01 1.

Candidate Profile and

Reflection

02 2. Diverse Reading
Table of Profiles

contents
03 3. Formative Literacy
Assessment

04 4. Instructional
Interventions
 Ms. Brown
Hey! My name is Allie Brown, I am 20 years
old from Cordele, Georgia. I am a junior in
the Early Childhood Education Cohort at
Georgia College. I have wanted to teach
since I was 16 years old after working with
the sweetest of boys with down syndrome.
I fell in love instantly, and my love has
continued to grow with the fantastic
teachers I have worked with and have the
opportunity to be friends with. I have a
huge love of books and all things reading,
and I have an adorable dog named Duke. I
am so excited to work with more students
and get to learn and gain new experiences
this semester in our literacy class!!
Questions ● What do you know about dyslexia?
I don’t know very much, except the little experiences I have had with students with
you might ○
dyslexia. I know that numbers and letters can appear jumbled up or flipped around.
have! ● What have you learned about teaching literacy?
○ Teaching literacy is a difficult but rewarding task. It takes patience and a true
understanding of all things letters and letter sounds. With teaching literacy,, children learn
new vocabulary and spelling. And then work on becoming fluent and proficient readers.
● What do you find most challenging?
○ The most challenging aspect would have to be the complicated mix of letter sounds and
letter combinations. We have to teach students all combinations of letters that sound
very similar and emphasize the differences between those letters.
● How are you meeting the needs of struggling readers in placement? (from fall)
○ I have not had much experience with teaching and instructing literacy, but I have been
able to work with students that have struggled with reading and recognizing letter
sounds. I was able to use resources learned in class and our trainings to help students
remember to carefully pronounce all the sounds correctly and in the right order.
● What do you feel like you need to know next?
○ I want to continue learning about instructing literacy, and moving forward to working with
comprehension and fluency while reading.
● What are your top 3 burning questions about literacy assessment, intervention, and support for
students who may have specific challenges in learning to read, write, or both?
○ What are the most effective intervention strategies?
○ How much of intervention with struggling readers works with parent involvement or
outside of school sources?
○ Is there a different way of assessing students that are struggling without singling them
out in a classroom?
 01

Diverse
Reading
Profiles
You can enter a subtitle
here if you need it
Resources to Support Diverse Reading
ProfilesLearning Disabilities
Association of America
LDA Types of Learning Disabilities
Early Intervention Rubrics in Georgia for
ELA/Reading 2020-2021
Georgia's Early Intervention Program (EIP) E
LA/Reading K- 5 Rubrics
What might be some other possibilities or related
connections?
Speech-Language Impairment Online Resources
Georgia DOE Dyslexia page
GaDOE Dyslexia Information
Clarification of Learning Disabilities and Facts
Learning disabilities: What they are and aren’t
Formal Literacy
Assessments
QRI Examiner
Primary Spelling
inventory
 Intervention
Plans
Weekly
teaching
plans
Section  Description  Notes 
Reading or Rereading for Fluency   Read Baby Animals and the poem about  Matthew struggled with the reading. He
the an letter family titled Dan and Jan. was able to name the animals based off the
(5-10 minutes)  pictures.

This may include a book, poem, or other

item. Most of the time you will have the
child read something familiar that they have
already read with you.  
Word Study   Letter Sort with pictures.  These cards were used to see Matthew’s
recognition of letters and letter sounds. He
(10-15 minutes)  was able to recognize all the letters except
E, Q, and S. He confused all the letter
Examples might include 1 or all of the sounds with one another.
following: 

Picture/Word Sort, Writing Sort, Word Hunt,

Letter or Sound Game, etc.  
Reading and Writing  Before reading Baby Animals, we did a  The picture walk seemed to confuse him,
picture walk to see what he noticed about he used the pictures to tell me the animals
(20-30 minutes)  the book. instead of reading the words on the page.

This includes what you will be doing with the

student related to the text before reading,
during reading, and after reading. 
Take-Home Book  Title: Baby Animals  
Section  Description  Notes 
Reading or Rereading for Fluency   D book, the book covers the  Enjoyed the book, but struggled with phonics and letter sounds
letter D with animals and
(5-10 minutes)  objects

This may include a book, poem, or

other item. Most of the time you will
have the child read something
familiar that they have already read
with you.  

Word Study   Letter Cards with pictures  Recognized most letters and was able to name all the images on the cards.

(10-15 minutes) 

Examples might include 1 or all of

the following: 

Picture/Word Sort, Writing Sort,

Word Hunt, Letter or Sound Game,
etc.  

Reading and Writing  Title: D book  He was excited that the book had the first letter of his name, but got confused
We will talk about the letter D when reading the book with me. He confused b and d together and did not do
(20-30 minutes)  and what it looks like, and well with recognizing letter sounds
what it sounds like, then read
the book.
Reading or Rereading for Fluency  M book, the book covers the letter M with  Enjoyed the book, but struggled with phonics
animals and objects and letter sounds. HE guessed the pictures in
(5-10 minutes)  the book and was able to name what the
objects were if he knew them.
This may include a book, poem, or other item.
Most of the time you will have the child read
something familiar that they have already read
with you.  

Word Study   Letter Cards with pictures  Recognized most letters and was able to name
Phonics cards without pictures all the images on the cards.
(10-15 minutes)  Did okay with the phonics portion, he knew
some sounds but confused the different
Examples might include 1 or all of the versions of a lot of letters
following: 

Picture/Word Sort, Writing Sort, Word Hunt,

Letter or Sound Game, etc.  

Reading and Writing  Title: D book  He was excited that the book had the first
Writing about the letter M and how he has the letter of his name, but got confused when
(20-30 minutes)  letter in his name reading the book with me. He knew the names
of the animals in the book but did not recognize
This includes what you will be doing with the some objects
student related to the text before reading,
during reading, and after reading. 

Take-Home Book  Title: Animals  

Reading or Rereading for  Read the Alphabet book again  Both boys were excited to be working together and finally have someone else in
Fluency  their tutoring with them

(5-10 minutes) 

This may include a book, poem,

or other item. Most of the time
you will have the child read
something familiar that they
have already read with you.  
Word Study   Letter Sort with pictures.  These cards were used to see Demonte’s recognition of letters and letter sounds.
Phonics cards He was able to recognize all the letters except E, Q, and S. He confused all the
(10-15 minutes)  Word family Easter eggs letter sounds with one another.
Matthew did about the same with the letter recognition but knew more letter
Examples might include 1 or all sounds than Demonte.
of the following: 

Picture/Word Sort, Writing Sort,

Word Hunt, Letter or Sound
Game, etc.  
Reading and Writing  Play-Doh writing  This was the best part of tutoring the boys so far. They enjoyed the play-doh and
the boys will be able to write were able to create letters that they were confused about in the play-doh
(20-30 minutes)  letters and create pictures using
play-doh.
This includes what you will be
doing with the student related
to the text before reading,
during reading, and after
reading. 
Reading or Rereading for Fluency   Taking the QRI and Primary Spelling  Demonte became flustered while trying to do
assessments the assessments, so we stopped where we were
(5-10 minutes)  at and moved onto writing

This may include a book, poem, or other item.

Most of the time you will have the child read
something familiar that they have already read
with you.  

Word Study   Letter Cards  Because Demonte struggles with phonics, we

Phonics Cards worked on phonics here instead of the word
(10-15 minutes)  study.

Examples might include 1 or all of the following: 

Picture/Word Sort, Writing Sort, Word Hunt,

Letter or Sound Game, etc.  

Reading and Writing  Writing portion Demonte was able to tell me about his week and
we were planning on writing about it, but he
(20-30 minutes)  returned the letter from his mom and she
mentioned his love of volcanos so we talked
This includes what you will be doing with the about those and worked on sounding out the
student related to the text before reading, during word lava and volcano
reading, and after reading.  He was able to write lava down after I showed
him what the letters looked like after he
sounded it out.
 Do you have any
questions?
youremail@freepik.com
+91 620 421 838
yourcompany.com

Thank you!
CREDITS: This presentation template
was created by Slidesgo, including
icons by Flaticon, and infographics &
images by Freepik

Please keep this slide for attribution

 Use our editable graphic resources...
You can easily resize these resources without losing quality. To change the color, just ungroup the resource
and click on the object you want to change. Then, click on the paint bucket and select the color you want.
Group the resource again when you’re done. You can also look for more infographics on Slidesgo.