READING COMPREHENSION/ACCURACY/FLUENCY (PALS-1 intervention)

A) Background Information: 20 minutes 1st Grade Language Arts 26 Students (whole class intervention) Students grouped in 13 groups of 2, with the highest readers going with the lowest readers and acting as their reading coach

B) Goals and Rationale: Students will participate in a learner directed lesson plan that will be a daily intervention for the entire class. This will teach students teamwork, and help them with skills to work with phonics, self-correcting percentage, word accuracy, and word fluency.

C) Objectives/Standards and Benchmarks R.WS.01.02 recognize that words are composed of sounds blended together and carry meaning. R.CM.01.02 retell in sequence up to three important ideas and details of familiar simple oral and written text.

D) Teacher Preparation

 Teacher will have selected groups based on reading level (high/low) Teacher will need to have necessary book and game sheets(low level readers level). To do this lesson teacher will need to have previously explained and identified the rules of PALS, and the procedures that go along with the intervention, as well as the expectations placed upon both the readers and coaches.

E) Assessment Plans Students will be assessed throughout the lesson by teacher roaming through the room, as well as their progress throughout their game sheets. This intervention is a big help for students partaking in the DIBELS assessments because of the sounding out of words in the game sheets, and self-correction that is constantly encouraged. F) Instructional Procedures First the teacher will hand out folders including the appropriate leveled texts and game sheets. A quick reminder will be given to the entire class of the rules of PALS and the expectations of both readers and coaches. The importance of these roles will also be brought to the attention of the students. 10 minutes will then be allotted for students to read together and correct one another when mistakes are made.

 1 minute will then be given for a retell where the reader will retell the story to the coach, that ensures their answers are correct. Game sheets will then be taken out of folders, and 1 minute of review of game sheet expectations and roles will take place. Students will then be given 8-10 minutes (depending on time) to do their game sheets which focus on phonemic awareness, chunking, blending, and stretching. My struggling reader has received a special accommodation for this exercise. He has been given our best and brightest coach who can already teach better than many high schoolers that come to tutor throughout the week. She really likes to help, but is still not overbearing to the point of telling those she helps the correct answer right away.

G) Reflection I really didnt think I would enjoy PALS, because of the lack of teaching I did. Looking back, once I took the script out of the lesson and just went with what I thought would be appropriate to say and eliminate, I feel it sped up the lesson and helped the class flow as a unit working toward literacy for everyone. The teamwork that is created with this intervention is also quite exciting. I really enjoy seeing my students work together without having me in front of the class demanding they do it this way or that. My effectiveness as a teacher in this might be very little due to my lack of involvement but my little tips to groups of 2 on how they might help their partners better seemed to really help. I did still kind of felt a little helpless

whenever they were doing all that fun reading and learning without me, but as long as theyre learning that is all that matters.