Rachael Somes EDU 744 Case Study Part 4~ Assessment Instruction Plan (Intervention) April 20, 2012

There have been a number of assessments used to summatively and formatively

assess Elizabeths current reading instructional needs. From these testing results, proper interventions are being put into place in order to work through and address the tangles that she is currently encountering. Phoneme Segmentation Intervention Based on Elizabeths weekly running records and the phoneme segmentation

testing, it has been concluded that there needs to be a strong focus put on onset and rime word breaking which encompasses breaking words down into individual sounds and parts. Phoneme segmentation interventions will be used to target this need and strengthen the need of long and short vowel recognition. We will implement the routine of working on on this strategy rst with consonant-long vowel combinations (ex. way) and then moving into long vowel-consonant combinations (ex. eat) and lastly into short vowel-consonant combinations (ex. if at). Blends and consonant clusters at the beginning and ends of words will also be introduced and instruction will take place around words containing these features as well. As an extension to this word work, Elizabeth will build each word with magnetic

letters so that she is visually seeing and understanding how to make and break words. Focus will consistently be directed to how this activity and word work is directly related to the break it strategy that she is being expected to use and master in her own reading.

This intervention will continue with daily instruction introducing other phonemes

that can be added to and deleted from words until the skill is mastered. Each week, a progress monitoring assessment will be given to track growth and check in to see how well Elizabeth is responding to the direct, one-on-one, daily intervention. Elizabeth will receive this intervention both in the classroom with the classroom teacher and also with the Reading Recovery teacher that Elizabeth sees for 30 minutes each day. After a month, the PLC team will meet to discuss if the intervention is working and consideration as to if it should be continued based on the progress monitoring probes and data will be given. A word list containing miscues that Elizabeth has encountered during her daily readings (as measured by running records) will be directly used to teach this strategy. Repeated Reading Fluency intervention in the form of repeated readings will be used to hit on two of

Elizabeths instructional needs. It has been noted through the Sitton Spelling cloze formative assessments that sight word recognition and becoming more automatic and uent in these priority words is a need for Elizabeth. Repeated readings, using passages from the Sitton spelling list of priority words, will be used for this intervention and the student will receive daily instruction for 10 minutes a day using these scripts/ passages. From the students previous tests and Words to Learn booklet, attention will be given to the words that are most commonly incorrect. This intervention will occur daily in small group guided instruction for a time frame of four weeks since progress monitoring of students, school wide, occurs in the form of submitting running record data every four weeks. Weekly timed running records will be used to progress monitor

gains in accuracy and in words read per minute (wpm). At the conclusion of the four week intervention period, data will be interpreted and analyzed in weekly PLC meeting to determine the gains made from repeated reading intervention and consideration as to if and how long it should be continued will be discussed. Another way that repeated readings will target the students needs comes from

the Daily Reading Assessment (DRA) which has shown that Elizabeth needs intervention in the form of uency instruction as she has not met the oral uency time suggested by the DRA to complete the text are her reading level. Although accuracy scores at this level fall within the independent range, the time that it takes for Elizabeth to complete the passage does not. With this in mind, a uency intervention of repeated readings will be used. Repeated readings are a way to increase sight word recognition as well as In a profession where time seems to be of the essence, I chose repeated

readings as an intervention because I was able to hit on two of Elizabeths needs of sight word recognition and increased uency (wpm) by using this one strategy. One huge benet that I feel I have in implementing these interventions is the fact that I have a very involved PLC team of teachers working closely with me and with Elizabeth to offer insight and professional opinions. I am very thankful that as a school we do not consider a student as belonging to just one teacher or another teacher from year to year. Instead, there is a safe feeling in knowing that we are all working for what is best for our students...no matter who happens to be the classroom teacher for the year.