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| *Strengths The student's strengths are in word recognition. She has great ability in sounding out and decoding words. She read with expression and used context clues to figure out words. Errors were mostly repetition. Because of this, she scored very well on the word recognition part of the reading inventory. Under the comprehension part of the inventory, the student did really well at giving details from the story as well as answering the cause and effect questions. *Weaknesses The student showed weakness concerning comprehension. Main idea questions were missed most often. Word meaning and sequencing were also areas of weakness. The student could read and pronounce the words in the passages but had difficulty in explaining their meaning. In word recognition, errors were mostly repetition. *Targeted Weakness Student's targeted weakness is in the area of comprehension. *Specific Goals Goals for intervention are to increase the student's ability to identify and explain the main idea of a passage. The following strategies are ways to increase comprehension and identification of the main idea. *Strategies *Clarifying Sometimes explaining the meaning of something they have read is hard for students. This strategy helps students to identify and explain the main idea of a selection. Give the student three sentences from the story. Explain that all of the sentences tell about something from the story but that only one of them tells what was most important about the story. Read the story with the student. After reading, work with the student to choose the sentence that gives the main idea. Discuss with the student why that sentence tells the main idea about the story and the others do not. Use the think aloud approach to explain how you arrived at the main idea. Repeat this strategy with other stories and have the child read them independently. After they read, discuss which sentence gives the main idea and why. After the student seems successful, gradually take away the sentences and have the student determine the main idea on their own. This strategy would be appropriate to use with primary grade students. *KWL Chart The KWL chart is a way for students to map out what they Know, what they Want to know, and what they Learned from reading a particular book. This approach is very useful when reading nonfiction or information books. The student will use a table (see illustration) to write out what they know about the subject. The student will then write down what they want to know about the subject. After reading the book, the student will write in the final column, what they learned. By using this chart as a way to link prior knowledge with the new information found in the book, the student will be more successful in understanding the main idea of the book. This chart would be an appropriate tool for all grade levels. KWL - Chart
*Questioning A way to keep the student involved in what is happening in the story, is by having them make up questions as they are reading. This should be modeled a few times before so the student understands how the process works. As the student is reading the passage, stop and think of a question relating to the story. Write the question down on a post it note and continue through the story. Continue thinking of questions throughout the story. At the end of the story, look through questions and see if they can be answered. If not, then reread back through the story to find the answers. The questioning strategy will help students stay alert during reading which will increase their comprehension of the story. This strategy would be appropriate to use with upper primary students. *Connecting Making connections with text is an excellent way to ensure comprehension. When reading a selection, students should look for ways they can connect the text to something else. Students can make connections between the text and self, text and other text, or text and the world. This process should be modeled and guided before student uses the technique independently. The easiest connection for students to understand is the text to self connection. As the student is reading the text, find similarities between the student and characters in the story. Use the connections to prompt discussion of the story and help the student identify the main idea. This approach would be most appropriate with upper primary students. *Reflection I worked with the student using the KWL chart. We read and informational book, "A visit to Washington D.C." By Jill Krementz. Before reading the book we worked together to fill out the chart on things that she already knew about Washington D.C. After discussing what she knew, we also talked about things that she didn't know about Washington D.C. After our discussion, we read the book together. Once we had read the book, we returned to the table and filled in what she had learned from the book. A lot of the information she learned, answered the "want to know" questions we had listed before. Once we had filled out the chart, we talked about what the book was about. I felt that she had a good understanding of the book and had no trouble identifying the main idea. The area I feel that the student needs to work on now, is in the area of fictional stories. We would need to implement one of the other strategies listed and work on grasping the main idea with those. The KWL chart ensured her success in understanding the main idea of the story. Further intervention is needed however, in the area of fictional books. Other strategies I have listed could be utilized to assist with this. *Bibliography
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Intervention Plan