Weekly Intervention Plan

Student Name: Johnny

Grade Level: Second

Instructional Level: First

Teacher: Tamara Dixon

Date: 10/28/14

Instructional Goals based on Assessment:

1.
2.
3.
4.
5.
6.

Affective: John will understand that reading can be valuable even for children for entertainment and learning. John will also gain confidence in his own reading skills. This will
result in an overall MRP score of 80% by December.
Work Identification: John will be able to identify words out at an instructional 2 nd grade level on the San Diego Quick assessment by December
Words in context: John will reach independent first grade reading level reading words in context on the QRI by December
Fluency: John will improve his reading rate to 45 WPM on first grade texts CORE assessments by December
Spelling: John will improve in spelling vowel digraphs and igh/ough word teams, reflected by a move to late within word pattern on the Words Their Way spelling inventory.
Writing: John will write a 3 sentence paragraph without help. Each sentence will contain an independent clause. All sentences will be on topic, and will not repeat ideas. The
paragraph will be legible.

Materials:

Plans: Description of
Instructional Activities

Affective Warm-Up

John will choose a book of his own

to read aloud to me.

John reads to me from a familiar book at

home.
Objective: John will gain confidence in his
abilities as a reader by reading a book to
me that he is already very familiar with.

Skill: Identifying words out of context

Objective: John will be able to
categorize gh words based on the
vowel sounds they make.

What was actually done

Analysis of skills (Reflection)

Next Steps

What Was Done: John chose a book with a repetitive rhyme that he was able to get through with
almost no trouble. The book was like the song Five Little Monkeys Jumping on the Bed, but it was
about a family of kittens who did several different activities that kept getting them in trouble with the
doctor.
Analysis of Skills and Next Steps: I did not think John would like such a book that was clearly for
children younger than himself, but it accomplished the purpose in allowing him to read smoothly and
build confidence.

I will bring flashcards for gh to use

in a game for John to categorize
based on vowel sound.

What Was Done: We began by reviewing the flashcards from last week. Johnny first
reviewed the vowel sounds on the category cards. Then, we moved right into the game
from last time. He still struggled about as much as last time. He mostly guessed various
sounds until he found one that made a word. I left the cards with his mom to practice
with him before part 2 of the weeks lesson.

When I returned for part two, I just ran through the words like flashcards. Finally, he
was able to recognize all of the words by sight, though he needed more than 3 seconds
for some. However, it should be noted that he struggled with some of the same words
when we moved to reading them in context later in the lesson.

Analysis of Skills and Next Steps:

It seemed that Johns practice with his mom using the cards as basic flashcards was the most useful
technique for identifying words out of context. However, it should be noted that he struggled
with some of the same words when we moved to reading them in context later in the
lesson. Perhaps he is remembering small details on the card or about the way I printed
the words rather than the word itself.

Skill: identifying words in context

Objective: John will read through a
story containing multiple vowel
digraphs and gh words with 95%
accuracy.

I will write a story for John

containing the types of words he
has most struggled with. He will
read it 2-3 times, finally attaining
automaticity.

What Was Done: I gave John a story I had written for him. I purposely wrote the story to
include the variant vowel digraphs and diphthongs and the gh words we had been
working on to see how well he would recognize them in context. I also created the
story to be at a second grade level as measure by the Raygor and the Fry readability
formulas. Finally, I based the story on a special soccer team tryout, a topic I thought
Johnny would be interested.

As John read through the first time, I kept an informal running record. He missed 4 out
of 88 words for 95% accuracy on the first round, if I dont count times I pointed to errors
for him correct. I am, for this round, only counting those words I had to tell him as
wrong In a formal running record, he would have been marked off for skipping words
and I could not have hinted to him to try again. His rate during that first half of the read
through was 29 words per minute. He was able to get almost all of the words with
prompting, but he could not yet read the piece with automaticity. I took the opportunity
in his struggle to teach him how to figure out an unknown word using context. I had him
say blank for the unknown word in the sentence to see what might best fit that looks
like the unknown word. Using this method twice in the story, he was able to decode the
word for himself both times.
Analysis of Skills and Next Steps: I was originally just aiming for John to read difficult words in
context based sight practice with multiple exposures. However, another good opportunity appeared to
teach John how to actually use the context to help him when he was unable to decode with either
phonics or sight memorization. I could certainly see progress even from the first reading with both the
gh words we had practiced (and even an -igh we had not) and the vowel digraphs. The variant vowel
digraphs are still difficult for him, and at this point in second grade, I believe that is something that can
wait. Though he read slowly still the first time through, he was able to figure out almost all of the words
when given time. Automaticity is still an issue, but there is certainly improvement. He read 29 wpm in
the first round, and though this is the same rate he tested at in the pre-assessments, this reading is a
grade level above where he tested before.

Skill: Writing
Objective: John will write the ending
of a story using at least 3 complete
sentences that follow basic
punctuation, capitalization, and
spelling rules.

After reading the part of the story I

wrote for him, John will complete
the story himself in writing, making
sure to use proper writing
mechanics.

I purposely stopped the story at a climactic point so that Johnny would be able to write
an ending to the story himself. He was reluctant at first, but I convinced him the
character would have a better ending if he wrote the story than if I did. One of our main
focuses here was not using the word and more than once in each sentence, and
beginning the sentences with a subject. He needed some coaxing to complete the story,
but he finally got through in 4 sentences. The writing shows that he is still struggling
with capitalization in the right places.
Analysis of Skills and Next Steps
John has improved in understanding where to put a period, and by following my guidelines of only one
and per sentence, he no longer connects all of his thoughts together in one long run-on. He is not yet
meeting the goal for capitalization, but I get the impression now that this is a matter of laziness in his
writing rather than a lack of knowledge. When I prompt him to look at capitalization, he can find his own
errors and correct them. Like writing neatly, I probably cannot change this kind of lazy habit in our short
time left. I can remind him and bribe him to do well while I am here, but I do not have great hopes of
him continuing to be diligent once he is in school unless his teacher consistently makes this a priority
when grading his papers. For now, I will have to be satisfied that he at least knows the basic
capitalization rules, even if he is not applying them.

Closing Activity:

Together we selected a two page poem. A couple weeks ago, he would have found this too long to manage, but today he read it without complaint. This poem
had some familiar words we just worked with, but it also had many unfamiliar words, so the reading was slow and labored. A bunch of friends arrived at his house,
so I finished the last stanza for him and let him go.