Weekly Intervention Plan

Student Name: Johnny

Grade Level: Second

Instructional Level: First

Teacher: Tamara Dixon

Date: 10/21/14

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, and
The New Kid on the Block, A computer for
games, flash cards for –gh game

Plans: Description of
Instructional Activities

Affective Warm-Up

John will read to me from the book I
asked him to choose from the

What Was Done: At our last meeting, I asked John to pick out a book of his own to read
from next time. John had gotten a book of riddles from the library. He was anxious to
read some of the riddles to me before we began. He had trouble with a “re-“ word
(receiver), which gave us a good opportunity to discuss the long vowel sound in the
prefix re-.

I will show John a fun video about
digraphs that follow the rule “when
two vowels go walking, the first one
does the talking”. Then I will let him
play a computer game that lets him
practice using these sounds.

What Was Done: We used the computer to learn about and practice with vowel digraph
games on line. First, we watched a video that teaches “When two vowels go walking,
the first one does the talking”. Johnny thought the video was funny, and I let him watch
is twice for more exposure to the words in the video. I told him that the rule is not
always true, but that it does work a lot. We looked together at some of the words in
Fry’s Vowel Digraph Words chart. Then we played a game that allows him to identify
the sound the digraph is making in a word. Johnny did really well identifying sounds in
the game, which led me to believe he was really beginning to recognize vowel digraphs.
Note: in the following sessions, my observations told me that this learning was not yet
committed to long term memory, and he would need much more exposure to the

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

Objective: John will begin to quickly
identify words with vowel digraphs

What was actually done

Analysis of skills (Reflection)

Next Steps

For part two, I created some flash cards with –gh words that Johnny had struggled with

out of context.

Skill: Identifying words - -gh words.
Objective: John will be able to
categorize –gh words based on the
vowel sounds they make.

previous sessions. Because these similar spellings are pronounced differently and must
be taught as sight words, I wanted to create a game that would give Johnny multiple
exposures to each word. I categorized the words by the vowel sound, and made
category headings of these sounds, using digraphs and diphthongs we had previously
covered. Before we began, I went over the category headings with Johnny to be sure he
could recognize the vowel sound that belonged in the heading. He struggled more than
I had expected, which showed me that he needed additional exposure to and practice
with words containing these sounds (specifically the variant vowel pairs). I put the
category on the back of each sight word card as well to help with instruction, as well as
to let Johnny see for himself how did at the end of each game by flipping the card to
reveal the answer.
We began with just two categories. I took the sight words in each category and
discussed each one with him, revealing first the category so he would know what sound
–ough made in each word. Together, we broke the words down by phonemes so he
could use the category name to sound out each word. I pointed out that sometime –gh
says /f/ and sometimes, when it is followed by another letter, we don’t hear the /f/. I
had him use some of the words in sentences to make sure he knew the words he was
saying. After one more quick review of each word, I shuffled the words, set out the
headings, and had him put the card in the correct category. I also asked him to say the
words aloud as he read them. He was struggling a lot in the first round, so I helped with
hints as he worked. When he was done, he flipped over each card to reveal the answers
and see if he was right. He ended up getting 6 out of seven cards in the correct category.
Then we added a third category to the game. I repeated the above process to take him
through the next set of words. Then we played the game again with the three
categories. If he said a word wrong and made up a nonsense word, I helped him to
recognize this by asking him to use the word in a sentence. In this round he got 100%.
Before we ended, we added the final one more category and an “odd ball” card for the
word “laugh” which did not have a category. Therefore, when he saw it, he had to shout
“Odd ball!” and put it aside. With a lot of help, he got through the final round. However,
he clearly needed more practice with the words than I could give him in this session.
Analysis of Skills and Next Steps:
First of all, I want to mention that, after reflecting upon the first part of the lesson, the game I chose did
not really serve the purpose I had intended. While it did give Johnny some more exposure to the
particular digraphs we were working with, it did not actually let him practice using the digraphs. The part
I wanted him to practice was already given to him in the game, and he really only practiced initial and
final sounds, which he is already skilled at. I have since tried to find a better game, but I have been

unsuccessful. This also did not present much opportunity to see how well he actually identifies the word
out of context. I will need to create my own text for reading that will let me assess this better. I also
could not find any online game that better suited my purpose. I do like the idea of using games, and it
was a good lesson for me to create my own game for part two of this week.
The game a created was very useful in allowing me to see how well John could identify the words we
were working on, and it turned out to good for John because it allowed him to take his time, and he
does not like games of speed. I do question, however, if it is the best use of time. This session was
very slow, and perhaps simple flashcards would have been more efficient, though I do not think they
would have been as fun. I will give this game one more try in the future to see if there is any progress.
Skill: Spelling Vowel Digraphs
Objective: John will spell words
containing the oa, ai, and ea digraphs
with 80% accuracy.

I will give John 3 words for each
digraph to spell.

What Was Done: I gave John 9 words to spell, and I asked him to put each of the words into a
sentence to be sure he heard the word correctly and to give him more practice with capitalization and
periods. He got 1 out of 3 ao words, 3/3 ai words, and 3/3 ea words. Then Johnny used some of the
words to write a short poem.
Analysis of Skills and Next Steps: John clearly needs more practice spelling words with the oa
digraph. I will also need to add some other common vowel digraphs into the lesson next week. I noticed
that he tried to spell “book” in one of his sentences, but he spelled it “buck”. Because the oo digraph is
also a variant, it will need direct teaching.

Closing Activity:

I brought in a new book of poems by Jack Prelutsky. I began by reading one of my favorites, “Homework, Oh homework” John. After that, I let John choose the
poems. This time, we partner read the poems, taking turns by stanzas. I wanted to give Johnny exposure to more varied vocabulary, so rather than re-read a few
poems, we went through 5 poems together. Because we were partner reading, Johnny did not mind choosing long poems to read. This book of poems seemed to
be a good choice because John was very amused and engaged.