Daniel

Description:

Daniel is a fifth grader. His strengths include the ability to decode CVC and CVC-variant
words as well as some more advanced syllable types and strong listening comprehension. He
struggles greatly with fluency, reading at a slow, labored rate. When he gets frustrated, he
guesses at words rather than employing his decoding skills. Words with more advanced letter-
sound combinations frustrate him and he tends to rely too much on context clues. His vocabulary
skills are also significantly behind other students at the same grade level. He dislikes reading and
due to the challenges he faces with fluency, he has poor reading comprehension.

Goals:

1. When given passages including words with prefixes and suffixes, the student will be able
to break unfamiliar words into meaningful parts.
2. When given a grade-level passage, the student will read 130 words correctly in one
minute.
3. When given a reading passage on his/her instructional level, the student will identify the
main components of the passage.

Intervention Plan: Teacher Directed In-Class Activities:

Intervention Plan: Partner Reading

Target Skill: Reading Fluency

Pairing Daniel with a higher-performing reader while he is a lower-performing reader can

greatly help his performance in fluent reading. To do this the teacher must rank the students
according to performance level (you can use the most recent benchmark data to do this), then
split the class in half, pairing the highest-performing student in the class with the top-ranked
student from the lower half, and so on for the remaining students. Provide each pair with reading
texts at the lower-performing students instructional-reading level. (Lower performing student
must be able to read these texts with at least 95% accuracy) Model and explain Partner Reading
procedures below. Be prepared to model and practice the procedures over several days including
specific training on the correction procedure in order to ensure implementation integrity for your
students. Assign roles to student pairs, with Partner A being the stronger reader and Partner B the
lower performing reader. You do not need to explain to students what A or B stands for. Have
students take turns reading. Partner A reads the text aloud first, modeling fluent reading, for one
minute. Partner B follows along (actively with eyes and finger on page). Then Partner B reads
aloud the same text for one minute.
Intervention Plan: Graphic Organizer

Target Skill: Reading Comprehension/ Outlining

A graphic organizer can assist Daniel with these challenges, assisting him in the process
of reading, while finding meaning to the words. The teacher will demonstrate how a graphic
organizer is used; beginning with a short story and thinking aloud so Daniel can visualize and
identify the main concepts of a passage. A graphic organizer can also help Daniel with the
retention skills he lacks due to his overall disinterest in reading. This organizer can not only
assist Daniel with his reading comprehension, but also can help him break down his reading
passages into different components. Daniel will then be able to pull out main ideas, characters, a
climax, and so forth. He will not only improve his reading comprehension skills, but will also
increase his ability to decode and address his reading challenges.

Idea of a graphic organizer:

Intervention Plan: Read-Along

Target Skill: Vocabulary

A Read-Along activity is used to help students with their vocabulary and fluency of
words. This technique can be used in multiple ways: a teacher reading a story to a student or
accessed through a recording of a short story. For a student like Daniel this technique is
extremely useful due to his strong listening comprehension, which allows him to hear and
understand the words as they are spoken. Using the read-along technique, Daniel will be able to
see and pronounce the unknown words, and sentences. As the teacher introduces this technique
into her/his lesson, she/he could start by using short stories with only a handful of different
words.

Independent Practice Activity: Plot Line

After instructor teaches what each part of the plot diagram means and how to fill it in
student will be given a blank print out of this sheet before reading any appropriate text that has a
plot. They will take breaks from reading and fill this in as they go. When they complete it and
finish reading they will have to summarize the story using this map for guidance.
Progress Monitoring:

All the activities Daniel will be participating in can either be collected by the teacher or if
it is an oral intervention plan then it can be heard or recorded by the teacher. Over a few
assessments of Daniel participating in the above activities the teacher must look for two main
key points: 1. whether the information he is filling into the charts is becoming greater in detail
about the passages he has been reading and 2. Has he been able to reach his goal of fluency that
is 130 words per minute? Belong is a chart the teacher is able to use to assess Daniels progress
throughout his fifth grade year. The teacher is able to mark down his difficult words and then go
back and check during the year if he has reach a greater goal of reading fluency.

Jasmine
Description:

Jasmine is a sixth grader. Her reading strengths include strong decoding skills, average
fluency, and an interest in non-fiction texts, particularly in the sciences. However, she has
significant difficulty with comprehension. She struggles to summarize texts she has read and
finds it difficult to distinguish main ideas from supporting details. She also has a difficult time
answering both literal and inferential questions about texts she has read. She struggles most with
abstract literary ideas but her comprehension difficulties have also affected her grades in other
classes included social studies and even science, her favorite subject.

Goals:

1. When given a reading passage on his instructional level, the student will answer literal
and inferential comprehension questions.
2. When given a reading passage on his instructional level, the student will summarize the
text orally and in writing.
3. When given a reading passage on his/her instructional level, the student will identify the
main components of the passage.

Intervention Plan: Teacher Directed In-Class Activities:

Intervention Plan: Intervention Plan: Question-Answer Relationship (QAR)

Target Skill: Comprehension

Jasmine struggles Jasmine with answering literal and inferential questions. The question-
answer relationship (QAR) activity can be used to help guide her through the reading in order to
answer inferential questions. The QAR can also show that not all answers are in the reading, and
in order to answer literal questions you need to understand what the reading is about. The teacher
should introduce this activity by having answers to certain questions right there in the reading.
This will help Jasmine identify comprehension questions easily, and give her a sense on where to
look in the text to find them. The teacher will aid Jasmine through this activity by breaking down
a passage and guiding Jasmine through each QAR question while reading. Answering these
comprehension questions while shes reading will help Jasmine understand what she is reading,
instead of struggling to pull the pieces together after shes done.

Intervention Plan: Retelling

Target Skill: Comprehension, able to identify literal and inferential questions

Jasmine is given a passage to read silently through; then after the teacher is to have an
oral conversation with Jasmine about what she read and asks her questions about the passage.
Here, Jasmine is to orally answer the teachers questions in a story telling manner. She is able to
use her own words while still answering the literal and inferential questions. This one on one
process is more relaxed and there are not any issues with worrying about grammar or spelling
when Jasmine is explaining the answer to the teacher. Belong is a rubric for the teacher to grade
Jasmine on her performance.
Intervention Plan: Comprehension Organizer

Target Skill: Extra Comprehension Help

Belong is a comprehension organizer that Jasmine can easily organize her thoughts after
reading a passage. This creative way of separating the main ideas, characters, facts, etc. from a
story will help Jasmine understand what she should be looking for in a passage and help the
teacher see where Jasmine might still be struggling even after she finished the task.

Independent Practice Activity: Personal Response

Once again Jasmine is given a short passage to read through and then must be tested on
her comprehension of the ideas she read. Jasmine must identifying main components while
relating them to personal ideas. She can relate what she read to her own life experiences and take
connections from her past with the passage and write a 50-100 word paragraph.

Progress Monitoring:

When monitoring Jasmines comprehension skills the teacher can give her a passage as
well as a short worksheet to complete every two weeks. On the worksheet there will be a short
passage for Jasmine to read and then she must answer the questions asking about characters,
settings, main idea, and inferential question. The final question will ask Jasmine to summarize
the entire text. The teacher will look at the number of questions she got right and how detailed
her answers were. The teacher will collect that worksheet and use the results to create a graph
demonstrating her progress.
 Arturo
Description:

Arturo is an eighth grader who has lived in the United States for six years. His strengths
include average decoding skills, strong independent study skills, and a high level of motivation
to improve his reading skills. In both English and Spanish, he has below-benchmark fluency and
average comprehension skills although his fluency difficulties sometimes affect his
comprehension. Although he is no longer classified as an English learner, his English vocabulary
is still not as well-developed as that of his native English speaking peers and at times this can
cause him to struggle with comprehension as well.

Goals:

1. When given a grade-level passage, the student will read 130 words correctly in one
minute.
2. When given a grade-level passage with new Tier 2 and Tier 3 words, the student will
successfully use new vocabulary terms both in the context of the passage and in new
contexts.
3. When given a reading passage on his instructional level, the student will answer literal
and inferential comprehension questions.

Intervention Plan: Teacher Directed In-Class Activities:

Intervention Plan: Fluency Strips

Target Skill: Increase greater Fluency

Teacher cuts up a group of sentences and place them in a bag. In a whole-group setting, the
teacher explains to the student what it means to read fluently and with expression. Then, have
the student draw a strip out of the bag. They then move to a quiet place in the classroom to
practice reading their sentences independently. After a few minutes, I have the student partner
up with someone. With their partner, they practice reading their strip once again, and, this time,
they practice reading it with expression. It is their partner's job to help with expression. They
will take turns reading their sentences several times. After everyone has had a chance to read
their sentences several times, call everyone back to group. One at a time, a student comes up in
 front of the class to read their strip. They must read it fluently and with a lot of expression.

Intervention Plan: Oral- Reading Fluency

Target Skills: Pacing, Fluency, Comprehension

Arturo will be asked to read several passages, and stories that are at the same level as his
reading ability provided by the teacher. The teacher will begin to track how many words per
minute he has read correctly. As Arturo improves, the passage/stories the teacher provides will
become increasingly more challenging. To test if Arturos fluency and comprehension has
improved will be shown from the data the teacher has collected. If he is getting numerous words
wrong, and the teacher finds him repeating sentences over while reading aloud, that is an
indication the reading passages/stories might be too challenging, and to try something new.

Intervention Plan: Pictorial Maps

Target Skills: Vocabulary

The teacher will guide Arturo through word, sounding out letter by letter. Once the
teacher reviews the words with Arturo, he will then read them back to the teacher to increase
fluency, and comprehension. Then the teacher will create a demonstration of a pictorial map.
Arturo can either write down the words, or draw a picture of the word to help him remember
how to say it. Once his map is complete, the teacher will repeatedly review the words with
Arturo to monitor his pronunciation and understanding of each word. The pictorial maps are used
as a study key for Arturo to review repeatedly until mastered.

An example would be the one belong with using verbs and figuring out ways to
remember the word.
Independent Practice Activity: Cloze

Target Skill: Comprehension

After in-class activities have been completed and mastered by Jasmine, the teacher
provides an independent activity to identify where Jasmines comprehension skills rank. This
independent activity is called the Cloze procedure, and is used as a closure to access if
improvement has been made or not. Given Jasmines interest in non-fiction books, the teacher
can create a worksheet based on a non-fiction reading Jasmine has been asked to complete.
Throughout the worksheet, there will be missing words that she will need to fill in assessing her
comprehension. This procedure focuses on the readers prior knowledge, and comprehension
throughout the reading. In order to complete this worksheet and measure how well Jasmine
understands the meaning of the text, she will need to demonstrate a sense of what shes read by
filling in each blank space. This procedure is a comprehension test, and a closure activity to
measure the growth in Jasmines overall comprehension skills. Not only will this help Jasmine
with her comprehension, but with summarizing the text as a whole to answer each blank the
teacher left.

Progress Monitoring:

Once a week the teacher will sit down with Arturo and have him read a passage. He will be
recorded on how long it takes him to read the passage three times. This will help the teacher
monitor Arturos fluency in a fun way by making it into a game like situation for Arturo.