Emily Murray

Planning Packet Assignment

For the next several weeks, you will be completing Planning
Packets through which you will identify evidence and
research-based interventions that can be used to solve
learning problems for students.
hen all the Planning Packets are completed, you will have
created an !ntervention Manual"a recipe book #if you will$
that you can keep at hand and use to solve problems as they
arise. ! would suggest adding to this collection as you
identify additional interventions that you %nd helpful as you
are teaching.
Each planning packet will follow the same format"the
template can be found below. ! will give you a broad
description of sample children or you may choose your own.
&ust make sure that your learning issue is general enough so
that you can identify interventions that will be helpful to
many students.
!n addition to %lling out the template, you will create
materials that can be used"'ash cards, sample worksheets,
patterns for games.
Submit everything as one document in the drop box.
(ou will include the)
*earning issue
+t least , types of informal assessment
+ P*++FP statement that describes the learning issue
more exactly including baseline information.
-he .ommon .ore /tandard that will be addressed
+ formal !EP goal that comes directly from the P*++FP
statement
+t least , interventions for
o -he general education classroom
o -he resource room
o 0ome
Emily Murray
Please let me know if you have di1culty so that ! can assist
you.
Planning Packet
SSLS 779
2ame of
.hild)
-im
Parker
3rade *evel) ,
nd
grade
*earning !ssue) -im has di1culty with reading comprehension.
!nformal +ssessment Method #at least ,$) 0ave -im retell something
that isn4t something that he has read, such as a favorite movie or
show.
5ead a short story of choice with -im and ask him 6uestions as the
book is read and when it is %nished to see if he is answers them
correctly. 7eep record of how many 6uestions he answers correctly
using tally marks.
P*++FP /tatement #must include baseline$) + typical second grader
reads 89-:9 words per minute. -im reads ;9 words per minute during a
reading 'uency test. + typical second grader answers < out of =9
comprehension 6uestions correctly at the end of a passage they have
read. -im answers > out of =9 6uestions correctly at the end of a
passage he has read. -im is a 'uent reader but has di1culty with
comprehension.
Common Core Standard: Key Ideas and Details
..//.E*+-*iteracy.5!.,.= +sk and answer such 6uestions as who, what,
where, when, why, and how to demonstrate understanding of key
details in a text.
!EP +nnual 3oal) !n ?@ instructional weeks -im will answer < out of =9
comprehension 6uestions correctly after reading a short story or
passage , out of ? times.
Interventions Source of Intervention
Emily Murray
For 5esource 5oom
Student describes a character
by using a graphic organier!
=. Place text at the center.
Provide the student with a
student sheet.
,. -he student reads the text.
?. 2ames the main character in
the story and writes the name on
the head on the character map.
Aescribes character by answering
6uestions in each section.
Materials)
2arrative text
(Choose text within students
instructional-independent
reading level range.)
.haracter map student sheet
#+ctivity Master ..99=.//=$
Pencil
+ccess character map through this
link)
http)BBwww.fcrr.orgBcurriculumBPAFB
3,-?B,-?.ompC=.pdf, ,99@ -he
Florida .enter for 5eading
5esearch
"he Students is taught to
boost their comprehension of
e#pository passages by $%&
locating the main idea or key
ideas in the passage and $'&
generating (uestions based
on that information!
Step %! !ntroduce this strategy to
the student)
Locating )#plicit *ain
Idea! -ell student that
some passages have
summary sentences that
state the main idea or DgistD
of the paragraph or
passage. Esing examples of
passages with explicit main
ideas, train students to
identify and underline
main-idea sentences.
+inding Key +acts, !n
some passages, the main
idea is implied rather than
explicitly stated. 5eaders
must %rst identify the key
facts or ideas of the
Materials)
Overhead transparencies of practice
reading passages
transparency markers
Student copies of practice reading
passages (optional) or reading/text
books
Davey, B, ! "cBride, S (#$%&)
'ffects of (uestion)generation
training on reading comprehension
*ournal of 'ducational +sychology,
,%, -.&)-&-
/osenshine, B, "eister, 0, !
0hapman, S (#$$&) 1eaching
students to generate (uestions2 3
revie4 of the intervention studies
/evie4 of 'ducational /esearch, &&,
#%#)--#
http2//444interventioncentralorg/academic
)interventions/reading)
comprehension/(uestion)generation
Emily Murray
passage before they can
summariFe the passageGs
main idea. Esing examples
of passages with implied
main ideas, locate and
circle key facts or ideas.
Aescribe to the student
how you distinguished this
central information from
less important details. 0ave
him practice this skill on
additional practice
passages.
-riting a ./ist.
Sentence, /how the
student a passage with an
implied main idea. .ircle all
key ideas or facts.
Aemonstrate how to write a
DgistD sentence #one that is
built from the identi%ed key
ideas and summariFes the
paragraphGs main idea$.
EmphasiFe that the reader
may have link information
from diHerent sections of
the passage to build a gist
sentence. 0ave students
practice this skill on
additional practice
passages.
/enerating 0uestions,
-ell the student that careful
readers often construct
6uestions about what they
are reading to help them
learn. Put up a list of Gsignal
wordsG that can be used as
6uestion-starters) e.g., who,
what, where, when, why,
how. Esing sample
passages, show him how to
convert explicit main-idea
sentences or reader-created
DgistD sentences into
6uestions. Point out that
Emily Murray
these 6uestions can be a
good study tool because
they are linked to answers
that the student has
already located in the
passage.
Step '! 3ive him selected
practice passages and instruct
him to apply the full 6uestion-
generation strategy. Provide
feedback and encouragement as
needed.
For ParentsB+t 0ome
Student 1ill make2 1rite2
dra12 and check story
predictions!
=. Place divided text at the
center. Provide the student with a
student sheet.
,. -he student reads the %rst
selected passage #up to the %rst
sticky note$.
?. -hinks about what has been
read up to that point and what is
already known
from personal experience or has
been learned. rites words or
phrases in bubbles
#i.e., hat ! read and hat !
know$.
>. rites prediction in the %rst
box.
8. .ontinues reading the text
until the next sticky. .ompletes
bubble and adds to or makes a
new prediction. #Ese back of
student sheet if necessary.$
@. .ontinues until the text is
complete.
Materials)
Expository or narrative text
(Choose text within students
instructional-independent
reading level range. Divide
the text into passages using
sticky notes to indicate
where students are to stop
and make a prediction.)
Prediction student sheet
#+ctivity Master ..9,@.//$
/ticky notes
Pencil
http)BBwww.fcrr.orgBcurriculumBPAFB
3,-?B,-?.ompC>.pdf , ,99@ -he
Florida .enter for 5eading
5esearch #access student
prediction sheet through this link$
IProvide -im with a book, sticky
notes, and already printed out
prediction sheet to take home
Let your child be the teacher!
Most all children Jump at the
Materials)
Kook of choice
Emily Murray
opportunity to play a little role
reversal. +s you and your child
are reading, take turns coming up
with 6uestions, making
predictions, and summariFing.
(ou be the student and let your
son or daughter be the teacher.
.hildren love being able to say
things like LAad, tell me what you
think will happen nextMN
#embedded learning opportunity$
7=, 5eader, 5eading !nstruction
5esources for -eachers and
Parents, ,99<-,9=,,
http)BBwww.k=,reader.comBreading-
comprehension-tip-for-parents-
OE,O<9O:?-strategies-you-can-
use-at-homeB
For 3eneral Education .lassroom
Student 1ill retell a story
1hile se(uencing sentences
on a pocket chart!
=. Place the pocket chart and
scrambled event sentence strips
at the center.
,. orking in pairs, students read
the sentences and select the title
strip. Place the title in the top
pocket of the chart.
?. /elect the sentence strip that
tells about the %rst event in the
story, reread the sentence, and
place in the next row of the
pocket chart.
>. .ontinue until all sentence
strips are in se6uential order.
8. 5ead the sentence strips in
order.
Materials)
Pocket chart
/entence strips
(Choose a familiar story and
write the story title on a
sentence strip.
Write four or more story
events on sentence strips.)

http)BBwww.fcrr.orgBcurriculumBPAFB
3,-?B,-?.ompC=.pdf, ,99@ -he
Florida .enter for 5eading
5esearch
#(ou may also use this link to
access sample story strips$
Students periodically check
their understanding of
sentences2 paragraphs2 and
pages of te#t as they read,
-hen students encounter
problems 1ith vocabulary or
comprehension2 they use a
checklist to apply simple
strategies to solve those
reading di3culties!
3nderson, 1 (#$%5) Study strategies
and ad6unct aids 7n / * Spiro, B 0
Bruce, ! 8 9 Bre4er ('ds)
1heoretical 7ssues in /eading
0omprehension, :illsdale, ;*2
<a4rence 'rlbaum 3ssociates
Babbs, + * (#$%=) "onitoring cards
help improve comprehension 1he
/eading 1eacher, >%(-), -55)-5=
http2//444interventioncentralorg/acade
Emily Murray
Step %! -ell students that they
will be learning ways to read
more carefully. 0and out student
copies of My 5eading .heck
/heet.
5eview all of the reading
strategies on the student
handout.
!nstruct students that, during any
reading assignment, when they
come to)
-he end of each sentence,
they should ask the
6uestion, DAid ! understand
this sentencePD !f students
understand the sentence,
they say D.lickMD and
continue reading. !f they do
not understand, they say
D.lunkMD and refer to the
strategy sheet My 5eading
.heck /heet to correct the
problem.
-he end of each paragraph,
they should ask the
6uestion, Dhat did the
paragraph sayPD !f they do
not know the main idea#s$
of the paragraph, students
refer to the strategy sheet
My 5eading .heck /heet to
correct the problem.
-he end of each page, they
should ask the 6uestion,
Dhat do ! rememberPD !f
they do not remember
su1cient information,
students refer to the
strategy sheet My 5eading
.heck /heet to correct the
problem.
mic)interventions/reading)
comprehension/reading)comprehension)
practice
Materials)
Overhead transparencies of practice
reading passages
"y /eading 0heck Sheet
transparency markers
Student copies of practice reading
passages (optional) or reading/text
books, "y /eading 0heck Sheet
http)BBwww.interventioncentral.o
rgBsitesBdefaultB%lesBpdfsBpdfsCin
terventionsBclickCorCclunkCcheck
Csheet.pdf Ithis is where you
can access the reading check
sheet
Emily Murray
5ead through a sample passage
with the class. +t the end of each
sentence, paragraph, and page,
Dthink aloudD as you model use of
the comprehension checks. #+s
you read each sentence, be sure
to call out D.lickMD when you and
the class understand a sentence
and D.lunkMD when you do not.$
Step '! hen students have
learned to use the D.lick or
.lunkPD strategy, have them use
it in independent reading
assignments.