Running head: BENCHMARK: COMPREHENSIVE EARLY READING PLAN 1

Benchmark: Comprehensive Early Reading Plan

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BENCHMARK: COMPREHENSIVE EARLY READING PLAN 2

Part 1

Mark, who is in first grade, has recently transferred to a new school in the middle of the

academic year. He is six years old and has recently undergone an evaluation that determined that

he has a number of skills deficits in a number of areas, such as the recognition of sounds,

sighting of words, phonemic awareness understanding, and interest in learning. It has been long

identified that such issues can happen as a result of two aspects; either due to a learning

disability or as a consequence of the previous learning environments that were implemented in a

disguised manner. From the analysis and evaluation, I can make a guess that the student might be

suffering from a learning disability, given that it is not the first time that the student has not

changed schools. Even though it can be pointed out that the previous schools that the students

have attended have had misguided structures, the biggest challenge is with the student in that he

has some skills deficiencies. It is possible that this will not be the last time he moves schools. As

a result, it is possible that Mark is not acquiring suitable directions in the manner in which he

should be acquiring them. The learner demands particular pedagogical objectives, which are

structured to suit the pupil's educational requirements accurately. The educator has formulated

the following educational objectives on the basis of the findings of the evaluation:

1. "After listening to a passage or story, Mark will be able to recall two or three of the

sequenced events."

2. "Mark will be given a brief reading passage on his instructional level, be able to read it

aloud, and recall the main ideas."

3. "Mark will say the corresponding sound when provided with a letter or letter

combination."
BENCHMARK: COMPREHENSIVE EARLY READING PLAN 3

4. "When prompted with a word, Mark will be able to say a word slowly (sounding it out)

and then faster (reading it as a whole) when given a CVC (consonant-vowel-consonant)."

5. "When shown sight words, Mark will automatically state the word."

Part 2

Considering Mark must first have his core skills honed and needs to be addressed before

one can proceed to anything else, the tactics that are aimed only at Mark's fundamental abilities

are chosen. A self-insurance policy is also necessary for Mark in terms of his alphabetic abilities

and character identification. This was chosen since if one does not know the characters, they will

not be capable of reading, and then if they do not even recognize the sounds that they produce,

one will not be capable of combining them together and recognizing how and where to grasp the

gradient and sequencing of readings. This was chosen since it is believed it would be the most

useful (Peterson et al.,2014). Furthermore, Mark must comprehend how and when to connect

characters to form a word, which is where the CVC comes in handy. It explains to Mark how

well the English language's vowel and consonant systems combine to create phrases, and it

shows him where all those systems are located in the dialect. In addition to focusing on all this,

we ought to be teaching Mark words by sight so that he can comprehend the phrase

"somewhere." Since one cannot decipher the word "somewhere" by sounding it out, one must be

able to identify it both by sight and by recollection (Rasinski & Padak, 2013). As soon as we

have the phrases running and moving along, as well as the words by sight, in order to

comprehend and be capable of reading, then one can start working on the understanding skills in

order for them to be capable of recalling the sequential gradients the tales and recollect

occurrences.
BENCHMARK: COMPREHENSIVE EARLY READING PLAN 4

Part 3

Mark must begin with his foundational abilities in order for his basic comprehension

capabilities to progress; thus, beginning with consonant vowel consonant and sight words will

assist Mark in closing the disparities in his character identification and phonological awareness.

Working with Mark in a small clique, reviewing memory aids, playing board games or other

activities, and placing him in several zones can assist patch in the deficiencies in his

phonological awareness (Poulsen et al.,2017). Starfall, which also utilizes literary shells, is a tool

that will assist in maintaining his interest in these exercises and maintain his phonological

awareness above average. This is merely the start of the ways he will need to replace the

disparities in time invested in being competent in first grade. The subsequent phases consist of

enhancing his understanding abilities, which They want to accomplish by establishing a

beginning-middle-end sequence of actions. In the classroom, he will be assigned to small clusters

to assist him and demonstrate the appropriate method to do tasks (Peterson et al.,2014). He will

additionally be regarded as a private tutor so that he can receive one-on-one assistance with the

approaches he must use to improve. The paraeducator in the class might collaborate with him

regularly to ensure he does not slip away, and select group reading teams will be tailored to his

skills, with his improvement closely monitored.

Learning Theories

Congnitism and Constructivism Learning Theories are relevant to Mark's situation.

Cognitivism learning theory defines education as an automated method for collecting, retaining,

and recalling knowledge. Consequently, it is a procedure focused on the reasoning behind an

individual's behavior. Cognitive factors, including goals, self-efficacy, and result expectations,
BENCHMARK: COMPREHENSIVE EARLY READING PLAN 5

are primarily connected with behavior. As a result, the cognitive perspective views the student as

an effective information receiver, meaning that it attempts to encourage students to reflect

(Hennes et al., 2015) actively. Constructivism, on the other side, is an approach linked with

constructing knowledge based mostly on previous experiences and current stimuli. It

demonstrates that people create their concept of knowledge via experience. Consequently, it is a

learning approach that concentrates on the student's current information, beliefs, and abilities.

The instructional technique is connected to the cognitivism and constructivism concepts of

learning since cognitivism means that the educational process occurs after students have

evaluated the data they have absorbed (Rasinski & Padak, 2013). The constructivist learning

theory relates to the method because it illustrates how students generate new information based

primarily on what students have learned and encountered.

Long term goal

Tell tales over several pages, examine visuals in fictional texts thoroughly to understand

themes and specifics, and collaborate with others to appreciate their reading. Learn how to

maintain concentration while reading, acquire the endurance to read for lengthy periods of time

and through several pages, and select novels that he enjoys. The "I do, we do, you do"

educational strategy will be employed to help the learner establish letter-sound correlation until

the requirement for training is adjusted or eliminated.

Short term goals

To ensure that what students learn works better, students should practice matching words

to visuals. Entangle with the narrative, understanding their actions and how they develop. -

Encourage Mark to reflect on the fundamental principles in the book that lead him to the
BENCHMARK: COMPREHENSIVE EARLY READING PLAN 6

narrative's purpose. Tale maps use visual organizers to assist students in recognizing the many

story components.

Part 4

Establishing the basic objective of detecting the relationship between letters and their

sounds will be an excellent project for Mark, particularly one that he can do at home. It will be

an excellent way to assist Mark in learning to read. This objective may be accomplished by

employing an empty container and a clip of every one of the letters. In order for the boy's parents

to rehearse with him at home, they should ask Mark to take out the characters that produce the /s/

sound. This activity may be repeated as often as necessary until the student memorizes the entire

phonetics. The guardians may also alter it by requesting the kid choose a character from the

container and then questioning them about the sound corresponding to that letter. A further

exercise that may be performed in the comfort of one's home is to rehearse, creating

character and sound coordination. If the learner works in the house with the aunt or at the local

supermarket with the father, then they can accomplish this task successfully (Peterson et

al.,2014). The child may get some exposure by listening to his family utter terms like "butter"

and then having his parents ask him which other phrases within that vicinity include the "b"

character. Consequently, the learner has a number of possibilities to improve these capabilities

further and accomplish the bulk of his instructional objectives. It should be acceptable to connect

with the boy's parents by checking up with Mark regarding his development and providing him

with additional measures required for advancement in his instructional objectives if such ne to

emerge. This might be done in the context of making a connection with the boy's parents.

Maintaining an open framework of contact via email or text message is another something that is
BENCHMARK: COMPREHENSIVE EARLY READING PLAN 7

going to be suitable to do. Furthermore, Mark's family will have the chance to inquire about any

issue they choose and gain information on other tactics or activities that Mark may keep

participating in at home in order to improve his letter-sound recognition (Rasinski & Padak,

2013). A strategy may be produced upon the approaches to continue educating Mark to

guarantee that he has successfully completed all of his instructional objectives after a review

with the guardians pertaining to Mark's performance in attaining his instructional objectives.

This analysis is made while the parents are informed regarding Mark's accomplishment in

attaining his instructional objectives.

To achieve this, a specific laydown has to be developed on how everything will be

achieved. Therefore, the different activities have to be broken down individually. The first

activity that ought to be implemented first in the case of Mark is character sets. This will involve

the parents to Mark talking to their child on characters. This can be achieved by regularly asking

questions that help the pupil improve their character identification as well as the association of

characters with the sounds, as it is one of the areas that is giving the student challenges (Hennes

et al.,2015). This will help the student create a connection and relationship with the characters

and eventually will end up achieving his instructional objectives. The second activity would be

illustrating the fables. This will involve the student making illustrations of the different fables

included in the instructional requirements and then the parent giving an opinion on it along the

lines of the instructional objectives (Peterson et al.,2014). The parent will have to ask questions

again on the fable. In creating an illustration of the fable, the process should be taken in three

stages to help the student achieve their instructional objectives better. The illustration should be

carried out in three stages: the fable's beginning, middle, and end. This would help the student

identify the different activities and requirements that go into the different stages of the fable.
BENCHMARK: COMPREHENSIVE EARLY READING PLAN 8

While handling the aspect of the fable, the parents ought to introduce the student to different

versions of the fable and then go ahead to point out how the different versions relate to each

other and how they are similar.

Conclusion

Other students share Mark's predicament of having insufficient talent. As a result, Mark

can achieve his instructional objectives if he maintains the necessary level of enthusiasm, is

dedicated to his studies, and works diligently. Teachers are committed to assisting students in

accomplishing their instructional objectives to the best of their abilities and inspiring students to

continue their learning and acquire the skills they need. When instructors can assess their

students and comprehend where the concern is, they are in a better position to develop a solution

to any issues that may arise. As a result, the stated educational tactics are crucial approaches to

aid the learner in reaching the instructional objectives he has set for himself. Mark can achieve

above his level of education with the assistance of proper instructional tactics used at school and

at home.
BENCHMARK: COMPREHENSIVE EARLY READING PLAN 9

References

Hennes, A. K., Büyüknarci, Ö., Rietz, C., & Grünke, M. (2015). Helping children with specific

learning disability to improve their narrative writing competence by teaching them to use

the story maps strategy. Insights on Learning Disabilities, 12(1), 35-56.

Poulsen, M., Nielsen, A. M. V., Juul, H., & Elbro, C. (2017). Early identification of reading

difficulties: a screening strategy that adjusts the sensitivity to the level of prediction

accuracy. Dyslexia, 23(3), 251-267. DOI: 10.1002/dys.1560

Rasinski, T., & Padak, N. (2013). From phonics to fluency: Effective and engaging instruction

for two critical areas of the reading curriculum. International Reading Association, San

Antonio, TX.

Peterson, M., Brandes, D., Kunkel, A., Wilson, J., Rahn, N. L., Egan, A., & McComas, J. (2014).
Teaching letter sounds to kindergarten English language learners using incremental
rehearsal. Journal of school psychology, 52(1), 97-107.
https://doi.org/10.1016/j.jsp.2013.11.001