Part 2 – Summary and Reflection

b. Intervention activities implemented and strategies by date:

Week 1

9/25: We started with ABC practice (R, H, D, I, U, A, O, F). I started with all the letters that had been explicitly
taught up to this point. ABC practice consisted of me showing the students the letter and asking for its name and
sound. I show the letter to the whole group so anyone who knows can answer. This way if students don’t know
they can hear the sound and name from peers then repeat it. This encourages listening to peers and allows
students to hear the sounds repeated. If students do not know the name or sound of the letter then I tell them and
assign a hand movement to go with it. Today I went over all the letters with the students before asking them to
give me the name and sound.

9/26: We started with ABC practice (R, H, D, I, U, A, O, F). ABC practice consisted of me showing the
students the letter and asking for its name and sound. I show the letter to the whole group so anyone who knows
can answer. This way if students don’t know they can hear the sound and name from peers then repeat it. This
encourages listening to peers and allows students to hear the sounds repeated. If students do not know the name
or sound of the letter then I tell them the sound and assign a hand movement to go with it. After ABC practice
we did a beginning sound sort with letters R and F because those are the letters we are learning this week. A
beginning sound sort is an activity done with two tubs. Each tub has 5 to 6 items that start with the same
beginning sound. I emptied two tubs on my table and mixed items from each. Then students pick an item, say
the items name, say the beginning sound and the corresponding letter. If they need help another peer can
whisper the answer to them. If the whole group is stuck, then I will tell them, and we talk about it all together
and go over the letter and sound again. Once they’ve gotten the item’s name, beginning sound an corresponding
letter correct then they can place it in the correct tub.

9/27: We started with ABC practice (R, H, D, I, U, A, O, F). After ABC practice we did a beginning sound sort
with letters R and F because those are the letters we are learning this week.

9/28: We started with ABC practice (R, H, D, I, U, A, O, F). After ABC practice we did a beginning sound sort
with letters R and F because those are the letters we are learning this week. I also tested students letters and
sounds.

Week 2

10/1: I started by introducing the letters C and B. I told students the name, sound and hand movement. Then we
did it together and finally they did it on there own. Then we did ABC practice (R, H, D, I, U, A, O, F, C, B).

10/2: We started with ABC practice (R, H, D, I, U, A, O, F, C, B). After ABC practice we did a beginning
sound sort with letters H and D because those are the letters we struggled most with last week.

10/3: We started with ABC practice (R, H, D, I, U, A, O, F, C, B). After ABC practice we did a beginning
sound sort with letters H and D because those are the letters we struggled most with last week.

10/4: We started with ABC practice (R, H, D, I, U, A, O, F, C, B). After ABC practice we did a beginning
sound sort with letters H and D because those are the letters we struggled most with last week.

10/5: I tested students letters and sounds.

Week 3
10/9: I started by introducing the letters G, P and K. I told students the name, sound and hand movement. Then
we did it together and finally they did it on there own. Then we did ABC practice (R, H, D, I, U, A, O, F, C, B,
G, P, K).

10/10: We started with ABC practice (R, H, D, I, U, A, O, F, C, B, G, P, K). After ABC practice we did a
beginning sound sort with the letter P. Students were struggling to identify the objects in this tub and learn the
new sound and name, so I figured it would be best to focus on one tub at a time.

10/11: We started with ABC practice (R, H, D, I, U, A, O, F, C, B, G, P, K). After ABC practice we did a
beginning sound sort with the letter K. Students were struggling to identify the objects in this tub and learn the
new sound and name, so I figured it would be best to focus on one tub at a time.

10/12: We started with ABC practice (R, H, D, I, U, A, O, F, C, B, G, P, K). After ABC practice we did a
beginning sound sort with the letters K and P. It helped to do them separately first then mix the objects. I also
tested students letters and sounds.

Week 4

10/16: I started by introducing the letter E. I told students the name, sound and hand movement. Then we did it
together and finally they did it on there own. Then we did ABC practice (R, H, D, I, U, A, O, F, C, B, G, P, K,
E).

10/17: We started with ABC practice (R, H, D, I, U, A, O, F, C, B, G, P, K, E). After ABC practice we did a
upper and lowercase matching game. I noticed from my data last week that students were often getting the
uppercase of a letter correct but the lowercase of the same letter wrong. To help fix this issue I decided to work
on matching the uppercase and lowercase letters in the hopes that students would form a correspondence
between the two.

10/18: We started with ABC practice (R, H, D, I, U, A, O, F, C, B, G, P, K, E). After ABC practice we did a
upper and lowercase matching game.

10/19: We started with ABC practice (R, H, D, I, U, A, O, F, C, B, G, P, K, E). After ABC practice we did a
upper and lowercase matching game. I also tested students letters and sounds. I also tested students letters and
sounds.

Week 5

10/22: We did new and improved ABC practice (W, T, C, V, N, U, F, M, K, I, D, S, J, L, Q, Y, B, G, A, X, H,

E, v, w, b, d, j, i, n, typed a, typed g, u, y, t, s, h, m, q, k, g, l, c, a, x, v, p). I used my data to pick out the letters
students were struggling with. Then I printed flash cards for these letters with only the lowercase or uppercase
letter on each. The flash cards I was using prior to this had both the upper and lower case on one card. On the
back of the new flashcards I put the initials of the students who were still struggling with it so I would know
who to pay particular attention to.

10/23: We did new and improved ABC practice (W, T, C, V, N, U, F, M, K, I, D, S, J, L, Q, Y, B, G, A, X, H,

E, v, w, b, d, j, i, n, typed a, typed g, u, y, t, s, h, m, q, k, g, l, c, a, x, v, p).

10/24: We did new and improved ABC practice (W, T, C, V, N, U, F, M, K, I, D, S, J, L, Q, Y, B, G, A, X, H,

E, v, w, b, d, j, i, n, typed a, typed g, u, y, t, s, h, m, q, k, g, l, c, a, x, v, p).
10/25: We did new and improved ABC practice (W, T, C, V, N, U, F, M, K, I, D, S, J, L, Q, Y, B, G, A, X, H,
E, v, w, b, d, j, i, n, typed a, typed g, u, y, t, s, h, m, q, k, g, l, c, a, x, v, p).

10/26: I tested students letters and sounds.

Week 6

10/29: We started with new and improved ABC practice (W, T, C, V, N, U, F, M, K, I, D, S, J, L, Q, Y, B, G,

A, X, H, E). Then we played letter sound bingo. I would say a sound. Students would have to find the letter that
made that sound on their bingo card. The bingo card had the upper and lower case letters in each square. Once
they checked their bingo card then they needed to check their neighbors card. We played this because my data
told me that half of my students were very close to knowing all their letters and letter sounds and I needed to
change things up. This game help students connect the sound with the letters.

10/30: We started with new and improved ABC practice (v, w, b, d, j, i, n, typed a, typed g, u, y, t, s, h, m, q, k,
g, l, c, a, x, v, p). Then we played letter sound bingo.

11/1: We started with new and improved ABC practice (W, T, C, V, N, U, F, M, K, I, D, S, J, L, Q, Y, B, G, A,

X, H, E). Then we played letter sound bingo.

11/2: We started with new and improved ABC practice (v, w, b, d, j, i, n, typed a, typed g, u, y, t, s, h, m, q, k, g,
l, c, a, x, v, p). Then we played letter sound bingo. I also tested students letters and sounds.

Rationale:

The targeted skills were to know the names and sounds of all 26 uppercase and lowercase letters. All the above
activities were intended to help students learn the letter sounds, letter names, and lowercase uppercase
correspondence.

c. Description of results of instruction for each child based on periodic assessments (see below):

d. Overall summary and future teaching recommendations for each student (see below):
Claudia
c. As you can see by the data above, Claudia knows all the uppercase and lowercase letters and sounds. This is
an extreme improvement and sufficient progress. She has reached the identified benchmark and the intervention
goal.

d. Overall Claudia did excellent and responded well to intervention. She’s on grade level. The next steps for her
are to identify beginning sounds, read sight words 1-10, rhyme, blend sounds together to make words, and
identify final sounds.
Gilbert
c. As you can see by the data above, Gilbert knows all the uppercase and lowercase letters and sounds. This is
an extreme improvement and sufficient progress. He has reached the identified benchmark and the intervention
goal. It was kind of a slow start because Gilbert joined our class a little late and has a tough home life, but once
he got comfortable it was clear he was learning.

d. Overall Gilbert did excellent and responded well to intervention. He’s on grade level. The next steps for him
are to identify beginning sounds, read sight words 1-10, rhyme, blend sounds together to make words, and
identify final sounds.
Hugo
c. As you can see by the data above, Hugo knows all the uppercase and lowercase letters and sounds. This is an
extreme improvement and sufficient progress. He has reached the identified benchmark and the intervention
goal.

d. Overall Hugo did excellent and responded well to intervention. He’s on grade level. The next steps for him
are to identify beginning sounds, read sight words 1-10, rhyme, blend sounds together to make words, and
identify final sounds.
Andrea
c. Andrea made significant improvements. She joined our class late and comes from a rough home life. It took
her little while to get comfortable in our classroom. Despite this she has been showing continual and gradual
improvements. When she joined our class she knew zero letters, now she knows around 20 letters and sounds.
However, this is not sufficient progress to reach the benchmark identified and the intervention goal. This said,
with a couple more weeks of intervention I’m sure she could reach the benchmark.

d. Andrea needs to learn the uppercase letters W, K, I, J, L, and Q, uppercase sounds W, J, V, L, U (long), I
(short), and I (long), lowercase letters y, t, v, w, q, j, k, and I, lowercase sounds l, j, k, q, i (short), and i (long).
Damian
c. As you can see Damian did not improve throughout intervention. His data shows that he did not make gains.
This is clearly not sufficient progress. He is still very far from the benchmark identified. Damian did not reach
the intervention goal.

d. My CT and I have started the PST process for Damian. We had our PST meeting last week. His mom agreed
to have him tested but unfortunately, since he is also receiving speech services and has an IEP we have to wait
another 2 weeks for another meeting to get the paperwork signed for testing. In the meantime the school
psychologist recommended we focus on the letter names and sounds in Damian’s name.

e. Reflection:
Overall I think my intervention was successful. The activities I used did help students learn their letters and
sounds. If I did this again I would incorporate more interactive/kinesthetic ways to learn the letters. For
example, I would put paint in a bag and have students write the letters in the paint with their fingers while
saying the sounds. I would do something similar with shaving cream. I would also start using my data earlier in
the intervention to focus on the letters my students didn’t know. I would make my own letter notecards earlier.