Student Intervention Plan

Rachel Mixtacki
SPE-620
7/14/15

Student Overview/ View of Literacy

First grader going into second
Likes reading but has some struggles in that area
Has a hard time staying focused for long periods of time
With more targeted practice Ben will become a stronger
reader and writer
Parents View on Literacy:
Parents read often
Find the importance in Ben reading daily and going to
the library during the summer
Have goals in mind for his future

QRI Results
Started assessing at Primer=instructional
level
Strengths: The student generally gets
questions correct if they are right-there
questions found in the text and he read
that part correctly.
Weaknesses: The student struggles with
digging deeper and recalling important
information and details of the story.

Running Record
Polar Bears in the Arctic
Accuracy Rate: 96%
Error Rate: 1:28
Self-Correct Rate: 1:5
Strengths Accuracy rate is good, he
found a just-right book for him
Weaknesses Self-monitoring could be an
area of improvement

Words-Their-Way Inventory
Results: Within Word PatternsCommon
Long Vowels
Strengths: Knows digraphs and blends
which is generally a struggle with this age.
Weakness: Long vowel patterns over
used the magic e in words that do not
follow that pattern

Writing Sample
Strengths: He does a great job focusing
on one creative topic, didnt stray away
throughout his short writing sample.
Weaknesses: An area for focus would be
building sentences with correct
punctuation and capitalization and
focusing on making complete sentences.

Lesson One:

ng Questions to Better your Understanding:

racy.RI.2.1Ask and answer questions as who, what, where, when, why, a
to demonstrate understanding of key details in a text.
racy.RI. 2.2Identify the main topic of a multi-paragraph text as well as the
s of specific paragraphs within the text.
-Students will come to the carpet -Today we are going to focus on asking questions
-Have the students look at the cover of the book and the back and any illustrations
that there are in the book and we can come up with questions we have about this
story before we start reading.
-Writing the questions on a post-it note is good modeling for students read them again
and then start reading.
-As you read the book ask questions. Have prepared post-its prepared
-When you are done reading ask question about what you are thinking at the end of
the book, model for students how to do this.
-Place your post-its on a prepared chart to show students they types of questions you
asked at the beginning of the book, during reading, and at the end.
-Discuss what types of questions are important.
-Close by saying that good readers ask questions so that they better understand
what they are reading.

Handout For Student Reference:

Rational for Lesson One:

I have chosen this lesson plan to help my
student comprehend better because my
student struggled with coming up with all the
answers to show he comprehended what he
read. By teaching him and his classmates a
way to ask questions while reading this will
help them really think about what is and isnt
making sense during their reading.

Lesson two:
Building a Sentence:
Literacy.L.2.1Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Literacy.SL.2.6Produce complete sentences when appropriate to task and
situation in order to provide requested detain or clarification.
-Write sentences and fragments on the board
-Talk with students about what makes up a sentence.
-In each sentence there should be a noun or subject, there should also be a verb
(something to describe what the noun is doing). Sentences need at least these two
things to be a complete sentence.
-Look at the sentences that were written on the board. Ask students if they can find
any sentences that are complete.
-Have students help you to make the sentences that are not complete, complete.
-Practice making some complete sentences
-Then explain that sometimes sentences have more than just a verb and a noun, that
we need more to make them interesting.
-We have the sentence the shiny car stopped how could we describe how the car
stoppedquickly, slowly?
-Have students go off to their independent writing and see if they can uses this
writing strategy while their work.

Example of Lesson
The bag.
The dog barked.
Joey skipped up the hill.
Yellow.
The shiny car stopped.

Rational of Lesson Two:

I have selected this writing lesson to focus
on an area where my student has struggled.
He struggles in making sentences and
adding correct capitalization and
punctuation. This lesson will help him
expand what he knows and give him more
tools to use in this area.

Recommendations:
School recommendation: Tracking his
reading so that he can read fluently and
not miss lines in the text.
Home Recommendation: Read for
comprehension at home. Take turns
reading but then also use the reference
sheet to help ask beneficial questions
while you read to help comprehend.

Reflection:
Through this project I have learned a lot about
assessing, analyzing and planning for students
who have difficulty in literacy. When you assess
students there are many factors that go into
planning and meeting the needs of your students
so that they can be successful. This project has
taught me how to plan lessons that are going to
meet the needs of my students and also help to
ensure that I am doing everything for my students.