Module two Assignment Stevie

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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 Stevie (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: Stevie Grade: Kindergarten Age: 5-6 Background School. Stevie loves art and is very motivated by artistic activities. She attended preschool at Liberty Elementary School from ages 3-4 and started kindergarten at the age of 5. Her teachers have described her as quiet and compliant. She has many friends and can be described a follower. She likes to help and sometimes prefers solo play. Home. Stevie has a-typical home life. She has lived in the same home since she was born and has a neighborhood full of other children of varies ages. Her parents are active participants in her education and she has grown up with a rich amount of literacy in her home environment. Stevie reports enjoying school and is excited about new things she learns. Current Behavior School. Stevie’s teachers says that she has come out of her shell and talks more in class. She continues to be very compliant and enjoy the arts more then anything else. She does not do as much solo play as she initially did and can occasionally get into some trouble as she follows friends. Home. At home, Stevie’s parents describe her as a peace maker between siblings and neighborhood friends. She often likes to dig into their art supplies and can be entertained for long periods of times. She still enjoys listening to books and rarely wants to do any of the reading herself. © 2016 American College of Education

3 Prescriptive Intervention for Reading Difficulties Assessment Information Pre-Assessment Results Listening Level: Passage Form: preprimer Results: _3.0_ (Listening) Present Standardized Reading Score: N/A IRI Results: Word List Form: Preprimer Results: 60% Primer level: 48% Level 1: 8% Passage Form: Preprimer Results: 20% (oral) Passage Form: ____N/A___ Results: ___N/A____ (Silent) Observation Comments: Stevie became slightly frustrated and the text was beyond her level. She, as is expected, is really only reading decodable words and tricky words (kind of like sight words) we have learned in our curriculum. We have only learned about 14 tricky words. Handwriting Sample: N/A Chunking Size: N/A Thinking Style: Mental speaking? Y N Visualize pictures? Y N Combination? Y N Problem Solving: Stevie can use clues to problem solve, but when it comes to truly knowing the content she fails to remember crucial elements. © 2016 American College of Education

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4 Prescriptive Intervention for Reading Difficulties Comments: Since Stevie still needs to meet grade level expectation, instructional strategies must be put in place. She needs help on compression, word blending, and word segmenting. Other Tests: FAST testing Stevie knows all her letter names and sounds. Stevie scored in the 75% of nonsense words. Stevie scored in the 82% 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. Stevie needs to work on comprehension, word blending, and word segmenting. © 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: Prefix/Suffix flipbooks- Neal struggles with prefixes and suffixes. To assist in Neal’s understanding of these morphemes, Neal can make flipbooks of common prefixes and suffixes. This would have the bottom; larger pages be either the prefix or suffix while the other pages would be common root words. Neal would read through these flipbooks during small group time to practice. Strategy B: Bossy R 4 In A Row- With a partner Neal can play this game which will assist him in better recognizing the r-controlled vowels that he is struggling with. Players will take turns pulling cards with the vowel patterns on them. The other player will then have to find a word that has that pattern. The game continues until a player has “4 in a row” or there is a draw. 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. ______________________________________________________________________ © 2016 American College of Education

6 Prescriptive Intervention for Reading Difficulties Target Area 3: Comprehension Strategy A: Partner Reading- With a partner, Stevie can read a text of his choice. This would benefit Stevie since the partners take turns reading each page. Stevie 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 Stevie as it will increase all above areas of instruction as well as allow her to read parts of the story and understand what is happening. Marr (2007) states that “[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, Stevie can use comprehension bookmarks to detail the text that he is reading. There are five bookmarks in which Stevie 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 Neal 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 Stevie’s data shows that she is doing best in compression although she does still need to work on it. Her segmenting and blending need the most work. She is not able to do much reading, at least not much more then simple phrases and short sentences yet which is to be expected right now. © 2016 American College of Education

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7 Prescriptive Intervention for Reading Difficulties References Chard, D. J., & Dickson, S. V. (1999). Phonological Awareness: Instructional and Assessment Guidelines | Reading Rockets . Www.readingrockets.org. https:// www.readingrockets.org/topics/phonological-and-phonemic-awareness/ articles/phonological-awareness-instructional-and Marr, M. B., & Dugan, K. K. (2007). Using Partners to Build Reading Fluency. Preventing School Failure , 51 (2), 52–55. © 2016 American College of Education

8 Prescriptive Intervention for Reading Difficulties 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 Reading Rockets. (2023). Blending and Segmenting Games | Reading Rockets . Www.readingrockets.org. https://www.readingrockets.org/classroom/ classroom-strategies/blending-and-segmenting-games 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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