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Student Name: Johnny

Weekly Intervention Plan

Grade Level: Second

Instructional Level: First

Teacher: Tamara Dixon

Date: 10/14/14

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.

Instruction and Materials


Affective Warm-Up
Objective: Through choice and entertaining
material, John will begin to value in reading
as a fun activity.

Plans: Description of
Instructional Activities
John will re-read his favorite poem
from last week.

What was actually done

Analysis of skills (Reflection)

Next Steps

What Was Done: We began by re-reading the monster poem from last week.

Though John initially skipped a word until I brought his attention to it, he made
no other mistakes, and he was able to pronounce all of the words without trouble.
Analysis of Skills and Next Steps: I was very pleased to see that John did not forget the words he
previously struggled with over the time between lessons. Clearly, as he read it almost flawlessly, his
confidence in his reading grew a little.

Skills: Building fluency & Identifying


words in context
Objective: John will gain exposure to
new words and improve his reading
rate through repeated readings. He
will work towards automatically
identifying words in context.

After letting John choose several


poems, I will model the readings for
him, then we will read together, and
finally I will have him read each
poem aloud twice.

What Was Done:

We revisited the cafeteria poem. John asked if I would read it first in case he
forgot some of the words, but I wanted to see which words he forgot, so I told
him I would help him as he went. Though he had to pause and sound out about 6
of the words, he only needed help with 2 words, and both of those words were
above grade level (spinach and gangrene). Other words he struggles with
previously like bread and juice he was able to decode on his own.
I then took him to a poem called English is a pain which pokes fun at the
frustrating nature of homophones. It seemed like a good opportunity to not only
practice a new reading and explore new words, but to also recognize how the
same sound can be made multiple ways. It was also a good chance for more
exposure to vowel digraphs and gh words. I read the poem first. John was
reluctant to read it after me, so I asked him to read just the first two stanzas. The
first reading was slow, and we stopped to explain the differences in the word
meanings. The second reading was faster, but both lacked prosody, so I asked
him to focus on this. I asked what he thought the writer might be feeling, and he

indicated frustration with an exasperated sigh. The third reading still had a little
stumbling, but much better prosody.
In part 2 of this weeks lesson, we ended by Johnny read aloud some of the
poems he had practiced. He was able to read the first one almost flawlessly. We
revisited the homophone poem which he had practiced less, and though he was
slower, he made it through with only a couple stumbles. We added one verse to it
this time, and though there was some slow decoding, he managed through
without any help from me. On our final time through, he suddenly could not read
the word spell. After I prompted him and he got it, he decided of his own
accord to go back and redo the stanza.
Analysis of Skills and Next Steps: John is consistently doing well with automaticity for poems he has
practiced with before, even though days have passed between the readings. The homophones poem
was the hardest yet, and he will next need explicit teaching for vowel digraphs.
Skill: Writing
Objective: John will write a paragraph
with 3 complete sentences that do not
repeat each other, using proper
punctuation and capitalization.

I will practice a pattern with John


this week, asking him in each
session to name 3 things he did in
school that day. I will write the three
key words for each activity on a
paper and ask John to write a
sentence about each of the three
words. This should help him have
enough to say without repeating
ideas, and he should see how the
sentence ends when he moves
from one idea to the next.

What Was Done: In part one, I asked John to tell me three things he did at school that

day. Instead of telling me three separate activities, he told me three things about
playing flag football. I asked him to write down the three main words that
explained what he did. He put those three words at the top of his paper. I helped
him fix his spelling with those three words, focusing on U after Q and igh in
fight. Then I asked him to make each main idea into its own sentence. After he
wrote the sentences, I showed him how to identify the subject and actions. I had
him identify the subjects and predicates, but I marked them on the paper for him.
After this, he went back through and edited he sentences for capitals and fixed
legibility. Then we practiced adding details to the sentences. In retrospect, this
step should have been done before editing.
In part two, I again asked John about 3 things he did that day. He seemed tired,
and it was difficult getting him to remember. Finally, he talked about math,
football at recess, and P.E. I asked him to write 3 sentences about what he did in
school that day, and I told him I wanted to how he wrote them and if he knew
where to put the periods. Unlike last time, I did not help him with his first draft of
writing this time. He had a hard time staying focused, and even just writing those
three sentences before editing took almost 6 minutes. Once he was done, I
showed him how to had transition words to connect his sentences. Since these
events happened in a certain order, we practiced time transitions like, then,
later, and After that. He wanted to use then twice, so we talked about
varying the transitions we use. Originally, he had his first two sentences together.

After adding the transition, we fixed the sentences and separated them. He also
forgot to capitalize. We also added some details to the sentences. For example,
one sentence said, Then I did money math. So we added, and it was easy.
Johnny is having trouble extending his thoughts beyond the very basics, and this
is something I want to continue to work on. After extending the sentences and
fixing the mechanics, we wrote a final draft. At this time, we practiced staying in
the margins, and writing each sentence immediately after the first, as his tendency
had been to start each new sentence on its own line. He also practiced writing
neatly.
At the end, I asked him to tell me what he learned about writing sentences today.
He mentioned capitals and connecting words. I prompted him by asking what
he learned comes before a transition word, and he said, Period.
Analysis of Skills and Next Steps:
In part one, John was having trouble identifying where the sentences should end, but that was not an
issue in part two. He remembered without prompting to put periods between the separate ideas. He is
still using capitals where he should not and not using them when he should. This will require more
writing practice, perhaps with a checklist that reminds him to look at capitals. His writing has certainly
improved since the first informal writing assessment, and I can usually tell now what he means to say.
However, his writing is still just bordering on legibility, but this seems now more a matter of will than
skill. It can be fixed with reminders and bribery, but these methods will not have a long term effect. I
believe I will not spend a significant amount of time on this since I know he is at least capable. I would
rather devote the time to his fluency and word identification skills.
Closing Activity: Read a poem of Johns choice aloud to him.
I brought in a new book of poems and allowed John to pick any one for me to read aloud to him.

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