Literacy Development and Instruction in Core and Intervention Areas

Case Study Intervention Plan Assignment – Elementary Level

Rosa, Amanda, and Raymond have always had a difficult time learning to read. They are in the Lehigh Valley
Elementary School, where you have been on staff for the past several years. Each of these children has struggled
with reading since they were in kindergarten. Although each has different problems, they all are in tier 2 of the
school’s newly implemented Response-to-Intervention system. As a member of the school pre-referral team, you
are responsible for assisting teachers and their students who struggle with reading. You have been given the task
of designing and planning small-group, skill specific intervention for tier 2 students. The three students below are
the focal students. Since the school as decided to use a problem-solving approach, you must plan intervention that
uses all the tools of effective instruction.

Rosa, a first-grade student, does not know the sounds of many letters and can only identify 13 printed letters.
However, she can sing the ABC song with no errors, can identify the pictures she sees in books, and knows some
concepts about print (for example, she knows the front of the book, can show where to begin reading and where
to go next, and understands the correct direction to turn pages). She cannot point to words as the teacher read
them or tell the teacher the letters in the words.

On the other hand, Raymond, a third grade student, has difficulty identifying rhyming words when he hears them.
He can match all upper and lower case letters and can identify all upper case letters. Raymond has trouble reading
lower case letters; he mixes up /b/ and /d/, /g/ and /j/, /m/ and /n/, and /p/ and /q/. His teacher is also concerned
about Raymond’s fluency skills. He enjoys listening to stories and is able to identify the characters and setting of
the story. He is able to identify what happened at the beginning and at the end of the story, but has difficulty
sequencing the middle of a story.

Amanda has just transferred to your school and her school records have not arrived from her old school, but her
parents reported that her previous teacher had asked to meet with them. She is starting the 4th grade at your
school, since that is the grade she was in at her previous school. They moved before the meeting could occur and
are not sure what was going to be addressed at the meeting. Amanda completed some assessments for her new
teacher, who noted some skill deficits. Most of Amanda’s peers recognize sight words like “whether,” “stomach,”
“umbrella,” “handkerchief,” “shoulder,” “lettuce,” “sweater,” “grocery,” and “thirsty” and can easily decode all
grade-level words. Amanda has difficulty when she encounters these and many other sight words, and has
difficulty with phonetic decoding at her grade-level, especially in the content areas. Amanda’s oral reading is
slow and labored. She often says the wrong letter sound or incorrectly guesses at words. Also, Amanda is unable
to answer comprehension questions that require critical thinking after she has listened to a passage read aloud, but
she can easily answer rote memorization questions.

In each of these cases, there are one or two other students at the same grade level with similar problems as Rosa,
Raymond, and Amanda. This means that you may be able to use the same intervention plan for small-group
intervention instead of one-to-one with each individual student.

Examples of reading goals for tier 2 students:

1. When shown a picture of an object, the student will state each phoneme of the word with 100% accuracy.
2. When the teacher says and shows a written CVC (consonant-vowel-consonant) or CVC-variant word, the
student will state each phoneme of the word with 100% accuracy.
3. Given a sheet of lower case letters, the student can name each of the letters with 100% accuracy.
4. Given a sheet of lower case letters, the student can state the most common sound of each of the letters
with 100% accuracy.
5. Given a CVC or CVC-variant word prompt, the student will be able to say the word “slowly” (sounding it
out) and then say it “fast” (reading as a whole word).
6. Generate a corresponding rhyming word when presented with a three- phoneme written prompt (e.g., cat-
hat; fish-wish).
7. When shown a list of letter combinations, the student will say each with 100% accuracy.
 8. When given unknown grade-level content area words, the student will use an advanced word reading
strategy to correctly say the word with 100% accuracy.
9. When given a 250 – 300 word content area text, the student will read the text at 80 words per minute, with
100% accuracy and correctly answer several questions about the text content.
10. When given a 250 – 300 word story passage, students will read the passage at 100 words per minute, with
expression, and correctly answer several critical thinking questions about the passage content.
11. After reading a passage at the instructional level, the student will be able to orally summarize the key
ideas and supporting details.

CASE STUDY ASSIGNMENT: YOU ARE WRITING THE INTERVENTION PLANS AND
DESCRIBING THE MATERIAL AND INSTRUCTION USED TO REACH THE GOAL.

Reread the case study and complete the following steps

1. For each student described, select three goals from the list above which directly address the student’s needs.
2. Design an intervention plan for each student which targets the goals you’ve selected.

INTERVENTION PLANS

Your intervention plans should target one or more of the following essential reading skills or subskills:

i. Phonemic Awareness
ii. Phonics Instruction
iii. Phonics – Sight Word Reading or Advanced Word Reading
iv. Fluency
v. Reading Comprehension

You should be familiar with the respective chapters in our textbook to complete this assignment.

You are submitting three intervention plans—one for each of the students described in the case study. Your
intervention plan should follow the format presented below. Each intervention plan must contain the
following components:

Three (3) teacher-directed in-class activities that directly target one or more specific goals.
Each activity should be research-based and summarized succinctly. You need to provide a brief but
complete description of the intervention. Possible activities include direct teaching formats in your text as
well as other interventions shared in class. No more than one of these intervention activities may be a
commercial reading program (e.g., Read Naturally, Corrective Reading, Language!). If you select a
commercial program, provide a rationale for your choice (i.e., how the program can target the stated goal).
*Note: Your plans should cover 40 minute intervention periods in which you would provide small group
instruction for your selected student and several other students who are working on similar reading goals.

One independent practice activity.

You do not need to make a material. You are only required to describe an activity or material that
would appropriately support each student’s growth toward reading goals. This is an activity that can be
done independently to reinforce skills being taught. You may use the material you developed for the
materials project, but it should be adapted to meet the stated goal. You can use your materials for no more
than one of the case study students. Your description of the activity should be brief but complete.
 RESOURCES

You may use any intervention and/or material from your textbook and/or class discussions/handouts. You may
use more than one intervention per goal, but you may not use the same material and/or intervention in
more than one plan. Use the same format to design your intervention plan for each student.

One progress monitoring chart with description

You must include one chart for each student that will show how you will collect data towards assessing a
particular goal. You need to include a short description of the chart and how it will be used.

PLEASE NOTE:
The rubric for this assignment is on D2L.
You must use a different material idea for each of your intervention plans.
You must provide a progress monitoring chart with the intervention plans.
You must submit this case study project through both D2L and TaskStream.

Case Study Intervention Plan Due Date: Sunday, December 7 by 11:59 PM.