Intervention Plan for Student One- Grade 4 Strengths: Word recognition scores were consistently 97% and 99%. Student one attempts to sound out words that she cannot read and she did not become restless while reading the word lists or the oral passages. Weaknesses: Student one did not comprehend the read aloud passages. She scored 75% on the main idea section of the IRI. Student one�s lowest comprehension skill was cause-and-effect, 33.3%. Inference, detail, sequence, and vocabulary sections were also 50% or less. Goal: Increase and enhance the student�s vocabulary through daily one-on-one tutoring in segments up to 30 minutes in length using the strategies listed below. Strategies: 1.Word Detective - Student one will look for �suspects, � or new unknown words. She will create a suspect list and add to this list every time she finds an unknown word in her reading. Beside the word, she will write clues, such as the sentence that the word was in, and the definition of that word from the dictionary. She can add any other clues from her reading that might help her find out the meaning of the unknown word. These clues might be another word, or an explanation of what is going on in the reading that might help them interpret the unknown word. This list of clues goes into the �detective notebook� (a small spiral notebook). This notebook is kept in student one�s desk. After collecting �clues� for a week, stuent one will select a word and I will help her construct a graphic organizer showing the word, its definition, the sentence it was found in, other contextual clues that were found, and a student created sentence(Ainslie, 2000). If lack of time was not a factor, student one would select a word everyday instead of once a week. 2. Vocabulary Jeopardy - The student and a buddy will create a Jeopardy game after brainstorming terms related to a particular book or to a unit of study. The teacher will assist when necessary. First, the students will make vocabulary cards after scanning through books and materials pertaining to the unit. Next, they will make a Jeopardy game using the attached gameboard pattern. The students will write questions on cards that relate to facts and concepts studied. Answers are written on the back upside down. The cards will sorted into categories. Teams of students can play the game as a whole-class vocabulary review of the unit Bear, et.al., 2000). 3. Partner Reading - The student will read the story silently, then read it orally with a partner. During oral reading, partners take turns reading the story aloud, alternating paragraphs. While the partner is reading, the listener follows along, correcting any errors the reader may make. The reader and the listener will discuss unfamiliar vocabulary words from the story. I will suggest words when necessary. Partner reading gives students a great deal of oral reading practice, and enables the teacher to assess student fluency. 4. Reading Recovery - During the daily half-hour sessions, student one will be referred to a resource teacher. She will read many small books, some of which are written in a style close to that of oral language. The books also often use predictable language. The teacher will keep a running record to analyze the her reading performance. student one will also compose and read her own messages or stories. In addition, she will read slightly more challenging texts that she has not read before. The teacher will provide detailed support for her as she reads these more difficult texts. Magnetic alphabet letters might be used to assist in analyzing words. Reading skills are taught in the context of extended reading and writing by Reading Recovery teachers who have completed a year-long inservice education program that focuses on moment-to-moment responses to children's actions and behavior (Sensenbaugh, 1995). References Ainslie, D. (2000). "Teaching ideas: word detectives." The reading teacher, 54(4), 360-361. Bear, D., Invernizzi, M., Johnston, F., & Templeton, S. (2000). Words their way: word study for phonics, vocabulary, and spelling instruction. Prentice-Hall, Inc. Upper Saddle River, New Jersey. Duvoisin, P. (1998). �Petunia.� The 20th century children�s book treasury. Random House. New York. Sensenbaugh, R. (1995). ERIC clearinghouse on reading english and communication. [Online.] Retrieved March 17, 2000. Available: www.ed.gov/databases/ERIC_Digest/ed386713.html. Reflection: I did the Word Dectective activity with student one. First, I read aloud Petunia by Roger Duvoisin. Then, I instructed her to stop me on any words that she was unfamiliar with, in addition to selecting vocabulary words myself. She chose the words notches and hedgerow, so we wrote those �suspects� in her Word Dectective notebook. I reminded her to write the word and then write the sentence beside the word. We looked at the pictures and the context of the sentence to determine that notches probably meant that the length of Pentunia�s neck was increasing in small segments. Student one verified this by looking in the dictionary. We continued the same way with the word hedgerow. I chose the word forlorn for her and she added that to her suspect list. The activity went well. I would use this in my own classroom with students needing the extra practice. Student one was interested and attentive throughout. She eagerly participated trying to define the words. I would consider doing this activity with students during silent reading, also. |