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READING INTERVENTION LESSON PLAN

STUDENT: . ...

DA TE: December t>6', 2022

GOAL: - will increase his vowel sound recognition by being able to say words that contain
different vowels with both open and closed syllables. · will also be able to determine if the vowel
is open or closed by working through the different words. He will be able to list at least two sounds for
the five different vowel sounds.

RATION ALE: This goal will help .- understand the different sounds that a letter makes as well as
help him learn why and when the vowels make the sounds they do. It knocks out two birds with one stone
focusing on not only vowel sounds but open and closed syllables with long and short vowels as well.

PENNSYLVANIA STATE CORE STANDARD(S): Standard-CC.1.1.l.D-Know and apply grade-

level phonics and word analysis skills in decoding words. • Identify common consonant diagraphs, final-
e, and common vowel teams. • Decode one and two-syllable words with common patterns. • Read grade-
level words with inflectional endings. • Read grade-appropriate irregularly spelled words.

Standard - CC.1.1.1.C - Demonstrate understanding of spoken words, syllables, and sounds (phonemes). •
Distinguish Jong from short vowel sounds in spoken single-syllable words. • Count, pronounce, blend,
and segment syJJabJes in spoken and written words. • OraJJy produce singJe-syJJable words, including
consonant blends and digraphs. • Isolate and pronounce initial, medial vowel, and final sounds
(phonemes) in spoken single-syllable words.• Add or substitute individual sounds (phonemes) in one-
sylJable words to make new words.

STEPS OF EXPUCIT INSTRUCTION:

I . Introduce the different letters but first ask the student if he can tell me all five vowels.
2. Use letter cards to introduce some different words that the student will have to say.
3. I wiJJ mix in the different vowels and start by only creating closed syJJable words with different
short vowel sounds.
4. I will explain that the sounds he is saying are all short vowel sounds and explain why.
5. Once we discuss and I feel he is understanding of the short vowel sound for each vowel I will
move to long vowel sounds and some open syllable words.
6. Next, for our activity we will build our own words. I will challenge ·Jy giving him the
vowel I would like him to build a word with and telling him if I'd like him to make the vowel
have a Jong or short sound. For this activity we will use white boards to practice handwriting as
well.
7. After we work with the white boards writing different words we will once again review the
sounds before getting into the assessment. It wilJ be a quick 2-3 minute review before allowing
him to complete the assessment section of the lesson.

ASSESSMENT: I wiJJ asses~ ' by having him complete a worksheet where he has to look at a
picture of an item or object. The picture wiJJ have a short or Jong vowel to the name of the item or object.
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~rayson will have a choice of four words and he must choose the word with the same vowel sound as e
rcture.. The worksheet has 8 differen.t pictures. The goal is to achieve I00% on the worksheet after
iscusSmg and working through the different words.

R~FLECTION : This lesson went great: made some serious progress and even surprised me .
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with how well the lesson went. I questioned if maybe the goal and lesson was appropriate at the end ~•
how well it went but remembered that when J introduced the lesson, he was not sure of the different m
long versus short vowel as well as multiple sounds for the different vowels. This lesson was one for sure
that I will remember because of the progress made so quickly over such a short period of time.

*Work sample must follow the intervention lesson plan*

**Cooperating teacher must sign and date each intervention plan prior to instruction**