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Date

Duty

# of
students

9/16
9/22
9/28
10/7

Car Line
Car Line
Car Line
MI

10/21

MI

Description
We opened car doors.
We opened car doors.
We opened car doors.
We finished the
Garfield Assessment as
well as a personality
get to know you
worksheet that
answered personal
questions about each
child. It was to get to
know the children we
were working with a
little bit better. I really
enjoyed doing this
because it gave a
chance to get to know
the children before I
dove into anything
assessing them or
helping them. It just
gave me a chance to
get to know some
personal things like
restaurants they liked
and activities they like
to do.
We did my file folder
games, but they were
really easy for the
children. When I made
my file folder games I
had more in mind
working with younger
children, but I wanted
to see how these 2nd
graders would react to
the game. They
seemed to like it, the
content was just very
easy for them. I think I
will still use file folders
in my classroom, but I
will make them more

10/28

MI

11/4

MI

11/18

MI

complex based on the


grade.
I did a read aloud with
the children to a book
called Arthurs
Halloween Costume. I
wanted to do
something fun for them
since Halloween was
coming up, and this
was a fun story about
Halloween. We didnt
have enough time to
finish the book, so I
saved the rest for next
time.
We reviewed what we
had read in the
Halloween book, and
finished the Read
Aloud. They seemed to
like the book even
though it was after
Halloween. The book
had pumpkins and
stuff, which is still fun
to talk about in
November. The book
was a little bit long, so I
wish it were shorter so
I could have worked
with the children on
something else. I didnt
want to start a book
and then never finish
it, so I decided to finish
it today.
Scarlett wasnt here so
I had Atticus read me a
book that he picked out
about a fox. I think he
really liked the book
because it was about a
fox, which is
mysterious. I wanted to
see if his reading

fluency had improved.


He still struggles so
much. If he doesnt
know a word, he just
says a random word
that starts with the
same letter and skips
over it. I tell him to
sound it out, so that he
can figure it out.

More Information:
Morning Intervention Ann Robertson, Lindsey Harding, and Elizabeth
Collier
Stude
nts
Name
Atticus

Targe Intervention/Stra
t Skill tegy
Identif
y
parts
of a
story

Observations/D Adjustment
ata
s in
Instruction
Read alouds,
Atticus struggles As a triad we
questioning
with spelling.
decided it
throughout reading, When he came
was more
across words he
beneficial for
was unsure of he us to read
would guess
the book to
rather than
Atticus.
sound out the
Because they
phonemes. He
struggled
was also easily
with reading
distracted which comprehensi
may have
on, us
impacted his
reading the
reading
book and
comprehension.
asking them
questions
helped them
to focus on

Scarlett

Identif
y
parts
of a
story

Read alouds,
Scarlett was
questioning
good at writing,
throughout reading, hearing and
recording
sounds. She
recognized
letters and was
able to read
second grade
level books.
Scarlett, like
Atticus,
struggled with
reading
comprehension.

the parts of
the story.
As a triad we
decided it
was more
beneficial for
us to read
the book to
Scarlett.
Because they
struggled
with reading
comprehensi
on, us
reading the
book and
asking them
questions
helped them
to focus on
the parts of
the story.

1. Goal: AL RL 2.1 The learner will identify story, setting,


character, problem/solution, and events in a passage. Some
observations we have regarding Scarlett are that she was good
at writing, hearing and recording sounds. She was able to read
fluently for a second grade level. Both Atticus and Scarlett
struggled with reading comprehension. While reading books
aloud to us, they were more concerned with saying the word
correctly rather than knowing what the specific word or sentence
meant. Atticus also struggled with staying focused. Although
Atticus had many struggles, he was very creative. Before Atticus
and Scarlett begin to only focus on comprehension and
identifying parts of a story we needed to work on fluency skills
for them both.
2. Scarlett succeeded and grew in her overall reading skills, for
example, hearing and recording sounds, writing, creativity and
engagement.
Atticus still needs improvement with overall fluency skills but he
did grow in his creativity and engagement levels.

3. Spelling, comprehension, and fluency were the three aspects


that we
struggled with the most. Because both Atticus and
Scarlett didnt have much background knowledge in fluency then
they were not able to comprehend what they were reading.