Students full name: Sarah Campbell *

Date of Birth: September 4th, 2007

Grade: 3 / Cycle 2, Year 1

Mothers name: Jane Campbell*

Mothers contact info: 514-555-5551*

Fathers name: John Campbell*

Fathers contact info: 514-555-5552*

Reason for IEP: Academic

Background information: (assessments, history, other pertinent information)
Sarah is able to accurately read third grade reading material. In terms of pronunciation, intonation, and reading
speed, her reading is at grade level. However, when asked general comprehension questions, she struggles to answer.
Sarah scored high on the running record done with the resource teacher and was able to read the story with little
hesitation and few errors. When asked comprehension questions afterwards, however, she was unable to identify the
main story elements (character, setting, conflict/resolution, and theme) or retell the story in her own words in sequential
order. Furthermore, while her pronunciation was good, she was unable to define certain vocabulary words. It seems that
while she is a good reader in terms of decoding, Sarah does not absorb any information or fully comprehend certain
vocabulary and therefore retains little to no meaning from the texts. This is also affecting her in other subjects, such as
math, as she is unable to adequately absorb information in situational problems to properly answer the mathematical
equations.

Present level of performance:

Areas of Strength: (what child does well)

Student has good organizational and time management skills.

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Student socializes well with classmates.
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Student is able to use various forms of technology with ease.
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Student has good reasoning skills.
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Student is a creative thinker.
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Areas of Need: (what child needs to learn to do)

Student will be able to use strategies used for comprehension while reading.
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Student will use techniques that will help her attention skills and strategies that will help her be an active learner.
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Student will use different study materials and various tools to help organize her thoughts.
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Student will use study skills that incorporate the review of daily work for comprehension and conceptualization

 Student will identify the main story elements, how to sequence and summarize a story in her own words, and work to
comprehend new vocabulary.
Parental concerns:
Sarahs parents are concerned about her lack of excitement when reading. They have provided her with numerous
age and grade-appropriate books that they thought she would appreciate and enjoy such as the very popular Diary of a
Wimpy Kid series; however, Sarah often prefers to watch TV or to play with her dolls. They have trouble understanding
why this is as they have already seen and heard their daughter read aloud and were quite impressed with her
development. However, they also believe that her lack of comprehension makes reading less pleasurable and that has
shown through Sarahs reluctant attitude to complete assigned readings for school as well as other homework. Her lack of
comprehension makes it difficult for her to complete work in most to all subject areas, as she also seems to have trouble
understanding basic guidelines and explanations to various activities. They also worry that the root of the problem might
be a lot deeper than simply not understanding the words, as they are concerned that their daughter might be suffering
from dyslexia and/or perhaps even ADHD.
General modifications needed in all subject areas:
Since Sarahs lack of reading comprehension makes it difficult for her to not only retain basic information such as
the story elements, certain vocabulary, or the course of events, a strategy that we wish to pursue would be to introduce
picture books to Sarah in order to enhance her understanding of a story based on little text and large images. Using this
technique would allow Sarah to associate basic words and phrases to pictures, which can be very beneficial to her
learning. Aside from that, it is important to establish modifications for all subject areas explored in class, and these begin
with simplifying work directions by simply focusing and highlighting key words and concepts. This technique can be
adapted for mathematical situational problems for instance, where the question can be represented with a drawing and a
list of important numbers. Sarah will have two weekly guided reading sessions with the schools resource teacher to help
her obtain her goals. Additionally, Sarah will be paired alongside a stronger reader in the classroom during class
activities one that can be trusted to help her read out her work and aid in understanding it fully. Having tools, such as
graphic organizers, checklists, and online resources to help Sarah understand will only be beneficial to her learning
alongside the weekly evaluations that will determine her progression.

Occupational therapist: N/A

Speech and language pathologist: N/A

1. Priority Goals: To identify the main story elements in third grade reading material.
Desired results

Acceptable evidence

By:

Learning experiences and

instruction (strategies)

Person
responsible

1. Sarah will be able to

identify and describe
the character(s) and
setting of third grade
reading material with
80-90% accuracy. This
includes being able to
distinguish between
the main and
secondary characters
of a story and being
able to compare and
contrast their
character traits.

Character comparison/analysis
and setting identification
worksheet based on short story of
her choice assigned every two
weeks as homework.
o Evaluation based on
proper identification of
characters (main and
secondary), comparison of
characters, as well as
setting.

October
15,
2015

One-on-one guided reading

twice weekly with resource
teacher for 30 minutes.
Revise and ensure
understanding of the
definition of setting and
character in literature.
Use picture books to
strengthen Sarahs visual
literacy skills. Use images to
help her identify/visualize
setting and characters and to
help her recognize
characters emotions and
personality traits.
Use TumbleBooks online
ebook videos to place more
focus on comprehension than
decoding.
Use online interactive story
element identification lessons
and games such as:
https://www.learner.org/
interactives/story/index.html

Teacher
Resource
Teacher
Parents

Verbal questioning during one-onone guided reading with resource

teacher twice per week
o Ability to identify and
describe character and
setting in stories.
Accumulation of materials from
Reading Comprehension
Binder. Sarah will keep a binder
of all her comprehension work
from the beginning of the year to

track her progress and her areas

of strength/weakness.

have Sarah explore setting

and character tabs.
For use while reading:
o Character identification
and analysis worksheets
with questions that aid in
the
identification/differentiation
of main and secondary
characters.
o Venn Diagrams for
character
compare/contrast.
o Setting graphic organizer
to identify the where and
when of a story.
Sarah will be paired with a
stronger reader to assist her
with certain in-class activities.
Sarah will keep all notes and
worksheets in a Reading
Comprehension folder for
reference during various
class activities.
Sarah may use her Reading
Comprehension folder notes
as well as graphic organizers
during in-class
activities/quizzes.
Sarah may use ebooks
instead of written texts while
completing class
comprehension quizzes.

 Parents will ask Sarah to

identify setting and
characters while watching
television shows or reading
books at home.
2. Sarah will be able to
identify the conflict
and resolution in third
grade level stories at
with 80-90% accuracy.

Conflict and resolution worksheet

to be filled out for homework
every two weeks based on short
story of her choice.
o Evaluation based on
Sarahs ability to correctly
describe the storys
conflict and resolution.
Verbal questioning during one-onone guided reading with resource
teacher twice per week.
o Ability to identify
conflict/resolution in various
stories.
o Conflict and resolution mix &
match task cards.
Accumulation of materials from
Reading Comprehension
Binder. Sarah will keep a binder
of all her comprehension work
from the beginning of the year to
track her progress and her areas
of strength/weakness.

December
15,
2015

One-on-one guided reading

twice weekly with resource
teacher for 30 minutes.
Review meaning of conflict &
resolution in literature.
Use picture books to help
Sarah visualize story in order
to identify the conflict and
resolution. Use video e-books
to place more focus on
comprehension than
decoding.
Conflict & resolution
mix/match cardsHave
Sarah pair up conflicts with
plausible resolutions using
conflict/resolution task cards.
Use online interactive story
element identification lessons
and games such as:
https://www.learner.org/
interactives/story/index.html
have Sarah explore
conflict and resolution tabs.
Conflict and resolution
graphic organizer to be used
while reading stories.

Teacher
Resource
Teacher
Parents

 Parents will ask Sarah to

identify conflict and resolution
while watching television
shows or reading books at
home.
Sarah will keep all notes and
worksheets in a Reading
Comprehension folder for
reference during various
class activities.
Sarah will be paired with a
stronger reader to assist her
with certain in-class activities.
Sarah may use her Reading
Comprehension folder notes
as well as graphic organizers
during in-class
activities/quizzes.
Sarah may use ebooks
instead of written texts while
completing class
comprehension quizzes.
Multiple choice questions
rather than short answer for
conflict/resolution questions
on quizzes.
If necessary, Sarah can go to
the resource teachers room
to complete reading tests in a
quiet space.
3. Sarah will be able to
identify the theme(s)

Theme search worksheet to be

filled out for homework every two

January

Review meaning of theme.

Provide Sarah with a handout

Teacher
Resource

in third grade level

reading material with
80-90% accuracy.

weeks.
o Evaluation based on
proper identification of one
or more themes in the
story.
Verbal questioning during one-onone guided reading with resource
teacher twice per week.
o Ability to identify the
theme in different stories.
Completion of story element
graphic organizers.
Accumulation of materials from
Reading Comprehension
Binder. Sarah will keep a binder
of all her comprehension work
from the beginning of the year to
track her progress and her areas
of strength/weakness.

15,
2016

of different questions to refer

to to help in identifying
theme.
During one-on-one guided
reading twice per week:
o Begin by choosing various
short picture books with
the same theme(s) and
discussing how each story
represents that theme.
o Revise previously read
picture books where other
story elements were
identified (Objective #1&2),
and explore theme.
o Introduce third grade level
fables that focus on
various themes.
Have Sarah fill out story
element graphic organizers
with each story read to
reinforce previously learned
elements (objective 1&2) as
well as theme.
Parents will ask Sarah to
identify themes in different
TV shows and books
watched/ read at home.
Sarah will keep all notes and
worksheets in a Reading
Comprehension folder for
reference during various
class activities.

Teacher
Parents

 Sarah will be paired with a

stronger reader to assist her
with certain in-class activities.
Sarah may use her Reading
Comprehension folder notes
as well as graphic organizers
during in-class
activities/quizzes.
Sarah may use ebooks
instead of written texts while
completing class
comprehension quizzes.
Multiple choice questions
rather than short answer for
theme identification questions
during comprehension
quizzes.
If necessary, Sarah can go to
the resource teachers room
to complete reading tests in a
quiet space.
2. Priority Goals: To improve basic reading comprehension skills.
Desired results

Acceptable evidence

By:

1. Sarah will increase her

vocabulary word
knowledge and will be
able to correctly
define vocabulary
words assigned to her

Weekly vocabulary quizzes:

Teacher will assign Sarah a
weekly list of 8 vocabulary words
that she will have to: 1) match with
the correct definition (mix and
match vocabulary/definition

June
2016

Learning experiences and

instruction (strategies)
One-on-one guided reading
twice weekly with resource
teacher for 30 minutes.
During guided reading, the
resource teacher will point
out certain words in the story

Person
responsible
Teacher
Resource
Teacher
Parents

and use them in correct

context 3 out of 5 times.

sheet), and 2) be able to use in

proper context in two/three
different sentences per word.
Verbal questioning during one-onone guided reading with resource
teacher twice per week.
o Asking questions about
several more difficult
vocabulary words found in
stories read.
Accumulation of materials from
Reading Comprehension Binder.
Sarah will keep a binder of all her
comprehension work from the
beginning of the year to track her
progress and her areas of
strength/weakness.

that Sarah must define for

her. If Sarah is unable to
define the word, she will take
note of it and look it up in the
dictionary. These definitions
will be kept in her Reading
Comprehension folder for
reference.
Sarah will take note of any
words she does not
understand while reading
alone and find the definition
in the dictionary. She will
draw pictures beside the
words for visual cues.
Use pictures of the
vocabulary words to give
Sarah visual assistance.
Sarah will keep all definitions
in her Reading
Comprehension folder for
reference during various
class activities.
If necessary, Sarah can go to
the resource teachers room
to complete quizzes in a
quiet space.
Dictionary and all other notes
allowed during in-class
activities or quizzes (aside
from weekly vocabulary
quizzes).

2. Sarah will be able to

summarize and
sequence the events of
third grade level
reading material with
90-100% accuracy.

Timeline handout to be filled out

while reading picture books or
watching e-book videos. All
worksheets to be handed in for
formative evaluation.
Verbal questioning during one-onone guided reading with resource
teacher twice per week
o Ask Sarah to verbally summarize
and sequence the events of a
story.
o Ask Sarah to place different
wordless story flashcards in
order based on logical sequence.
Accumulation of materials from
Reading Comprehension Binder.
Sarah will keep a binder of all her
comprehension work from the
beginning of the year to track her
progress and her areas of
strength/weakness.

April
2016

One-on-one guided reading

twice weekly with resource
teacher for 30 minutes.
Provide timeline worksheet for
use while reading to track
event sequence page-by
page. Allow Sarah to use
timeline during in class
comprehension activities and
quizzes.
After reading a story, have
Sarah infer sequence by
placing photocopied images
from the book in correct order.
Use TumbleBooks online
ebook videos to place more
focus on comprehension than
decoding. Use timeline to
track events.
Slowly limit the amount of
picture books and move on to
simple imageless short
stories. Have Sarah draw a
representative image for each
paragraph in the story. After
reading, mix up drawings and
have Sarah place them in
order again and retell story.
Have Sarah place short story
sentence strips (no pictures)
in order based on logical
sequence.
Use online interactive story

Teacher
Resource
Teacher
Parents

3. Given wordless picture

books, Sarah will be
able to infer important
details of the story
solely from the
illustrations such as the
story elements with 8090% accuracy.

Sarah will create written text for a

wordless picture book. She will be
evaluated based on her story
structure/ logical sequence and
the inclusion of all necessary story
elements. She will be allowed
to use all notes in her Reading
Comprehension binder as well as
a story map to help her plan her

June
2016

sequence lessons and games

such as:
https://www.learner.org/
interactives/story/index.html
have Sarah explore
sequence tab.
Sarah will keep all notes and
worksheets in a Reading
Comprehension folder for
reference during various class
activities.
Parents will ask Sarah
summarization/sequencing
questions while watching
television/reading at home.
If necessary, Sarah can go to
the resource teachers room
to complete reading tests in a
quiet space.
Sarah will be given 20
minutes longer than other
students to complete
summarizing/ sequencing
activities/quizzes.
One-on-one guided reading
twice weekly with resource
teacher for 30 minutes.
During guided reading:
Introduce wordless picture
books and have Sarah
analyze the title in order to
make predictions about the
story. Ask reflection

Teacher
Resource
Teacher

story.
End of year reading record.
Verbal questioning during one-onone guided reading with resource
teacher twice per week.
Accumulation of materials from
Reading Comprehension Binder.
Sarah will keep a binder of all her
comprehension work from the
beginning of the year to track her
progress and her areas of
strength/weakness.

questions such as: Based on

the title and the picture on
the cover, what do you think
the story will be about? What
makes you think that?
o Go through images of the
wordless picture books, have
Sarah reflect on the
characters expressions, the
colors used in the story, the
setting, and the story line,
etc. Afterwards, go back to
the beginning, and have
Sarah tell the story using
nothing but her visual literacy
skills. To assist her, ask
questions such as: What do
you see? What do you think
is happening? What makes
you think that?
Provide Sarah with a story
map and a simple wordless
picture book. Have her write
her own story based on her
interpretation of the images.
Have her fill out a story map
to help her include all the
important story elements.
Sarah will keep all notes and
worksheets in a Reading
Comprehension folder for
reference during various class
activities. She may use these
notes for assistance as

needed.

* = pseudonym