Reading Intervention Lesson Plan

Student: Steven Tzimbal

Date: December/,, 2022

Goal:
Following instruction, the student will be able to identify 5 events of an informational text in
chronological order by utilizing the "Five-finger retelling" strategy with 100% accuracy
Given a 3rd Grade Level informational passage, the student will be able to orally answer 4/5
questions pertaining to the nonfiction text

Rationale: Steven often struggles to comprehend more than one event from a story. Through the
instruction of the "Five-finger retelling" strategy, the goal is for the student to comprehend 5
events that provide the necessary information.
Steven does not enjoy writing extended answers. He enjoys assignments that allow him to
use his words and explain his answers orally. After using the above strategy, the student will
remember at least 4 of the events and answer questions posed to him.
Pennsylvania State Core Standard(s): CC.1.2.9-10.C - Apply appropriate strategies to analyze,
interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including
the order in which the points are made, how they are introduced and developed, and the
connections that are drawn between them.

Steps of Explicit Instruction:

- Explain to the student that informational text is used to improve the student's
understanding of a certain subject.
~In order for the reader to improve his/her comprehension, he/she must identify
important parts of texts and understand why they are important)
Introduce the "Five-finger retelling" strategy:
Hold up one hand and explain that each finger represents a part of the retelling: who
what, where, when, and why. '
Read a L_evel 2 e~pository passage and exercise the strategy with the student pointin
to each f mger as mformation is read ' g
Aft~r chompleting this exercise provide the student with an informational passage and
begm t e assessment
Assessment:
Ask the student to use the "Five-finger retelling" strategy while reading the informational text.
students to orally retell the five W's of text - pointing to each finger as they go. Monitor
understanding.
Directly after the student is finished reading The Oregon Trail: The Dangers of Traveling West
in the 1850s, the student will orally answer at least 4/5 comprehension questions correctly.

The dangers of traveling west in the 1850s - rif.org. (n.d.). Retrieved December 16, 2022, from
https://www .rif.org/sites/default/files/images/2022/06/ 14/Support Materials/G 3-Pecos-Bill-
MOY.pdf
 Literacy
CEN TRAL

The Oregon Trail

The Dangers of Traveling West in the 1850s

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The Oregon Trail was a pathway across the United States.

It led from east to west. The west held the promise of
new opportunities. The American Dream. Moving west
offered people the chance to start big farms and find
their fortunes. Whole families emigrated, or moved, from
east to west following the Oregon Trail. They piled a ll their
belongings into a wagon and started their journey. They
were known as pioneers.
Thousands of families became pioneers and traveled
west on the Oregon Trail. It was a 2,000-mile trip.

Most pioneers walked the whole way, often barefoot.

Their wagons were too heavy for horses to pull. They used
st~ong oxen or cattle. The going was slow and rough.

*** 2017 Reading Is Fundamental • Con tent and art c reated by Simone Ribke
 The Oregon Trail

Many pioneers traveled in wagon

trains. Wagon trains were made
up of many wagons that followed
each other west. Some trains
were 5 miles long and could have
hundreds of people.

There were many dangers on the Oregon Trail, but

nothing was more dangerous than cholera (K~WL_-er-uh).
Not baseball-sized hail. Not freezing to death 1n winter.
Not getting crushed under wagon wheels. Not even
drowning in a river crossing.
Cholera killed more emigrants than anything else along
the Oregon Trail. During bad outbreaks, cholera killed
two-thirds of entire wagon trains.
Pioneers got cholera from contaminated water or food.
On the Oregon Trail, they didn't have running water
or toilets. They drank water from nearby streams and
rivers. They dug holes in the ground for toilets. Many
emigrants probably didn't wash their hands afterward.
Rain washed the contents of the holes into the streams
or rivers. This contaminated the water. Handling food
without washing their hands contaminated the food.

Cholera is a bad way to die. It gets into your gut. It can

make you vomit. It can give you muscle cramps. It gives
you nasty, watery diarrhea. This can dry out your body
very fast. It can make your body shut down. Cholera
could kill a healthy pioneer in just a few hours.

*** Literacy
CENT~
2017 Reading Is Fund ornenlo l • C
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