-step lessons, clear visuals, and frequent practice, helping them master one skill before moving to the next.

TouchMath makes math more accessible and engaging, reducing guessing and frustration, and helping students truly understand what numbers mean.

STRATEGIES FOR EACH LESSON

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Touching & Counting (TouchPoints)

• Each number 1–9 has dots (TouchPoints) placed on it equal to its value.

• 1–5 have single dots touched once; 6–9 have double dots touched twice.

• Students touch and count out loud, using multisensory (visual, tactile, auditory) learning.

• Helps link numerals to their quantities and builds strong number sense.

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Addition

• Starts by counting concrete objects, then moves to TouchPoints on numerals.

• Students touch and count on to add, e.g. start at 5, then count on 4 more.

• Addition with regrouping uses boxes to keep track of carrying over tens.

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Subtraction

• Focuses on backward counting using TouchPoints.

• Students touch the top number, say it, then count back on the bottom number’s TouchPoints.

• Regrouping is taught step by step, showing how to borrow and adjust numbers.

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Multiplication

• Teaches skip counting (by 2s, 3s, etc.) while touching the TouchPoints on the other number.

• Moves from simple to regrouping multiplication.

• Builds understanding beyond memorization.

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Division

• Teaches by skip counting the divisor to get close to the dividend.

• Uses tallies to track how many times you can skip count without going over.

• Also covers division with remainders, long division, and short division using clear steps.

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Fractions

• Uses pictures and TouchMath’s step-by-step method.

• Teaches identifying parts of a whole, renaming, comparing with cross-multiplying, adding, and multiplying fractions.

• Builds on previous counting, multiplication, and division skills.

TIPS FOR USING TOUCHMATH

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1. Always start with concrete practice.
Use real objects (counters, cubes, beads) before moving to numerals with TouchPoints. This helps students see the connection between numbers and quantities.

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2. Teach the TouchPoints explicitly.
Make sure students learn where each point is on every numeral. Practice tracing, touching, and saying the numbers out loud until they are automatic.

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3. Use consistent language.
For example, always say: “Touch and count,” “Count on,” or “Count back.” This builds a routine so students know exactly what to do.

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4. Go slow at first.
Don’t rush into addition or subtraction. Make sure students can identify TouchPoints and count them confidently.

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5. Mix visual, auditory, and tactile learning.
Have students trace TouchPoints with their finger, say the number, and hear you say it too. This multisensory approach is key to retention.

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6. Keep lessons short and focused.
TouchMath is most powerful in small, regular doses. Try 10–15 minutes daily, focusing on one concept at a time.

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7. Use visuals everywhere.
Display TouchMath posters, number lines, and cards with TouchPoints around your classroom. Constant exposure helps reinforce the system.

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8. Model “thinking aloud.”
When adding 6 + 4, touch the 6 and say “six,” then count on “seven, eight, nine, ten.” This shows students how to process the problem step by step.

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9. Celebrate progress, not just accuracy.
Praise students for using the strategy correctly, even if the answer isn’t perfect. This builds confidence.

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10. Move from TouchPoints to mental math.
As students master the points, slowly reduce the dots or use faded visuals. Encourage them to “see” the TouchPoints in their heads.

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SUMMARY

TouchMath is a friendly, hands-on way to help students truly understand math by turning numbers into something they can see, touch, and count. It uses little dots called TouchPoints on each numeral, so kids can physically touch and count while solving problems, making abstract math much more concrete. This multisensory approach—seeing, saying, and touching—strengthens memory and builds confidence, especially for students who struggle with traditional methods. TouchMath works not just for addition and subtraction, but also helps with multiplication, division, and even fractions. It’s designed to be a stepping stone, giving students a clear, repeatable strategy they can use until they’re ready to tackle math in their heads. With a little daily practice, plenty of encouragement, and lots of repetition, TouchMath can make learning math feel far less intimidating and a lot more fun.

Visual Schedule

For Grade 1

To download a PDF file of this Visual Schedule, right click the link then click copy link address, then paste in on a new tab.

Visual Schedule .pdf