Title Nurturing Literacy Excellence A Comprehensive Interven
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Grand Canyon University *
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Arts Humanities
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Jan 9, 2024
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Title: Nurturing Literacy Excellence: A Comprehensive Intervention Plan
Dankyra Saintil
Amy Christopher
Grand Canyon University
December 14, 2023
In the landscape of education, the journey towards academic excellence often encounters roadblocks, particularly for students grappling with reading challenges. This essay unveils a meticulous intervention plan tailored for a specific student, harmonizing assessments, state standards alignment, performance objectives, selected interventions, and progress monitoring tools. The goal is to weave a comprehensive tapestry of support, ensuring the student not only meets but surpasses grade-level reading expectations. The focal student in this intervention plan faces a substantial gap in reading proficiency. The struggle to decode unfamiliar words and comprehend grade-level texts accentuates the urgency for a strategic intervention. By dissecting the student's current reading performance, this plan endeavors to pinpoint precise areas of need.
To embark on this journey, two assessments stand as beacons of insight. Regularly administered Running Records will illuminate the student's oral reading dynamics, fluency, and reading behaviors. Complementing this, the Comprehensive Literacy Assessment promises a panoramic view of the student's literacy landscape, encompassing phonics, vocabulary, and comprehension skills.
Anchoring the intervention plan in state standards serves as the North Star, providing a clear trajectory for success. State Standard 1, focusing on decoding skills through common prefixes and suffixes, intertwines seamlessly with State Standard 2, delving into the realm of reading informational texts. Together, they form a roadmap towards elevated reading proficiency.
Two distinct yet interwoven objectives emerge to guide the intervention process. Objective 1 is sculpted to hone decoding skills and elevate fluency, requiring the student to accurately read words with common prefixes and suffixes with at least 90% accuracy within the next [specified time frame]. Objective 2 targets comprehension prowess, demanding an 80% accuracy in identifying main ideas and key details in informational texts over the same timeframe.
Crafting the scaffolding of support, two interventions are meticulously chosen. Phonics Instruction takes
center stage, providing a systematic and explicit approach to decoding challenges. With a focus on common prefixes and suffixes, this intervention envisions empowering the student's word recognition skills. Complementing this, Guided Reading Groups are introduced, aiming to cultivate comprehension skills through small group instruction tailored to the student's instructional level.
To chronicle the journey of progress, two assessments take the stage. Weekly Running Records, administered with precision, will scrutinize fluency progress and unveil emerging patterns of decoding errors. Bi-weekly Reading Comprehension Quizzes, aligned with state standards, will weave a narrative of the student's comprehension journey, offering timely feedback and shaping the path forward.
In the digital age, technology becomes an ally in literacy development. Lexia Core5, a research-backed literacy program, emerges as a powerful supplementary tool. With its individualized approach, spanning phonics, vocabulary, and comprehension, this technology promises an engaging avenue for skill-
building, aligning seamlessly with the student's learning needs.
In the symphony of education, this intervention plan orchestrates a harmonious blend of assessments, standards alignment, objectives, interventions, and progress monitoring tools. The collaborative efforts with stakeholders, especially families, become the essential chords in this melodic journey towards literacy excellence. Through this comprehensive intervention plan, the student is not merely guided towards meeting grade-level expectations but is poised to surpass them, embodying the essence of personalized and transformative education.
References:
1.
Rasinski, T. V., & Padak, N. (2005). Effective reading strategies:
Teaching children who find reading difficult. Prentice Hall.
2.
Fountas, I. C., & Pinnell, G. S. (2017). Guided reading: Responsive
teaching across the grades. Heinemann.
3.
National Center on Intensive Intervention. (n.d.). Progress
Monitoring Tools Chart.
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