Module two Assignment Brock

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American College of Education *

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Sociology

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Apr 3, 2024

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2 Prescriptive Intervention for Reading Difficulties Intervention Plan Form Phase I – Diagnostic Plan for Brock (pseudonym) Introduction Assessments are an important part of every educator’s daily routine, as they can be vital to understanding student struggles. In order for these assessments to be effective, teachers must use the baseline data as well as observation to determine the needs of their students. Observations would include any background knowledge of the student in both previous school years, the current year, and home life. It is important that while analyzing data, educators stop to think about how their observations can also be affecting the student’s academic performance. From here, an intervention plan can be adapted to assist any struggling students. Information Student Name: Brock Grade: Kindergarten Age: 5-6 Background School. Brock loves Legos and Minecraft. He attended preschool at Liberty Elementary School from ages 4-5 in the outdoor program and started kindergarten at the age of 5. His teachers have described him as quiet, but inquisitive. He has some friends, but does like to keep to himself. He likes to observe and often prefers solo play. Home. Brock has a-typical home life. Brock is the youngest of 3 boys. His parents are active participants in his education and are very outdoorsy. Brock really enjoyed outdoor learning. Current Behavior School. Brocks’s teachers say that he is hyper active and has troubles sitting for lessons. He sometimes has troubles regulating his anger when he has been sitting for too long. He can be found zoning out often. He thrives during play times, recess, and P.E. class but has been struggling academically. Adding large motor movements to work does help him. Home. At home, Brocks’s parents describe him as more energetic. He is no longer willing to sit for books at bed time and reports disliking school. He still very much enjoys being outside but can get into more trouble then he use too. He does not like showing any work he brings home from school and can often be caught throwing it away before showing anyone. © 2016 American College of Education

3 Prescriptive Intervention for Reading Difficulties Assessment Information Pre-Assessment Results Listening Level: Passage Form: preprimer Results: _1.0_ (Listening) Present Standardized Reading Score: N/A IRI Results: Word List Form: Preprimer Results: 30% Primer level: 9% Level 1: 0% Passage Form: Preprimer Results: 0% (oral) Observation Comments: Brock was frustrated immediately and the text was far beyond his level. Handwriting Sample: N/A Chunking Size: N/A Thinking Style: Mental speaking? Y N Visualize pictures? Y N Combination? Y N Problem Solving: Brock struggles to problem solve as he attempts to recall story elements to answer questions. Other Tests: FAST testing Brock does is missing 5 letter names. Brock is missing three letter sounds. Brock scored in the 20% of nonsense words. Brock scored in the 23% of word segmenting. Preliminary Summary After analyzing the data presented from the words lists and miscue analysis, It is clear that the assessments are beyond a kindergarten level. Brock needs to work on comprehension, letter sounds, and word segmenting. © 2016 American College of Education

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4 Prescriptive Intervention for Reading Difficulties Comments: Since Brock still needs to meet grade level expectation, instructional strategies must be put in place. He needs help on compression, letter sounds, and word segmenting. Brock will need large motor movement added into his learning as he is not enjoying school and not learning because he is missing this output of every that he had in his outdoor classroom in pre-school. © 2016 American College of Education

5 Prescriptive Intervention for Reading Difficulties Phase II – Prescriptive Intervention Target Area 1: Word Identification Strategy A: Segmenting - Start with words that have only two phonemes, and then introduce continuous sounds, then stop sounds. Ensure that students articulate the sounds cleanly, without adding an "uh" to the ends of sounds such as /t/ and /b/. Students can progress to words with three phonemes as they become more skilled at blending and segmenting. It can be helpful to anchor sounds students are working with to visual scaffolds, such as Elkonin boxes, manipulative, and hand motions. Strategy B: Blending - Guess-the-word game - In this lesson, students will be able to blend and identify words that have been stretched into their component sounds. Objects that students are likely to recognize: sun, bell, fan, flag, snake, tree, book, cup, clock, plane, etc. A small number of picture cards are placed in front of children. Explain to them that you will be using "Snail Talk", a slower way of saying words (for example, /fffffllllaaaag/). Have them look at the pictures and guess the word you are saying. Having the children guess the answer in their heads will ensure that everyone can try it. To keep children engaged, alternate between having one child identify the word and having all children say it in chorus. Standards Addressed: CCSS.ELA-Literacy.RF.4.4- Read with sufficient accuracy and fluency to support comprehension. Target Area 2: Phonics Strategy A: Letter names - incremental replacement Strategy B: Letter sounds - flash cards Standards Addressed: CCSS.ELA-Literacy.RF.4.3.a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. ______________________________________________________________________ Target Area 3: Comprehension Strategy A: Partner Reading- With a partner, Brock can read a text of his choice. This would benefit Brock since the partners take turns reading each page. Brock would be partnered with a student whom is a fluent (grade level) reader and can receive aural cues from. Hearing a fluent reader will benefit Brock as it will increase all above areas of instruction as well as allow him to read parts of the story and understand what is happening. Marr (2007) states that © 2016 American College of Education

6 Prescriptive Intervention for Reading Difficulties “[w]hen given the opportunity to read stories on their own level, the students gain confidence in their ability and become excited about reading” (p 54). Strategy B: Comprehension Bookmarks (Critical Literacy)- With the teacher, Brock can use comprehension bookmarks to detail the text that he is reading. There are five bookmarks in which Brock can work through depending on the text. The bookmarks include: point of view, main idea and key details, draw conclusions, make predictions and compare and contrast. Neal can refer back to the text to answer the questions on the bookmarks but should use the book less as time goes on. Using these bookmarks will help Brock get his ideas in order and assist him with graphic organizers to keep his mental picture while allowing him to speak as well. “Using critical literacy helps pull the power away from the author and makes it an equal relationship between the author and the reader by allowing us to see the texts from all angles, not just believing what is written down” (Molden, 2007, p 51). Standards Addressed: CCSS.ELA-Literacy.RL.4.1- Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Summary for Phase I & II Brocks data shows how much he is currently struggling. He needs to work on his letter sounds before he will be reading anything more then decodable words containing the letter sounds he is familiar with. Has he finishes up learning these sounds he will work on his comprehension and orally segmenting and blending words. © 2016 American College of Education

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7 Prescriptive Intervention for Reading Difficulties References Marr, M. B., & Dugan, K. K. (2007). Using Partners to Build Reading Fluency. Preventing School Failure , 51 (2), 52–55. Molden, K. (2007). Critical Literacy, the Right Answer for the Reading Classroom: Strategies to Move beyond Comprehension for Reading Improvement. Reading Improvement , 44 (1), 50–56 Veenendaal, N. J., Groen, M. A., & Verhoeven, L. (2015). What oral text reading fluency can reveal about reading comprehension. Journal of Research in Reading, 38(3), 213–225 © 2016 American College of Education

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