Intervention+Plan-Design+for+Instruction

Learning Objectives:

 * ==== Given a Primer Level and Level 1 reading passage, M.M. will read 105 words per minute with 2 errors or less. ====
 * ==== Given Dolch word flash cards, M.M. will decode each word with 90% accuracy or higher on no more than 2 trials. ====
 * ==== After hearing a word said aloud, M.M. will spell 7 out of 10 words correct on 2 attempts. ====
 * ==== Using the rule of silent e, M.M. will identify and mark the correct word that is called on a Bingo card with 80% accuracy. ====
 * ==== After discussing each story, M.M. will answer comprehension questions in his workbook with 90% accuracy. ====
 * ==== Given a detailed sentence or paragraph on a worksheet, M.M. will choose the main idea that best goes with it from 2-3 choices with 90% accuracy. ====

Overall Goal: To develop and improve skills in decoding, fluency, and comprehension.
==== The goals for intervention that I have for the student are in the areas of fluency, decoding, and comprehension. Using the first three days as a baseline, I came up with a goal for the student to read 105 words per minute with 2 errors or less. However, when I averaged the baseline together it was only 80 WPM, but being that the passage is a Primer level, I thought 105/2 would be a feasible goal for him. I also wanted to motivate him with a more challenging goal because technically he should be reading 90-120 WPM on grade level. Each time I work with the student, I will give him the reading probe to assess his fluency for one minute. I will let him know his progress by sharing how many words he read and the errors that he made. To go along with fluency, I also thought the student needed help with expression because he often read in a monotone voice. For this, I plan to model reading for him and even do echo reading together. ==== ==== As far as decoding, I will use the Dolch word list flashcards to monitor the student’s progress of basic sight words. When he reads, I will also make notes of which words he is struggling with. I will encourage him to sound out each word, but I will say the word if the student is unsure. I would also like to work with him on spelling being that I noticed a lot of errors in his writing. In order to do this, I will say a word and have him write it on a mini whiteboard or paper. I will then record which words he spelled incorrectly, and go over his mistakes with him. Out of 10 words, I would like to see him spell at least 7 of them correct given two attempts. ==== ==== To help the student with words that have a silent e, we will discuss short and long vowels. I will show him a word such as “rid” and ask him to identify which vowel sound it has. Then I will add an “e” to the end and ask the student what the word is now as well as what the vowel is. I will show him a few more examples and then he will play Silent e Bingo. I made this game online and included words with silent e as well as words that do not have the silent e but look similar such as “site,” and “sit.” I will have the student play this game often for him to practice. For this game, I will say the word and he has to mark it on his Bingo card. When he has bingo, he will have to read each word correctly in order for me to make sure he knows what the word is. ==== ==== For comprehension we will do lessons from his SRA Corrective Reading textbook. It is a 4th grade level textbook. I would like the student to be able to answer questions orally while reading as well as written questions in his workbook. My goal is for him to answer 90% of the questions correctly. I will also work on the man idea of a story by using worksheets as practice. He should get at least 90% of each worksheet correct. ====