Case 1 : Student: Joshua Age: 9 Grade: 4th Scenario Joshua attends a K-8 urban school and is in the fourth grade. He is very interested in insects and likes to study them whenever they are in view. He lives at home with his mother and 14-year-old sister. He struggles particularly with reading and has a hard time recognizing sight words quickly and accurately. Joshua has mastered all of pre-primer, primer, and first-grade sight words, reading them quickly. When encountering sight-words at the second-grade level and beyond, he exhibits difficulty. He is able to decode unfamiliar words and is able to comprehend what he reads. The lack of recognition of sight words makes Joshua's reading choppy. Joshua's special education and general education teachers describe him as hard-working, but is one to get frustrated and give up. He is embarrassed by his struggle to read fluently, but continues to show great interest in conquering his sight-word recognition. In a phone call with Joshua's mother, she indicated a strong desire to help him, but she works two jobs during the week, making it more difficult. However, she said she is usually available on weekends, and his sister is home with him during the week. Assignment Using 2-3 academic resources, complete an Early Reading Plan for Joshua that is 500-750-words and includes the following: Joshua's areas of strengths and areas needing intervention. Three academic goals for Joshua that are detailed and measurable. For each stated goal, describe a strategy to implement with a rationale that explains how the strategy is designed to help Joshua achieve that goal. Be sure goals and strategies describe collaboration and are appropriate for different learning experiences across different subject matters.  Cite two to three research sources that support your decision-making. For one of the stated goals, identify and describe one independent practice activity that Joshua’s family can useat home to support him and his goals. How Joshua's progress on each goal will be assessed, including timeframes and tools. Case 2 Student: Nicole Age: 13 Grade: 8 th Scenario  Nicole is an athletic eighth grader who attends a suburban middle school and lives at home with both parents and an older brother who is a senior in high school. She plays on the girls' basketball team, has several friends, and generally enjoys everything about school. She does particularly well in science and social studies, but always does best when materials are read aloud and hands-on activities are assigned. Nicole struggles mostly in language arts class. She currently reads at a rate of 55 words per minute. Her language arts teacher, Ms. Checkovich, has identified that Nicole has difficultly decoding unfamiliar words and her positive attitude is beginning to dwindle the harder the material gets. Ms. Checkovich has met with Nicole's father, who has said that he has noticed the decrease in her attitude, too, and he is willing to do whatever possible to supp.

1. Case 1
:
Student: Joshua
Age: 9
Grade: 4th
Scenario
Joshua attends a K-8 urban school and is in the fourth grade. He
is very interested in insects and likes to study them whenever
they are in view. He lives at home with his mother and 14-year-
old sister. He struggles particularly with reading and has a hard
time recognizing sight words quickly and accurately. Joshua has
mastered all of pre-primer, primer, and first-grade sight words,
reading them quickly. When encountering sight-words at the
second-grade level and beyond, he exhibits difficulty. He is able
to decode unfamiliar words and is able to comprehend what he
reads. The lack of recognition of sight words makes Joshua's
reading choppy. Joshua's special education and general
education teachers describe him as hard-working, but is one to
get frustrated and give up. He is embarrassed by his struggle to
read fluently, but continues to show great interest in conquering
his sight-word recognition. In a phone call with Joshua's
mother, she indicated a strong desire to help him, but she works
two jobs during the week, making it more difficult. However,
she said she is usually available on weekends, and his sister is
home with him during the week.
Assignment
Using 2-3 academic resources, complete an Early Reading Plan
for Joshua that is 500-750-words and includes the following:
Joshua's areas of strengths and areas needing intervention.
Three academic goals for Joshua that are detailed and
measurable.
For each stated goal, describe a strategy to implement with a
rationale that explains how the strategy is designed to help
Joshua achieve that goal. Be sure goals and strategies describe
collaboration and are appropriate for different learning

2. experiences across different subject matters. Cite two to three
research sources that support your decision-making.
For one of the stated goals, identify and describe one
independent practice activity that Joshua’s family can useat
home to support him and his goals.
How Joshua's progress on each goal will be assessed, including
timeframes and tools.
Case 2
Student: Nicole
Age: 13
Grade: 8
th
Scenario
Nicole is an athletic eighth grader who attends a suburban
middle school and lives at home with both parents and an older
brother who is a senior in high school. She plays on the girls'
basketball team, has several friends, and generally enjoys
everything about school. She does particularly well in science
and social studies, but always does best when materials are read
aloud and hands-on activities are assigned. Nicole struggles
mostly in language arts class. She currently reads at a rate of 55
words per minute. Her language arts teacher, Ms. Checkovich,
has identified that Nicole has difficultly decoding unfamiliar
words and her positive attitude is beginning to dwindle the
harder the material gets. Ms. Checkovich has met with Nicole's
father, who has said that he has noticed the decrease in her
attitude, too, and he is willing to do whatever possible to
support her. Both parents work varying hours as Nicole's father
works as a nurse at a local hospital and her mother works as an
assistant manager at a restaurant.
Assignment
Using 2-3 academic resources complete an Early Reading Plan
for Nicole that is 500-750-words and includes the following:
Nicole's areas of strengths and areas needing intervention.
Three academic goals for Nicole that are detailed and

3. measurable.
For each stated goal, describe a strategy to implement with a
rationale that explains how the strategy is designed to help
Nicole achieve that goal. Be sure goals and strategies describe
collaboration and are appropriate for different learning
experiences across different subject matters. Cite two to three
research sources that support your decision-making.
For one of the stated goals, identify and describe one hands-on
activity that will assist Nicole in achieving that goal.
How Nicole's progress on each goal will be assessed, including
timeframes and tools.
Prepare this assignment according to the APA guidelines found
in the APA Style Guide, located in the Student Success Center.
An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.