Reading is indeed fundamental in all content areas. Although, context may vary, the process is the same. Across curriculums, connecting personal experience or prior knowledge with new information is critical to comprehending text. As educators, our role is to show students how to interact with the text using appropriate strategies to decipher information that is relevant, to organize text effectively, and to respond critically on both cognitive and affective levels.
¶ … teacher will" will be abbreviated by TTW and "the student will" will be abbreviated by TSW.
"Phonemic Awareness" will be abbreviated by PA, "phonics" will b P. "fluency" will be F, and "Comprehension" will be C.
Student is in 2nd grade and reading on Pre-Primer 2, per QRI-5. She has trouble with beginning and final sounds, sight words, retelling, and short vowels.
Literacy Intervention Plan
Literacy Intervention Action Plan
Each tutoring session will be between 30-40 minutes
*Some Days may be doubled up due to school scheduling
* "The teacher will" will be abbreviated by TTW and "the student will" will be abbreviated by TSW.
* "Phonemic Awareness" will be abbreviated by PA, "phonics" will b P. "fluency" will be F, and "Comprehension" will be C.
*During each week, the fluency session will begin with a systematic review of the Dolch Sight Words. Week 1 will be the Pre-Primer Sight Words. In Week 2, the Primer Sight Words will be added and in Week 3 the Grade 1 sight words will be added. Week 4 will be a review of the Dolch Sight Words from Pre-Primer to Grade 1.
*Spalding phonogram cards will be used during the Phonemic Awareness sessions. Only 2 letter and most common diagraphs and vowel pattern phonogram cards will be used.
Week #1
PA: TSW plays Word Wall game (Pre-Primer Level) (McKenzie, 2012). In the game, the student will break down the phonemes of the words by clapping. Each word has a picture associated with it. For the word "play," the student will clap 4 times for each sound.
P: TSW creates a collage, using letters from a pouch. TTW will hang one of the phonics endings on the word wall area. TSW attach letters to the word wall before the phonics ending to experiment with forming words.
F: TSW practice reading the words on the Word Wall for automaticity.
C: TSW read sentences and decide the appropriate word for the blank. The word choices will be words from the wall learned that day.
PA: Similar to day 1, the student will do the same activity but this time with words that have beginning two letter diagraphs. TTW then explain that two letters can make up one sound.
P: TSW creates a different collage, using letters from a pouch. TTW will hang one of the phonics beginnings on the word wall area. TSW attach letters to the word wall behind phonics ending to experiment with forming words.
F: TSW practice reading words from a word list with the blends and diagraphs learned yesterday. TSW practice for automaticity.
C: TSW read a level story paragraph and answer comprehension questions. TSW practice going back through their passage to find their answer.
(Doubled up day)
PA: TTW read a book aloud with short vowel sounds that rhyme to the student. TSW listen to the story and identify the rhyming words with short vowels.
P: TSW then write the rhyming words from the story and identify the spelling pattern. TSW will then play the "block game." TTW ask student to identify, with blocks, a single vowel sound. For example:
You say 'ah' -- and the child selects one colored block to show 'ah.' 2. Then add a sound before, or after, the 'ah' sound. For example: You could say "If this [block] is 'ah', show me 'ahf-f-f." (You added a last sound: ah --> ahff.)
Or instead, you could say "If this is 'ah', show me 'l-l-lah'" (You added a first sound: ah --> lah.)
3. The child adds a colored block -- before or after the 'vowel' block -- to show whether a first or a last sound has been added.
F: TSW read sentence strips from the story with the rhyming words.
C: TSW will then read the rhyming story aloud to the teacher. TSW then sequence the story by putting the sentence strips in sequential order.
PA: Teacher and student will play a game, "You're out of here." TTW show a grouping of words. TSW will identify the word that does not have the same beginning letter. Game is repeated with identifying words with the same ending letter.
P: TSW play the missing sound TTW show an image on the blackboard. Beside the image, write all but one of the sounds. For example, there is a picture of a dog on the board, you write 'og' beside it and the students have to provide you with the missing sound, not the letter.
F: TSW practice automaticity by reading words from a sight word list with the blends and diagraphs learned to date.
C: TSW read another story paragraph from the same story on Day 2 and answer another set of comprehension questions. TSW practice going back through their passage to find their answer. (Doubled up day)
PA: Similar to day 1 and 2, the students will play the Word Wall game but this time the student must tell the teacher the letters that make up the blend and digraph.
P: TSW practice spelling words with the blends and digraphs learned this week.
F: TSW read the same leveled story from days 2 & 4. However, this time the student will practice reading for automaticity.
C: TSW fill out a Web Mapping and identify the main story elements (characters, setting, etc.…) from the leveled story.
Week #2
PA: TSW be given a pile of picture cards. TSW sort the cards into short vowels and long vowels (Primer Level Words) (McKenzie, 2012).
P: TTW explain to the student about the magic superhero magic "e." TTW then demonstrate how the magic "e" can be added to the end of words to make new words, like tap and tape. TSW practice adding magic "e" s to the end of a word to create a new word.
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