Professional Documents
Culture Documents
Plan
RachelMixtacki
StudentInterventionPlan
SPE620
Summer2015
Section 3: Planning
-Lesson
-Lesson
fluency)
-Lesson
-Lesson
Read
-Lesson
-Lesson
-Lesson
-Lesson
#5:
#6:
#7:
#8:
Student Overview:
Ben is going into second grade in the fall and will be attending Park
Lawn in Oconomowoc. He is a very energetic young boy and likes to talk and
can be easily distracted. Reading is not his strong suit but he enjoys listening
to others read. After assessing Ben I have a better understanding of the kind
of student he is and what he enjoys. He needs help in some areas but he
definitely has strengths in areas of Literacy. I can see the areas that Ben
needs more practice in to become a stronger reader and writer.
Parents View on Literacy:
Bens parents like to read; Bens dad reads the paper in the morning and
Bens mom like to read before bed. Ben sometimes sees his parents reading
but many times his parents are reading when he isnt awake yet or after he
falls asleep. Bens parents find the importance of him having his own library
card and going to the library, especially in the summer. Although it seems
reading is important to mom and dad, they dont seem to push it too hard
when it will result in a fight. The goals that they have for their children are
wonderful and with some assistance in the right direction will take him far in
life.
Interview:
Q. What is your view of literacy at home?
A. Well I have two boys at home and I try to make them read as often as
I can, sometimes it turns into a big fight though so I will ether end up
reading to them before bed or they will go without reading for the night.
Q. How much time does Ben spend reading?alone, together, aloud, listening
to reading?
A. We try to get him to read at least a half hour a night before bed.
Sometimes it is a challenge but we try to have him get ready for bed
then read instead of being in front of the t.v. or video games which he
would much rather prefer.
Q. Do you spend time reading together?
A. We try reading a few books aloud, with our schedule right
now though it is hard to get everyone together, I will take
turns reading between boys some nights.
Q. What do you like to read and do you do it in front of your children? How
often do they see you reading at home?
A. I read every night before I go to bed, their dad reads the paper in the
morning so they see us reading often sometimes I will read once they go
to bed.
Q. Do you go to the library together?
A. We just got him a library card. Before then we would check out books
on my library card. We tried to go about once a month I know that he
has time to check out books at school so we dont do to the library as
much as we could, this summer we have been enjoying time at the
library a little more.
Q. What are youre goals for your child?
A. Id just say we want them to be reading at grade level and to be
successful in all areas of school and life. I want them to have a good life
and be successful in their adult life. I want to give them the
opportunities that I had as a kid growing up.
Q. What kind of books do you have at home?
A. We have a ton of picture books, their grandma got them for them as
gifts a lot. I think they get a new book from her at least once a year.
Now that Ben is in school he is able to pick out books at the School
Scholastic Book Sale.
Q. Have you ever given them the option to read on technology?
A. I have a Kindle and the library app on my phone but they dont seem
as interested in a book on there over a real book. They would much
rather play games on the Kindle than read.
really check and go back and correct. He added a few more words and his
miscues did not always match the first letter of the word.
Bens comprehension struggled from this text as he missed reading two
whole lines. He got 4 answers correct out of the six, he is still at an
instructional level but there are many areas that Ben needs to focus on to
become a stronger reader and to comprehend. He only recalled three details
from the text. I think he was acting silly at this point and it would have been a
good idea to start testing Ben at another time but for time constraints I kept
going. In the assessment that follows you can see exactly how he preformed,
and see the trends from the first text to this one as he lost most of his
concentration. However, Bens QRI has given me a lot to attend to as far as
teaching/re-teaching and I have many ideas of areas that I could start to help
Ben become a stronger reader.
Running Record:
I enjoyed taking a running record from Ben in a text that he enjoyed and
was reading for fun. This gave me a whole different view of Ben as a reader.
Ben picked the book Polar Bears in the Arctic which is a research guided text
written by Mary Pope Osborne and is related to the series Magic Tree House.
He did really well while reading this book, in the first couple of pages he was
able to read a lot of the words very fluently because they were very common
sight words. He was able to self-correct once. The miscues that he made a
total of four, one omission, one addition, and two words that he replaced by
words that still followed the meaning of the text and visually looked like the
words in the text. Overall Ben did a great job reading this text.
Accuracy Rate: 96%
Error Rate: 1:28
Self-Correcting Rate: 1:5
This shows me that Ben is able to pick just-right books and can read this text
independently. I would have liked to make sure he comprehended while
reading this text but the running record along does not measure this skill.
Writing Sample:
After all these assessments I asked Ben to write something for me. He
asked me what it needed to be about and I told him anything. Before he
started writing he told me he was going to write a story about his brother.
With in this writing sample Ben demonstrated that he could write on a focused
topic. He also demonstrated a good use of word choice and many of his words
were spelled correctly. He became antsy again and was only able to get a few
lines written. I was impressed with the idea that he was writing about and I
know it was from his experience that he was writing from.
Section 3: Planning
Lesson Plan #1: Reading Fluency +
Tracking
Lesson Plan #2: Self-Correcting
(Crosschecking for fluency)
Lesson Plan #3: Asking Questions
While you Read
Lesson Plan #4: Making mental
Images While You Read
Lesson Plan #5: Capital Letters and
Punctuation in Sentences
Lesson Plan #6: Writing Complete
Sentences
Lesson Plan #7: Long Vowel Patterns
Lesson Plan #8: Sounding out words by
syllables
Disabilities/Diverse
Needs Represented
Student
Accommodations and/or
Modifications
Instructional Procedures
(including specific times)
Introduction:
(including motivational
hook where applicable)
Learning Activities:
Closure:
Academic Language
Communication Skills
(see Handout)
5 Questions (Blooms)
Curriculum
Materials
Just-Right book
Guided reading books-set for students
Notes/Narrative of why I
selected this lesson
Disabilities/Diverse
Needs Represented
Student
Accommodations and/or
Modifications
Instructional Procedures
(including specific times)
Introduction:
(including motivational
hook where applicable)
Learning Activities:
Closure:
Academic Language
Communication Skills
(see Handout)
5 Questions (Blooms)
Curriculum
-Have students turn and talk and practice the way the author
intended it to sound.
-Close by sending of students saying You have now learned how
good readers go back and reread to make understanding of what
they read by rereading the dialogue to match their voice to the clues
in the text.
Fluency, rereading, cross-checking, text clues,
Function: Compare reading dialogue boring and then will using the
text clues to help you.
Vocabulary: Reread, clues, dialogue, expression
Syntax: Create a chart on clues that authors give us to help figure
out the way that we should be reading for comprehension.
Discourse: Discuss all the ways authors give us clues in the text to
help us decide how we should be reading to match what our
character is thinking or doing.
-Which way sounds better when I talk in my characters voice (read
in monotone or read how the author wants it to sound.)? [Level 1]
-Can you explain why I would want to talk how the author intended
me to say it? [Level 2]
-How would you choose how to read something if there wasnt a
clue right out in the open? [Level 3]
-Why do you think we need to change our voice to comprehend
what we are reading? [Level 5]
https://learnzillion.com/lessons/998-self-correct-by-rereadingdialogue (2015). LearnZillion.
Materials
Disabilities/Diverse
Needs Represented
Student
Accommodations and/or
Modifications
Instructional Procedures
(including specific times)
Introduction:
(including motivational
hook where applicable)
Learning Activities:
Closure:
Academic Language
Communication Skills
(see Handout)
5 Questions (Blooms)
Curriculum
-Place your post its on a prepared chart to show students they types
of questions you asked at the beginning of the book, during reading,
and at the end. These types of questions should match the examples
on their handouts.
-Discuss what types of questions are important.
-Close by saying that good readers ask questions so that they
better understand what they are reading.
-Closed and open questions
-Different types of questions
-Who, what, when, where and why
Function: Evaluating important questions to ask before reading, in
the middle of reading and at the end of reading to really understand
and comprehend what you are reading.
Vocabulary: Question, who, what, when, where, why, how.
Syntax: In the table organize questions that you would as at the
beginning middle or end of your reading.
Discourse: Through asking and answering questions as a group
students and teacher will discuss which are important questions to
have and ones that may not be as important.
-What is a closed ended question? Open ended? [Level 1]
-How can questions enhance our understanding? [Level 2]
-Can you give me an example of a open ended question in the
beginning of the book? [Level 2]
-Can you organize the questions into questions at the beginning,
middle and end of your reading? [Level 3]
N/A
Materials
Topical question(s):
Instructional
Objective(s):
Assessment
(Criteria / Look Fors/
Performance Tasks)
Disabilities/Diverse
Needs Represented
Student
Accommodations
and/or Modifications
Instructional
Procedures
(including specific
times)
Introduction:
(including motivational
hook where applicable)
Learning Activities:
Closure:
Academic Language
Communication Skills
(see Handout)
5 Questions (Blooms)
Curriculum
Materials
Notes/ Narrative of
why I selected this
lesson
Disabilities/Diverse
Needs Represented
Student
Accommodations and/or
Modifications
Instructional Procedures
(including specific times)
Introduction:
(including motivational
hook where applicable)
Learning Activities:
Closure:
Academic Language
Communication Skills
(see Handout)
5 Questions (Blooms)
Curriculum
Materials
Notes/ Narrative of why
I selected this lesson
Disabilities/Diverse
Needs Represented
Student
Accommodations and/or
Modifications
Instructional Procedures
(including specific times)
Introduction:
(including motivational
hook where applicable)
Learning Activities:
Closure:
Academic Language
Communication Skills
(see Handout)
5 Questions (Blooms)
Curriculum
Materials
you a noun and then have another student give you a verbhave a
third student put the two together into a complete sentence.
-Then explain that sometimes sentences have more than just a verb
and a noun, that we need more to make them interesting. Lets see
if we can make more interesting sentences by thinking of words
that describe the verb that you have in your sentence.
-We have the sentence the shiny car stopped how could we
describe how the car stoppedquickly, slowly?
-Ask students many questions about the sound of the sentences if it
is still a sentence.
-Have students go off to their independent writing and see if they
can uses this writing strategy while their work.
Noun, verb, subject, adjective, adverb.
Function: Comparing sentences that are complete and incomplete
Vocabulary: Noun, verb, subject, adjective, adverb
Syntax: Written on the white board in front of the students to create
sentences and correct by adding
Discourse: Written on the whiteboard, discussed as a class to figure
out the best way to write a sentence.
-What is a verb? [Level 1]
-Do you think the extra words make the sentences more interesting?
[Level 1]
-Are they still complete sentences? How do you know? [Level 2]
-Can you apply what you know and create a sentence that is
interesting and has a noun, verb and other describing words? [Level
3]
http://www.brighthubeducation.com/lesson-plans-grades-12/128063-building-a-sentence-first-grade-lesson-plan/?
cid=parsely_rec (2012). Bright Hub Inc.
-Home work sheet:
https://docs.google.com/file/d/0Bz9eBjqfJlfDZDd3cTRGRFFqM28
/edit
-White board
-Sentences and incomplete sentences made up ahead of time
I have selected this lesson plan to focus on an area where my
student has struggled. He struggles in making sentences and adding
correct capitalization and punctuation. This lesson will help him
expand what he knows and give him more tools to use in this area.
Disabilities/Diverse
Needs Represented
Student
Accommodations and/or
Modifications
Instructional Procedures
(including specific times)
Introduction:
(including motivational
hook where applicable)
Learning Activities:
Tuesday-Thursday:
-Start with a poem about the sneaky Eexample attached
-Students will have an option between a few different activities for
their word work time today
-One option for students would be building words using the mat
during word work.
-In partners students could make sentences using magic-e flash
cards using the short vowel word and the long vowel word in the
same sentence.
- Partners could also play 4 in a Row
(These materials could be made using the website below)
Closure:
Academic Language
Communication Skills
(see Handout)
5 Questions (Blooms)
Curriculum
Materials
Notes/Narrative of why I
selected this lesson
Friday:
Post test to judge how students are doing with this new concept and
plans will be made with how well the group does on this new
pattern.
Long vowels, and short vowels
Function: Compare words with short vowel sounds and words with
long vowel sounds to be able to decode these words and understand
this word patteren.
Vocabulary: Define, long vowels, short vowels, demonstrate
Syntax: Sort words through a word sort
Discourse: Discuss the difference between words with long or short
vowel sounds.
-Which one has the long vowel sound? [Level 1]
-How would you compare long and short vowels? [Level 2]
-Please explain the pattern of the long-vowel rule? [Level 2]
-How could we apply what we know and use it in our writing
everyday? [Level 3]
Invernizzi, M., Johnston, F., Bear, D. (2015). Pearson Education.
-Words their way sorts
- http://blog.maketaketeach.com/magic-e-activity-pack-andintervention-kit/ (Activities could be made from this blog sight)
-Pencils and paper
Students meet with the teacher once a week and then practice their
word sorts on their own. The first day is guided and includes a short
lesson on how to help students understand what is going on. Since
this sort is the first one for students to work with common long
vowel patterns much guidance and modeling is needed to help
students. I have picked this as a lesson for my students because I
believe that from his spelling inventory that he has fallen into this
area of word study that is needed next. He has fallen into the Within
Word Patterns with a focus on Common Long Vowel Patterns.
Disabilities/Diverse
Needs Represented
Student
Accommodations and/or
Modifications
Instructional Procedures
(including specific times)
Introduction:
(including motivational
hook where applicable)
Learning Activities:
Closure:
Academic Language
Communication Skills
(see Handout)
5 Questions (Blooms)
Curriculum
Materials
Notes/ Narrative of why
I selected this lesson
before bed. Take turns reading but as you are reading use the reference sheet
for asking questions before reading, during reading and after reading. This will
continue the work that is going on at school but will also give you a chance to
see how Ben is doing.
The second area that I recommend you work on with Ben would be
building sentences. As part of the homework assignment have been write
complete sentences. This could be focused on using his spelling words.
However, remember that sentences include a noun and a verb to describe the
noun, it could also have another describing words to help the sentence
become more interesting. This will help him not only with his writing but could
also help with his spelling.
Finally the last area to assist Ben at home would be through a word sort
of his spelling words working on long vowels. Every week Ben will get a new
spelling list if his is successful the week before. In the first sort that he will
receive he will be working on the magic e. Although these words are easy to
sort with just looking at the words try to assist Ben and have him say the
words to you out loud. When he can say the words and focus on how these
sounds are coming about he will better be able to understand the word
pattern and how these sounds come together.
Reflection of Planning and Learning:
Through this project I have learned a lot about assessing, analyzing and
planning for students who have difficulty in literacy. When you assess
students there are many factors that go into planning and meeting the needs
of your students so that they can be successful. This project has taught me
how to plan lessons that are going to meet the needs of my students and also
help to ensure that I am doing everything for my students.
While assessing students I need to be more aware of their frustration
and think of a way to break up assessments so that my students dont get
drained with all of the assessments that they need to do. It is important to
look after your students well being and if I notice that they are having a hard
time it might mess up the validity of their assessments.
As I continue to plan assessments and interventions I will look to the
CEC standards, as well as the Wisconsin Teaching Standards. I will also look at
the Alverno Abilities as I coordinate lessons and communicate them to my
students and to other teachers. Through my beliefs and compassion I hope to
meet the needs of all my students and create lessons that can focus on the
areas of need for my students.
Sources:
Leslie, L., Caldwell J.S. (2011). Qualitative Reading Inventory-5. Boston,
Pearson