StudentIntervention

Plan
RachelMixtacki
StudentInterventionPlan
SPE620
Summer2015

Student Intervention Plan

Table of Contents
Section 1: Student Overview of Literacy
-Student Overview
-Parents View on Literacy
-Copy of Interview

Section 2: Assessments and Analysis

-QRI Assessment
-Word Lists
-Primer: Narrativemiscue analysis and
comprehension
-Primer: Expositorymiscue analysis and
comprehension
-Running RecordPolar Bears in the Arctic
-Words Their Way Inventory Assessment
-Writing Sample
-Students strengths and weaknesses

Section 3: Planning
-Lesson
-Lesson
fluency)
-Lesson
-Lesson
Read
-Lesson
-Lesson
-Lesson
-Lesson

Plan #1: Reading Fluency + Tracking

Plan #2: Self-Correcting (Crosschecking for
Plan #3: Asking Questions While you Read
Plan #4: Making mental Images While You
Plan
Plan
Plan
Plan

#5:
#6:
#7:
#8:

Capital Letters and Punctuation in Sentences

Writing Complete Sentences
Long Vowel Patterns
Sounding out words by syllables

Section 4: Reflection and Future Goals

-Recommendations for Educator

-Recommendations to Caregivers
-Self-Reflection

Section 1: Student Overview of Literacy

-Student Overview
-Parents View on Literacy
-Copy of Interview

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.

Section 2: Assessments and Analysis

-QRI Assessment
-Word Lists

-Primer: Narrativemiscue analysis and

comprehension
-Primer: Expositorymiscue analysis
and comprehension

-Running RecordPolar Bears in the

Arctic
-Words Their Way Inventory
Assessment
-Writing Sample
-Students strengths and weaknesses

Assessment Overview and Analysis:

Ben was given many assessments in the area of literacy. His
performance has led me to planning lessons that will help him improve in
these areas. Ben was assessed using the QRI assessment. He was first given
the word lists, and then given the narrative and expository text in the level
that he fell instructional, meaning it was his level that he could grow in. I then
took a running record of Ben reading a just-right book that he was reading for
fun. In the area of writing I gave Ben a Words Their Way Inventory spelling test
to figure out which stage to start Ben in for word study. Finally, I had Ben write
a writing sample to show me his skills in writing. Through these assessments I
have gotten a better look at the student that Ben is and where I would go
from here to teach him next and meet his goals that his parents and teachers
have for him.

Qualitative Reading Inventory:

Word Lists: I started assessing Ben at the Pre-Primer-1 and gave him
the next three word lists, Pre-Primer- 2/3, Primer and First. Since Ben just
finished up first grade I assumed I would assess up to the second grade level
but he struggled at automatically identifying many works within the Primer
and especially struggled on the first grade list. I found that Ben was
Instructional at the Primer word list so I started my reading assessments at
the primer level to support his needs.
A Night in the CityNarrative: The concept questions at the
beginning of this text Ben was able to answer pretty well. It showed me his
background knowledge of this topic pretty well. He didnt go into that much
depth with his prediction and one of the questions but it was a good indicator
that he was ready to start reading.
Through the miscue analysis Ben had a total of 18 total miscues. He
struggled through the reading and at times I noted that he was reading really
choppy. Many of his miscues started with the same visual that he saw in the
text however they did not mean much when he replaced these words. He read
this at a high frustration level.
Who Lived Near Lakes?Expository: Before Ben started reading
this text I could tell he was getting a little antsy. He took a break before
beginning. His answers for the concept questions at the beginning of the text
were answered pretty well. It seemed like many of his answers came from his
experiences near the lake. In his prediction, I asked now that you know this
story is about turtles and being near a lake what do you think this text will be
about? He repeated me and said turtles living near a lake. Ben could have
dug a little deeper in this area.
Reading through this text, Ben made many mistakes simply by missing
two lines of text. He rushed through and made several mistakes that he didnt

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.

Words Their Way Spelling Inventory:

I started assessing Ben in the Primary Spelling Inventory. He did a very
nice job sounding out the words at the beginning of the list. He successfully
passed the Letter Name-Alphabetic stage. He had one b-d reversal but the
rest he wrote without hesitation. He spelled the first 10 out of 26 correctly and
when he started to struggle he was becoming unfamiliar with the common
long vowel patterns. Going from letter name-alphabetic to this stage takes a
lot of modeling to be successful so I placed him in this stage after missing
three of those common long vowels. Throughout the rest of the assessment
Ben struggled to get spell the words correctly and successfully spell within
word patterns or syllables and affixes. With my choice to start his word work
at the Within Word Pattern I believe that Ben will be successful when he gets
those long vowel patters worked out.

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.

Students Strengths and Weaknesses:

1. ReadingPhonemic Awareness or word analysis
a. Student does a great job getting the first letter sound correct in
his error miscues showing that his is looking at the text.
b. An area of focus for this student could focus more on sounding out
all the parts of the word instead of just the first part to make
meaning while he is reading.
2. ReadingFluency
a. The student reads with some fluency and is able to read just-right
texts with many sight words.
b. The student needs to work on reading fluently and following the
directions of the book to make sure that he is not skipping lines,
he also needs to work on reading with a fluent voice.
3. ReadingComprehension
a. The students comprehension is suitable for having miscues in the
story where those details were give.
b. The student struggles with digging deeper and recalling
everything that they read in the text and finding those important
details to recall.
4. WritingSpelling
a. Student does a great job with Digraphs and blends and can
identify these often with in the words their way spelling
assessment.
b. The students next area of improvement will be working towards
vowels and more specifically common long vowel patterns that are
used.
5. WritingComposition
a. Student does a good job of focusing on one creative topic and
didnt stray away throughout his writing.
b. The next area of development in writing could be punctuation and
capitalization within the text, he could also focus on complete
sentences.

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

Lesson Plan One

Lesson Topic: Reading Fluency +tracking Grade level: 2nd
Total Time: 20min lesson followed by independent reading
# Students: Guided reading group-Students who need this strategy
Learning Goal:
(Content
Standard/Common
Core)
Target Goal or Skill:
Essential Question(s):
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:

Common Core Standards:

Literacy.RF.2.4Read with sufficient accuracy and fluency to
support comprehension
Literacy.L.2.1Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking.
-Students will apply fluency strategies to their reading so that they
can read smoothly and confidently.
-Why should we read fluently? What will that do for our reading?
-Can the students use strategies to read fluently when reading
together and reading independently.
-Students will practice with guided help how to read fluently and
then use what they learn in their independent practice.
Formative Assessment:
Observe students when they read. Through conferencing can the
students show what s/he has learned to read fluently with a voice
that is less choppy?
Summative Assessment:
This assessment could be done by a running record from the teacher
or a mid-year assessment.
TBD
-Gradual Release of responsibility is necessary to ensure that
students see it, practice it, and then can do it.
-In a guided reading group the teacher will model reading fluency
using a shared reading experience with a book at their level.
-Since this is a first/second grade level the text should have a few
lines to each page.
-Teachers models reading by running her finger under each line as
she reads, moving her finger fluently, carefully saying every word
and not missing a line.
-While the teacher is reading the students should be following along
and matching up with the teacher.
-Next the student and the teacher will try it together reading a few
lines. Speed is not what you are looking forlook for fluency and
matching your words to the text.
-The teacher will ask the students to try a few lines on their own
and then pick a student who could model how it sounds to the rest
of the group.
-Students will go off and read independently using this strategy as a

Academic Language
Communication Skills
(see Handout)

5 Questions (Blooms)

Curriculum

strategy of focus for the day.

Fluency, shared reading, matching
Function: Comparing choppy reading to fluent reading students
should be able to hear the difference.
Vocabulary: Fluency, shared reading, matching
Syntax: By trying it students will organize principles of language to
match the teacher in fluently reading.
Discourse: Teacher gradually releasing responsibility to students
would happen through modeling and guiding and then
independently working showing interactions between teacher and
students ithear it, see it, practice it, do it.
-Can you recall how we read fluently? [Level 1]
-How would you describe my voice when I read like this? [Level
2]
-Can you show me how you can read fluently? [Level 2]
-What other ways could you plan to read fluently, in your head and
reading aloud? [Level 3]
N/A

Materials

Just-Right book
Guided reading books-set for students

Notes/Narrative of why I
selected this lesson

This is a great way to incorporate a few important strategies

including tracking and fluency. Since my student had a hard time
reading fluently all the time, this strategy should help him when he
sits down and reads independently. I need to give him the tools to
work and this is a good one to start with.

Lesson Plan Two

Lesson Topic: Cross-checking for fluency
Grade level: 2nd
Total Time: 30 min
# Students: Whole group lesson
Learning Goal:
(Content
Standard/Common
Core)
Target Goal or Skill:
Essential Question(s):
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:

Literacy.RF.2.4bRead on level text orally with accuracy,

appropriate rate, and expression on successive readings.
Literacy.RF.2.4cUse context to confirm or self-correct word
recognition and understanding, rereading as necessary.
-Students will learn how good readers fix their fluency by rereading
and self-correcting the dialogue to match their voice to the clues in
the text.
-Why would we want to reread or self-correct to match our voices
to the text?
-Can the student match their talking voice to the character talking
and match their voice to the clues and tags?
-Students will be able to figure out when they need to re-read for
their understanding of the text and how to do that to match what
they see in the text.
Formative Assessment:
Checking for understanding and check to see if they can go back
and reread for understanding.
Summative Assessment:
Mid-year or end of the year assessment to see if students read with
more fluency and cross-checking and rereading.
TBD
Gradual release of responsibility making sure to model first and
then practice and move into independent practice. This will help
students figure out how to use this strategy.
-Start by modeling a reading to the whole class. Start by reading
and then stop when you come to a clue that tells you how to talk.
-Think about how should I change my voice to show this character
talking the way the author wants him/her to? Talk out loud about
what you are doing
-Teach these 3 steps to cross-check the way you are reading
1.Stop when you notice you read dialogue incorrectly
2.Think: how should I change my voice to show this character
talking the way the author wants him/her to?
3. Reread the dialogue in a talking voice that is matched to the
character and all the clues.
-Reiterate that you need to stop to check for your understanding.
-Model how the author uses hints to help you change their voice to
match what the author has in mind.
-Create a chart with different clues that authors give us in the text
ex. Yelled, sighed, laughed, nervously, ect.

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

-Book to read aloud with lots of dialogue with clues.

-Chart paper

Notes/ Narrative of why

I selected this lesson

I have chosen this lesson to help my student to read with fluency

and to make sure that he understands what the authors intent is.
This will make him comprehend more of what he reads and he will
become stronger at comprehension and it will also help with his
cross-checking and fluency.

Lesson Plan Three

Lesson Topic: Asking Questions to better your understanding
Grade level: 2nd
Total Time: 30 mins
# Students: Mini-lesson to the whole group with independent reading time
Learning Goal:
(Content
Standard/Common
Core)
Target Goal or Skill:
Essential Question(s):
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:

Common Core Standards:

Literacy.RI.2.1Ask and answer questions as who, what, where,
when, why, and how to demonstrate understanding of key details in
a text.
Literacy.RI. 2.2Identify the main topic of a multi-paragraph text
as well as the focus of specific paragraphs within the text.
-Students will understand that questions need to be asked at
different stages of your reading to ensure that you understand
everything.
-Why do we need to read for understanding when we read books?
-Can the students form questions through guided practice and
modeling?
Students will use questioning as a strategy to understand and
develop deeper understanding of what they are reading.
Formative Assessment:
Check in with students to identify their strengths and struggles that
they may have while reading and comprehending.
Summative Assessment:
Can students show that they can come up with different types of
question in the beginning, middle and end of a bookthis could be
assessed in a one-on-one conference.
TBD
-Gradual Release of responsibility for student understanding and
independent practice.
-Students will come to the carpet and the teacher will start with a
connection to what they need as learnersin this case they need to
read for understanding and be able to ask questions before reading,
during reading, and after reading to further their understanding.
Start with the hook Today we are going to focus on asking
questions
-Have the students look at the cover of the book and the back and
any illustrations that there are in the book and we can come up
with questions we have about this story before we start reading.
-Writing the questions on a post-it note is good modeling for
students read them again and then start reading.
-As you read the book ask questions. Have prepared post-its to be
prepared for the lesson
-When you are done reading ask question about what you are
thinking at the end of the book, model for students how to do this.

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

-Book to read aloud and model

-Handout for students to follow and use while independent reading.

Notes/ Narrative of why

I selected this lesson

I have chosen this lesson plan to help my student because my

student struggled with coming up with all the answers to show he
comprehended what he read. By teaching him and his classmates a
way to ask questions while reading this will help them really think
about what is and isnt making sense during their reading.

Lesson Plan Eight

Lesson Topic: Making mental images while you read
Grade level: 2nd
Total Time: 30 mins
# Students: Whole Group Lesson
Learning Goal:
(Content
Standard/Common
Core)
Target Goal or Skill:
Essential Question(s):

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)

Literacy.RL.2.7Use information gained from the illustrations and

words in a print or digital text to demonstrate understanding of its
characters, setting or plot.
Literacy.RL.2.1Ask and answer such questions as who, what,
when, where, why and how to demonstrate understanding of key
details in a text.
Students will be able to visualize what they are reading to better
understand the text.
How do we make mental pictures while we read to become better
readers?
What are ways that we can use visualization to comprehend what we
are reading.
How do our senses come into play with our reading? How do we use
this strategy to become better readers and comprehend what we are
reading?
Students will be able to create an image of what they see hear, feel,
smell, and taste. They will be able to communicate with a partner or
the class about what they see. And finally can we picture characters,
settings and events while we read?
Formative Assessment:
Can students make pictures of what they are reading or what is being
read to them?
Shown through teachers looking at the pictures that students have
drawn.
Summative Assessment:
Can students use this reading strategy in their daily practice? Reading
conferences
TBD
-Slowing down
-Partner talks
-Check in with students
- Students to the carpet with clipboard and pencil.
- Ask what some good strategies are for good readers
- Introduce lesson- good readers make pictures in mind as they read.
Using senses
- Read Where The Wild Things Are
- Dont show the pictures right away so they need to imagine them
- Stop a few times, share ideas of what they are seeing while listening
to the story
- Read the first snippet from the book, students think for a second

Learning Activities:

what their 5 senses are doing after hearing section.

- Turn and talk to carpet buddy about what they see/what they are
going to draw
- Reread slowly
- Give students time to sketch at the carpet
- Pick a few to share to the class
- Read the second and final snippet
- Sketch
- Quick turn and talk showing/explaining what they drew
- Wrap up- Have students think about their sketches
- Are they the same as the book? Do they need to be? Why?
- Reiterate what students should be doing when they go off to read
independently

Closure:
Academic Language
Communication Skills
(see Handout)

5 Questions (Blooms)

Curriculum
Materials

Notes/ Narrative of
why I selected this
lesson

Previewing, imagination, envisioning, predicting, visualizing

Function: Interpreting what the words mean to you
Vocabulary: Imagination, envision, predicting, visualize
Syntax: Through pictures
Discourse: Through pictures, student and student interaction, teacher
and student questioning and discussing
-What are some strategies for reading books? [level 1]
-Can you recall what you have heard in picture form? [Level 1]
- Can you explain what you drew/what you see in your head? [Level
2]
- How can you illustrate what you have heard? [Level 2]
-Can you imagine/make up a picture in your head of the imagery of
words that were said? [level 6]
-Teachers College Reading and Writing Project; Reading Curricular
Calendar, First Grade, (2013-2014) Unit oneReaders Build Good
Habits, readingandwritingproject.com
-Book Where the Wild Things Are
-Clip board
-Pencil
-Worksheet
http://www.bhusd.org/ourpages/auto/2011/10/4/43799799/MentalIma
geMini-lessons_1_.pdf
-Crayons
My student had a really hard time comprehending things that
happened in the text and had a hard time recalling that information
when I checked for understanding. With this strategy, I believe that he
will be able to slow down and focus on what is happening in the story
and be able to read for meaning when he sits down to read.

Lesson Plan Five

Lesson Topic: Capital Letters and Punctuation in Sentences
Grade level: 2nd
Total Time: 30 mins
# Students: Whole Group Lesson
Learning Goal:
(Content
Standard/Common
Core)
Target Goal or Skill:
Essential Question(s):
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:

Literacy.L.2.1Demonstrate command of the conventions of

standard English grammar and usage when writing or speaking
-Students will review when to capitalize letters and when not to as
well as
-Why do good writers use correct punctuation and capitalization in
their writing?
-Can the student use correct punctuation and capitalization in their
writing consistently?
-Students will continue to use this best practice of capitalization and
punctuation while they are independently writing in all areas of
study.
Formative Assessment:
By conferences and reading through students work, are students
using correct punctuation and capital letters consistently?
Summative Assessment:
Conference with students at a later time and see if they are carrying
out these writing skills on a daily basis. Assess students on a
writing sample.
TBD
Guided release of responsibility is necessary to ensure students are
able to know when to use these conventions correctly in their
writing before they do it by themselves.
-Introduce lesson by telling students that today we will be focusing
on when to use capital letters and punctuation.
-I have noticed in many of your stories that this is something that
we struggle with, but good writers use capital letters at the
beginning of sentences and end each thought with some time of
punctuation
-Start by asking students what they already know about using
capital letters and about punctuationthese could be separate K-WL charts
-Ask students what they want to know (this section might not be
that big but it could be a good learning opportunity if students are
open with what they would like to get better or use in their writing)
-Play this song about sentences for your students
https://www.youtube.com/watch?v=0Wrv_ZviMEc
- When it is done, make a chart of everything that students have
learned.

Closure:
Academic Language
Communication Skills
(see Handout)

5 Questions (Blooms)

Curriculum
Materials
Notes/ Narrative of why
I selected this lesson

-Give some practice a few sentences that have different punctuation

at the end of the sentences. Ask students, which one would be right,
this could be between a period, exclamation point, or a question
mark.
-Talk about what are some important things to remember about
using capital letters while you write.
-An activity that could be done every day is an interactive writing
morning message where students need to correct and tell the rest of
the class why they think that change needs to happen.
-With this activity and reminder students should be able to use
punctuation and capitalization correctly in their writing on a more
regular basis.
Period, exclamation point, question mark, capital letters, sentences,
Function: Explaining when and where to use capital letters and
punctuation
Vocabulary: Period, exclamation point, question mark, capital
letters, sentences
Syntax: K-W-L charts to organize what they already know, what
they want to know and what they learned and how they could apply
the information
Discourse: Discussion of video and how to use correct punctuation
and capitalization
-How do you show in your writing something being surprised?
[Level 1]
-How would you compare or contrast a question mark and a period?
[Level 2]
-How would you apply what you learned to develop second grade
writing? [Level 3]
-Do you agree with what student A said about that punctuation
change? [Level 5]
http://www.brighthubeducation.com/lesson-plans-grades-12/33724-capitalization-and-punctuation-lesson/#imgn_0 (2015).
Brighthubeducation.com.
-Song-- https://www.youtube.com/watch?v=0Wrv_ZviMEc
-Smart Board or projector
-Pencil
My student was having a hard time throughout his writing sample
to put his punctuation in the correct spot and to have capital letters
where they needed to be. With this focus I hope to help my students
as they continue to write and build sentences correctly.

Lesson Plan Six

Lesson Topic: Building a Sentence
Total Time: 30 mins
# Students: Whole class lesson
Learning Goal:
(Content
Standard/Common
Core)
Target Goal or Skill:
Essential Question(s):
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:

Grade level: 2nd

Literacy.L.2.1Demonstrate command of the conventions of

standard English grammar and usage when writing or speaking.
Literacy.SL.2.6Produce complete sentences when appropriate to
task and situation in order to provide requested detain or
clarification.
-Students will review how to write complete sentences and will be
asked to find all the pieces that make up a complete sentence.
-Why should our writing have complete sentence and how do we
make them complete and interesting?
-Can the students identify sentences that are complete and can they
practice and write complete sentences on their own?
-Students will look at complete and incomplete sentences and, with
guided help be able to make interesting sentences that can enhance
their writing.
Formative Assessment:
Observe students during the lesson. A quick pretest could be given
to see where students are at otherwise while conferencing with
students see if they are using full and complete sentences in their
writing.
Summative Assessment:
There is a homework sheet so assess if students understand how to
make full and complete sentences. Ongoing conferencing will also
take place to make sure students are continuing to practice these
sentence writing skills in their day-to-day work.
TBD
Guided release of responsibility for all students to ensure that they
understand before going of and doing independent work.
-Write sentences and fragments on the board and ask students what
makes up a sentence.
Ex. The bag. , The dog barked. , Joey skipped up the hill. , Yellow. ,
The shiny car stopped.
-In each sentence there should be a noun or subject, there should
also be a verb (something to describe what the noun is doing).
Sentences need at least these two things to be a complete sentence.
-Look at the sentences that were written on the board. Ask students
if they can find any sentences that are complete.
-Have students help you to make the sentences that are not
complete, complete.
-Practice making some sentences, start by getting a student to tell

Closure:

Academic Language
Communication Skills
(see Handout)

5 Questions (Blooms)

Curriculum
Materials

Notes/ Narrative of why

I selected this lesson

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.

Lesson Plan Seven

Lesson Topic: Long-Vowel Patterns
Grade level: 2
Total Time: 60 min in 5 session and # Students: Guided Spelling group
Learning Goal:
(Content
Standard/Common
Core)

Target Goal or Skill:

Essential Question(s):
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:

To give students an understanding of long-vowel patterns final-e

and digraph patterns.
Literacy.L.2.1Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking.
Literacy.RF.2.3Know and apply grade-level phonics and word
analysis skills in decoding words.
-To help students make the transition to decoding long-vowel words
through guided practice and exercise.
-Why do we need to know basic phonics and how do we use them
everyday?
-Can students identify and use correct letter sounds when writing
and spelling using this word pattern.
-Students will practice, with guided help, how to turn a word with a
short vowel into a long-vowel sound to increase their understanding
of word structure and within word patterns.
Formative Assessment:
Give the students a pre-test and check for understanding throughout
the word work meeting times to insure students understand how to
use the final-e
Summative Assessment:
Spelling test at the end. Are students able to distinguish the spelling
and sound of similar words using the long-vowel pattern?
TBD
Students in the group have all ready been determined by their
ability so modifications need to be made. Students may need
accommodations depending on other areas of need.
Monday:
-Give a pretest on a few long vowel and a few short vowel words.
-Introduce students to their sorts
-Introduce a can to your students, in order to make this a long-a
sounds we need to change this can into a cane.
-By showing students this change on a white board students should
understand that the spelling changed and the sound of the word
changed as well.
-Practice a few more words with your students
-Write out the pattern for words with a long-a sound _a_e
-You can show other ways to build words from this pattern that you
came up with as a group and see if students can sound out the other
sounds they hear of a few more words.
-Students can work on an activity

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.

Lesson Plan Eight

Lesson Topic: Sounding out words by syllables
Grade level: 2nd
Total Time: 30 mins
# Students: Small group lesson
Learning Goal:
(Content
Standard/Common
Core)
Target Goal or Skill:
Essential Question(s):
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:

Literacy.RF.2.3Know and apply grade-level phonics and word

analysis skills in decoding words.
Literacy.RF.2.3cDecode regularly spelled two-syllable words
with long vowels.
Literacy.RF.2.3dDecode words with common prefixes and
suffixes
Students will be able to use decoding strategy to chunk syllables to
better sound out words while practicing and reading independently.
-Why do we need to be able to chunk syllables and sound out
longer words when we read?
-Can the group of students identify a syllable chunk and use this as
a strategy to help them decode longer words
-Students will continuing practicing sounding out words and
chunking it into syllables.
Formative Assessment:
Meet in a small group and assess students and work together to
figure out if they are using this strategy.
Summative Assessment:
Conference with students and observe this strategy in use.
TBD
Practice of the skills and strategies through teacher and use of
technology.
-In a small group of students whom need this strategy guide their
lesson by sitting down and practicing how to chunk and sound out
words when we come across one while we are reading.
-Model what to do when you come across a word that is long or
looks unfamiliar.
-Create a chart similar to the two below to help students see what
strategies they can use.
-First look at the beginning chunk and sound it out.
-Then focus on the next part and the next if there is one
-Once you have sounded out all the syllables try saying it all
together, does it make senseif so say it again fluently. If not try
again.
-Have the students and you try it together
-Have students independently try it while you watch.
-Send students off to play games that would help them with their
syllables and chunking words outthese games can be done on an
iPad or a laptop computer.

Academic Language
Communication Skills
(see Handout)

5 Questions (Blooms)

Curriculum
Materials
Notes/ Narrative of why
I selected this lesson

Syllable, chunk, decode, pronunciations

Function: Evaluate the word that you are trying to sound out.
Vocabulary: Syllable, chunk, decode, pronunciations
Syntax: Create a chart for strategies to be placed in the room for
student use
Discourse: Discuss how to find those syllables that you are trying to
sound out.
-What is a syllable? [Level 1]
-Will you interpret what a syllable is in your own words? [Level 2]
-Could you model how to chunk the syllables using your arm or
another system? [Level 3]
-Why do you think chunking and sounding out syllables is
important for our reading? [Level 4]
N/A
Games: http://www.education.com/games/reading/phonics/
Technologylaptops or iPads

Through my students running record and miscue analysis I think it

would be beneficial if he and students who were also struggling
with syllable chunks would get a little extra time practicing through
guidance and games.
Two good strategy charts to make for your students.

Section 4: Reflection and Future Goals

-Recommendations for Educator
-Recommendations to Caregivers
-Self-Reflection

Reflection and Future Goals:

Recommendations to Teachers:
To the teacher that will teach this student next year, my
recommendations to you would be to slow down and focus on areas that he
needs even if it needs to be a small group or intervention lessons with him.
Lets try to help him reach our goals and assist him as best we can in second
grade. In the area of reading larger words would be to give Ben some
strategies to chunk out syllables. Right now when he is reading he wont
sound out the words he will see the first letter and match it to a word that
may make sense in his mind. You will need to slow down and show him how to
sound out words and focus on not just guessing what he is reading so that he
can read to make meaning.
I also believe that Ben could benefit from tracking while he is reading.
While he was doing his assessments besides being very active and antsy he
skipped over a few whole lines altogether. This was unfortunate because he
then wasnt able to comprehend all that he read. By teaching him strategies
on how to follow his finger underneath and read fluently he shouldnt have as
big an issue with his comprehension skills if he is reading the whole text.
The last area I would recommend working with Ben would be making
sure that he as a solid transition and understanding of the common long vowel
patterns and other vowel patterns. Transitioning from letter name-alphabetic
to within word patterns is a difficult transition and should be watched closely.
His use of vowel patterns should see improvement so that he can continue
improving on his word study.
Recommendations to parents:
Through assessing your child I have found a few areas of focus, which
will benefit your child immensely. The first area is comprehension while
reading. I think it will be very beneficial if you start/continue reading with Ben

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