Weekly Intervention Plan

Student Name: Johnny

Grade Level: Second

Instructional Level: First

Teacher: Tamara Dixon

Date: 10/7/14

Instructional Goals based on Assessment:

Affective: John will understand that reading can be valuable even for children for entertainment and learning. John will also gain confidence in his own reading skills. This will
result in an overall MRP score of 80% by December.
Work Identification: John will be able to identify words out at an instructional 2 nd grade level on the San Diego Quick assessment by December
Words in context: John will reach independent first grade reading level reading words in context on the QRI by December
Fluency: John will improve his reading rate to 45 WPM on first grade texts CORE assessments by December
Spelling: John will improve in spelling vowel digraphs and igh/ough word teams, reflected by a move to “late within word pattern” on the Words Their Way spelling inventory.
Writing: John will write a 3 sentence paragraph without help. Each sentence will contain an independent clause. All sentences will be on topic, and will not repeat ideas. The
paragraph will be legible.

Materials: Book: I Like it Here at School,
Computer, Paper, Pencil

Plans: Description of
Instructional Activities

Affective Warm-Up: Reading Poetry.

I will let John choose several
poems of a book of silly poetry for

Objective: Through choice and
entertaining material, John will begin to
value in reading as a fun activity.

Skill: Writing
Objective for the lesson: John will
practice writing words legibly with
proper spacing.

What was actually done

Analysis of skills (Reflection)

Next Steps

What Was Done: John chose several poems from the book I Like it Here at School. These were read
during the fluency portion of the lesson.
Analysis of Skills and Next Steps:
John really seemed to enjoy this, and since all of the poems are short, I do not lose his attention. I will
repeat this successful process in the future.

I will teach John to make letters
using straight lines and round
circles. I will also draw his attention
to making his words distinguishable
with spacing.

What Was Done: In the first session, I began by working with John on writing legibly so
that this basic skill could carry over future interventions that include writing. We
practiced making all letters out of straight lines and round circles. Then we practiced
writing actual words as neatly as possible. We also worked on the sizes of the letters,
making sure to differentiate between capitals and lower case letters.
Analysis of Skills and Next Steps: With effort and attention, John is capable of writing legibly.
However, even with proof reading, he often does not recognize when he needs capital letters. We will

need to practice multi-sentence paragraphs so that there is more opportunity for John to use capitals.

Skill: Building fluency
Objective: John will gain exposure to
new words and improve his reading
rate through repeated readings.

After letting John choose several
poems, I will model the readings for
him, then we will read together, and
finally I will have him read each
poem aloud twice.

What Was Done: Johnny chose a poem from a book I brought in. I read the poem aloud
to him. Then we went over the difficult words. Johnny and I read through the poem
together the second time. Then I let Johnny read it to me. The first time he read it on
his own, he lacked expression and did not pause in the appropriate places. I discussed
this with him, and we read it together again, paying specific attention to our tone and
phrasing. He then read it aloud to me once more with much better prosody. At the end,
he looked through the poem book to choose another poem that interested him for part
two of the first week.

We re-read poem from yesterday – “I cannot Find”. John chose to read aloud
without practicing in his head first. He only 2 short stumbles, but self corrected. He
displayed good prosody, as we practiced yesterday.
We then moved on to the poem he chose at the end of the last session. He asked
me to read it first, which I did. Then I had him read to me, line by line, and point out any
hard words. I told him how to pronounce these and what they meant. We practiced
saying the difficult words together. He read the poem aloud. Reading was slow, and he
stumbled over some simple words like “ate” and started. But he did really well on the
harder words like “Grotesque” that we discussed together. The next time through, we
did a choral reading together. After that, I asked if he wanted to do it together once
more, but he said confidently that he thought he had it now. He was able to get right
through without mistakes and with good prosody.
I let him choose another poem. As he flipped the pages, he would say, “Too,
long. Too long.” I told him that some of the longer ones were good, so if he skipped
them just because they were long, he was going to miss out on some fun ones. He asked
if I would just read one to him. I said I would and let him choose. I asked him to just
follow along with me, and I read it aloud. As I watch the video back, I can see that he
was amused and engaged throughout the poem about a child bringing a worm for show
and tell.

John flipped through the book again to find another poem. Once he chose, I
read it aloud to him first. The first two lines were questions, so when I was done
reading, I asked him to describe what happens to my tone when I read those lines, and I
re-read them for him. He picked up on my tone being questioning. I asked him why I did
that, and after some leading he was able to answer that there was a question mark on
the page. I pointed to the dash on another line and asked what I did when I came to it,
and he remembered that I paused.
John then picked another poem. This time I asked him to read it to himself
silently so that I could ask him some questions to see how much he understood. About
30 seconds into the reading, he began to laugh at one of the lines. When he pointed it
out, he was still very close to the beginning, showing that his reading is just as slow
silently as it is aloud. He only got about half way through the poem, when he could not
go on. He was, however, able to explain what he read and answer my questions. I took
over reading the rest of the poem aloud. Then, we stopped to discuss the poem in
depth and practice it. He was intimidated by the length of the poem. I took only the first
three stanzas and I read it again for him the whole way through. Before I started, I said
we would want to make our tone show how disgusting he food in the poem is. The
second time, we did a choral reading. I asked if he was ready to do the first half by
himself. At first he said no, but when I offered to go through the difficult words with
him first, he said he thought he could just do it. However, he could not read the first
word, “Our”. Instead, he kept saying “your”. I corrected him, and he was able to move
on through the first line, and used great tone. He got stuck again on the second line
with a higher level word, “endanger”. I helped him to break it up so he could see
“danger” and add the prefix and suffix to it. Then we talked about the meaning.
I asked John to re-read that first half one more time. I asked if he wanted to
hear me again first, or if he wanted to practice in his head, but he preferred to get right
to reading it aloud to me. This time he had only 5 stumbles, four of which he selfcorrected, and three of which were well above grade level anyway. The first silent read
through took 3 minutes, and he got through 48 words. The final read-through took 1
minute and 25 seconds and he got through 67 words. He went from 16 words per
minute to 45 words per minute. I pointed out to him that he read more words this last

time in way less time than it took him to read fewer words the first time, and I asked
him what that means about re-reading something. He said, “You get faster and faster”. I
added that words get easier and easier too. I told him that the more he reads, the
easier it will get and the faster it will go until it is as easy as watching TV. He liked that
He chose another poem that he wanted me to read to him. We made a deal
that I would read the long one he wanted to him if he would read a short on the next
page to me. When I was done, he asked if I would read the other poem to him first so
he would know what the words are. I did read through it very slowly pointing to each
word as he followed along. He then read it so me. He had to take his time and sound
out many of the words, but he was able to get them all without help. He read it through
once more before we went on. This time was significantly faster.

Analysis of Skills and Next Steps: Reading together was probably the strongest tool for helping John
know the words on the page. Re-reading gave John more confidence in his skills as he could hear
himself get through the reading more quickly and smoothly. The “model, choral, re-read” pattern seems
to work well. I will continue this with new readings and make sure to revisit those he has practice with to
build automaticity as well as confidence.

Skill: Spelling
Objective: John will remember to use
“sh” and not just “s” when writing the
/sh/ sound.

I will give John 1 “sh-“ word to
begin with, and if he should forget
the “h” as usual, I will help him to
discover this. Then, I will give him
practice with words that use this

What Was Done: I asked him to write the word “Shower”. As predicted, he left
out the “h”. I asked him to read the word back to me, and he read “shower”. I pointed
to the “s” ad asked him what sound it makes. He just said “S”, the letter name rather
than the sound. I asked him what sound S makes. He said /sh/. I questioned, “Does it?”
After looking at it a little longer, he said “Oh! It needs an “h”. I pointed out some other
words he had written in his spelling assessment that lacked the “h”, and he realized he
was making the same mistake over and over.

I then gave him some additional words with consonant digraphs that were in the poems
we read together and let him practice spelling them. We paused to discuss “ck”
following short vowels. We then moved on to vowel digraphs. He spelled shout s-h-a-w-

t. We talked about the sounds /aw/ and /ou/. Then, when he spelled show s-h-o-o, we
discussed the /oo/ sound.

Analysis of Skills and Next Steps: For the consonant digraph “sh”, Johnny just needed his error
brought to his attention. The “ck” digraph might be the same, but there is not yet enough practice with it
to know for sure. I already know that he has significant problems with vowel digraphs, which showed
again here. There was not time to practice with those this session, but I will need to give it significant
focus in the future.

Closing Activity: As a reward for his hard
work, Johnny was given time to play his
computer reading games

If Johnny has a successful lesson,
he will be allowed to play games at
Readingeggs.com, a program his
parents purchased for him and
which he really enjoy.

John earned his computer time and continued playing after I left.