Académique Documents
Professionnel Documents
Culture Documents
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
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.