Lit5233 intervention plan 2

Running head: INTERVENTION PLAN PART TWO
1
Jennifer Miller
Intervention Plan Part Two
American College of Education

INTERVENTION PLAN PART TWO
2
Name: Jennifer Miller
Intervention Plan Form
Phase I – Diagnostic Plan for Robert
Introduction
Robert is a six year old boy in first grade. He is a natural leader and has many friends,
even though he is not always kind to them. He is very rambunctious and needs physical contact,
so he often gets into trouble for being too rough and putting his hands on others. He can not sit
still for very long; he can often be observed squirming all around rather than staying at his spot
on the carpet. When Robert puts his mind to completing work, he does so quickly and without
getting distracted. However, he does not take pride in his work or ensure that he is following the
directions. He gets angry if asked to redo an assignment.
Information
Student Name: Robert
Grade: 1st Age: 6
Background
School: Robert has attended this elementary school since Pre-K. His first grade teacher has
noticed that Robert is falling behind his classmates in his reading ability. The kindergarten
teacher says that last year he was a bit behind, but nothing to be too concerned about. When
assessed on sight word knowledge, Robert did not know any first grade sight words, and only

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knew about a quarter of the kindergarten words. He has a lot of difficulty with phonics, as
well.
Home: Life at home for Robert is unstable. His parents got divorced last year and it has
greatly affected his overall well-being. His mom and dad have a very volatile relationship and
do not communicate with each other. He is very angry and suffers from anxiety. He also has
bathroom problems which is becoming a big issue in the classroom. His mom says this stems
from his anxiety and that he is seeing a counselor outside of school. He bounces back and
forth between mom and dad’s houses, but also spends a big chunk of time with his paternal
grandmother when his parents are busy. He is an only child and often has no other children to
play with at home.
Current Behavior
School: Robert often seems upset or angry, both with the teacher and his classmates, or for
no known reason. His poor attitude causes him to get in trouble at times. He is often too
physical with other students, both in play and anger, and has been sent to the principal many
times for fighting.
Home: Mom says that Robert is very whiny and needy at home, and does not listen well to
directions. She admits to “giving in” when he throws fits to get his way.
Assessment Information
Pre-Assessment Results
Listening Level: Passage Form: 2 Results: 90% correct (Listening)
Present Standardized
Reading Score:
1.3 (first grade, 3rd month) at the end of first grade

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(if known; posted as
grade level or
percentiles)
IRI Results: (Posted
as grade levels OR
include the IRI
summary page)
Word List Form: Level 1 Results: 4/10 correct (40%)
Passage Form: Level 1A Results: 30% (Oral)
Passage Form: Level 1B Results: 20% (Silent)
Overall:
Frustration Level: 2
Instructional Level: 1
Independent Level: Primer
Miscue Analysis Results: 30 total miscues (out of 71 words)
Mispronunciation: 10 Substitution: 5 Insertion: 2
Omission: 5 Reversal: 0 Repetition: 4
Refusal to pronounce: 4
Observation Comments: Robert had a poor attitude while reading
the passage. He kept stopping to say he couldn’t read, without
attempting first. He sighed a lot and took long pauses. There was
only one time that he self-corrected a word.
Handwriting Sample:
Handwriting is extremely difficult to read. Robert does not form
many letters correctly; he often starts at the bottom and does not
make the letters the correct size (Ex: capitals look like lowercase).
His writing is very faint because he does not apply enough pressure

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with the pencil. He struggles to come up with sentences of his own
to write when required to do so (Ex: writing an opinion paragraph).
Chunking Size:
Small: Robert does not have good stamina or memory for long
passages.
Thinking Style: Mental speaking? N Visualize pictures? N Combination? N
Problem Solving:
Robert does not show initiative to solve problems. If he does try a
strategy and it does not work, he will give up and stop trying.
Other Tests: (Type
and results)
DIBELS Oral Reading Fluency: 26 words correct per minute (Goal
of 70 wpm by end of first grade)
Preliminary Summary
Robert makes so many miscues when reading aloud that he has very poor
comprehension of the text he reads. He has trouble decoding unknown words and also misses
many sight words. He is very reluctant to read and would often just sit and wait for me to
supply a word. His listening comprehension was much more accurate; he only answered one
question incorrectly. This matches his performance in the classroom as well. He loves
listening to stories and is able to accurately retell.
At primer, Robert’s independent reading level, he is confident and reads fluently. His
instructional level is 1 (first grade) and he becomes more reluctant to read. He needs to be
prompted to use the phonics strategies that he knows. It is obvious that his confidence level
sinks as well, and he tends to slouch. At his frustrational level, Robert almost gives up and
won’t try to read. He skips words that he thinks are too hard to read, or just says a word that

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starts with the same letter. He does use picture clues if they are available when he reads at his
instructional and frustration levels.
Comments:
Robert’s lack of sight word knowledge seems to be a big factor hindering his reading ability. It is
apparent that he also needs intervention for phonics in order to become more proficient at
decoding. If Robert is able to change his attitude towards reading to be more positive, that will
most likely help him to increase his reading skills, as well. Robert also struggles with phonemic
awareness.
Phase II – Prescriptive Intervention
Target Area 1: Phonics
Explicit phonics instruction can be very effective in helping struggling students. The National
Reading Panel (2000) says, “The primary focus of phonics instruction is to help beginning
readers understand how letters are linked to sounds (phonemes) to form letter-sound

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correspondences and spelling patterns and to help them learn how to apply this knowledge in
their reading” (para.1). Robert does know all of the letter sounds, he is struggling to link them
together to make words, and to remember letter combinations (Ex: digraphs, blends, etc.).
Strategy A will focus on reading nonsense words. By having a student read nonsense words, you
can find if he or she knows the sounds of letters and blend to read, even in words they have never
seen before (Meier, 2007).
Multi-sensory instruction for phonics works because it helps to focus children’s attention on the
sequence of letters in a word (Center for Effective Reading Instruction, 2016). Using
multi-sensory instruction means to incorporate the reading skill with a kinesthetic activity. This
strategy could be especially effective for Robert because he has a very hard time sitting still, and
enjoys using his hands to explore. This will be the focus of Strategy B.
Strategy A: Nonsense Words: At the small group table the teacher will explain to students
that the words they are going to read are nonsense words, which are not real words. They
will need to use the letter sounds that they know in order to read the words. A review of
sounds before beginning may be beneficial. Then, students will whisper read the words
while the teacher listens to each student. Another activity for this strategy will be writing
words and sorting into either real or nonsense. Students will use one wheel with single
letters and another with a rime (ab, ime, etc.). The student will spin each wheel, read the
word, and write in the correct category.
Strategy B: Multi-sensory Phonics: There are many activities that could be used for this
strategy. One idea would be to touch words and letters while sounding out. The student
would touch under each letter as saying the sound, then swoop under to read the whole

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word. Another idea is to assign a gesture for letters and/or sounds (digraphs, blends).
Then, the teacher will dictate a word; the students will make that gesture when they hear
the sound in the words.
Standards Addressed:
CCSS.RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.RF.1.3a: Know the spelling-sound correspondences for common consonant digraphs.
CCSS.RF.1.3b: Decode regularly spelled one-syllable words.
Target Area 2: Sight Words
It is imperative that students learn sight words in order to become proficient readers. Sight words
are those which do not follow phonics rules and cannot be sounded out. Hayes (2016) completed
action research in regards to the importance of sight words and found that sight word instruction
improved students’ overall reading abilities and increased students’ confidence in reading (p.2).
Since these are words which cannot be sounded out, students need to memorize them. This can
be difficult for some and take a lot of time. One strategy to teach sight words is to introduce them
in isolation, then immediately within text. Hinzman and Reed (2018) say, “Immediately
encountering the words in a book provides an opportunity to practice reading them, but building
the ability to read them with automaticity, or effortlessly upon sight, will take repeated practice.”
Another strategy is to have continuous, varied sight word instruction. It is instruction that needs
to be continued throughout the year, adding in new words while also reviewing the previous

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ones. Incorporating games can help keep students engaged, and in turn, help them to memorize
the words.
Strategy A: During small group instruction, the teacher will write the new (or review)
sight word on a whiteboard. After giving the students time to look, the teacher will hide
the board and erase a letter, then ask the students what letter is missing; continue several
times. Next, each student will use magnetic letters to spell the word. Then they will mix
and fix: Mix all the letters and put them together again correctly. The students who are
finished can do table writing; write the words on the table with their finger. Finally, the
students will be instructed to write sight words on their own whiteboard. The new sight
word should be included, but should not be given first, so that students can work on
retaining their knowledge. The last step is to read the selected story independently
(whisper reading). The story should contain the new sight word as well as others.
Strategy B: Games (one example game provided): The students will play Word Baseball
in partners (Florida Center for Reading Research-FCRR): Beforehand the teacher will
write the sight words on index cards. Student 1(pitcher) will show the first card to student
2 (batter). If the batter gets the word correct, they move to first base on the gameboard. If
the batter is incorrect, he gets an out and the word is placed at the bottom of the pile. Play
continues in the same way until all target words are read.
CCSS.RF.1.3g: Recognize and read grade-appropriate irregularly spelled words.

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____________________________________________________________________________
Target Area 3: Phonemic Awareness
Early intervention to prevent lags in phonemic awareness development can also prevent students
from being behind when they begin learning phonics and how to decode; this can ensure that
students will learn more easily to read fluently (Dickenson and Neuman, 2007, p.101).
Assessments have shown that Robert is low in phonemic awareness. Specifically, he has trouble
manipulating sounds to make new words. Lundberg, Frost, and Peterson (as cited in Tankersley,
2003) said, “The ability to recognize that words are made up of discrete sounds and that these
sounds can be changed is essential to success in learning to read” (para.2). In Strategy A, Robert
will work on deleting phonemes to create new words. He also struggles with manipulating and
changing phonemes, so that will be the focus of Strategy B.
Strategy A: Drop and Say (FCRR): Students will play in partners. Taking turns, the
students will select a Drop and Say card and name the picture. Then, they say the word
again, this time deleting the initial phoneme. They will find the picture on the gameboard
that matches the word and place that card on the picture. Play continues until all cards
have been drawn. When ready, students can play in the same way, this time deleting the
final sound.
Strategy B: Name Changes (FCRR): The teacher will make a recording for students to
listen to and complete the activity. Ex: Say cub…..change u to a…..say the new word.
Then the student draws a line from the picture of the cub to the new picture. There will be
different recordings for initial, medial, and ending sounds.

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CCSS.RF.1.2: Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
CCSS.RF.1.2f: Isolate and pronounce initial, medial vowel, and final sounds (phonemes)
in spoken single-syllable words.
Summary for Phase I & II
The oral reading fluency and comprehension results showed that Robert was struggling in
both areas. His comprehension when reading aloud was 30% and reading to himself was 20%.
Those results made it apparent that Robert would need a lot of intervention in comprehension.
However, when he is listening to a story, his comprehension goes up to 90%. So, it is also
apparent that he needs to work on phonics in order to become more fluent. The DIBELS
assessment shows that his fluency is very low and the miscues are both in sight words and
decoding.
Working one on one with Robert, it is apparent that although he struggles, he is capable.
A big obstacle to becoming a grade-level reader is his attitude. He is often choosing to not read
or not do his best. This is a challenge for a teacher, but it is a challenge I would gladly take on. I
can imagine that he would make tremendous growth if he realizes that he can actually read and
gives more effort.

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References
Center for Effective Reading Instruction. (2016). Phonics instruction: The value of a
multi-sensory approach. Retrieved from
https://www.readingrockets.org/article/phonics-instruction-value-multi-sensory-approach

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Dickinson, D.K., Neuman, S.B. (2007). Handbook of Early Literacy Research. Guilford Press.
Retrieved from
https://books.google.com/books?id=Lyxgk3cF6B4C&dq=importance+of+phonemic+awa
reness&lr=&source=gbs_navlinks_s
Florida Center for Reading Research. (2005). Word baseball. Retrieved from
http://fcrr.fsu.acsitefactory.com/sites/g/files/upcbnu2836/files/media/PDFs/student_cente
r_activities/k1_phonics/k1_high_frequency_words/k1_p044_word_baseball.pdf
Hayes, C. (2016). The effects of sight words on student reading abilities. Retrieved from
https://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1327&context=education_ETD_ma
sters#:~:text=especially%20the%20words%20with%20irregular,in%20the%20world%20
around%20them.
Hinzman, M., Reed, D.K. (2018). Teaching sight words as a part of comprehensive reading
instruction. Retrieved from https://iowareadingresearch.org/blog/teaching-sight-words
Meier, J. (2007). Nonsense, as in nonsense words. Retrieved from
https://www.readingrockets.org/blogs/sound-it-out/nonsense-nonsense-words#:~:text=No
nsense%20word%20fluency%20measures%20a,acquiring%20early%20alphabetic%20pri
nciple%20skills.
Tankersley, K. (2003). Threads of reading: Readiness/phonemic awareness. Retrieved from
http://www.ascd.org/publications/books/103316/chapters/Readiness~Phonemic-Awarene

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ss.aspx#:~:text=Chapter%201.-,Readiness%2FPhonemic%20Awareness,of%20readers%
20learn%20to%20read.

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