During regularly scheduled class reading instruction, Charlie will receive either or small group, pull-out instruction based on his reading assessment needs. Daily, during the forty minutes of instruction time Charlie will: Review-10 min. Word Study-10 min. Fluency 10-min. Comprehension-10 min -Review reading -Words Their We will read aloud We will apply homework work includes (together or comprehension Sound Sorts (picture, individually) the strategies to either -Reread reading word sorts, and blind daily reading and narrative or expository passage or text from sorts), Pattern Sorts other easy to read, text. Strategies will last session (word sorts), fun text. Reading include: prereading, (assessing for Meaning Sorts will incorporate word active reading, and post fluency). (concept sorts, study and high reading. We will also spelling meaning frequency words. incorporate oral and -Review word bank sorts), and Writing Charlie will also be written summaries, words identified in Sorts. Other work exposed to fluent questioning, and prior days reading. will include building readings either by reflections into our word banks and word me, other students, or activities. -Review word study hunts. books on tape. words from previous day. -Word study work will begin with consonant sounds. Although Charlie is at the mastery level for this skill, it is important for students to begin their word work with what they know and are familiar with. Charlie will follow this schedule his reading ability is assessed at the second grade level. Again, it important that the structure of word study, fluency, and comprehension lessons are maintained on a regular basis. "Student progress or lack of it is often a function of the class structure as opposed to the class activities. That is, conflicting, variable, and unpredictable class
During regularly scheduled class reading instruction, Charlie will receive either or small group, pull-out instruction based on his reading assessment needs. Daily, during the forty minutes of instruction time Charlie will: Review-10 min. Word Study-10 min. Fluency 10-min. Comprehension-10 min -Review reading homework -Reread reading passage or text from last session (assessing for fluency). -Review word bank words identified in prior days reading. -Review word study words from previous day. -Words Their work includes Sound Sorts (picture, word sorts, and blind sorts), Pattern Sorts (word sorts), Meaning Sorts (concept sorts, spelling meaning sorts), and Writing Sorts. Other work will include building word banks and word hunts. -Word study work will begin with consonant sounds. Although Charlie is at the mastery level for this skill, it is important for students to begin their word work with what they know and are familiar with. We will read aloud (together or individually) the daily reading and other easy to read, fun text. Reading will incorporate word study and high frequency words. Charlie will also be exposed to fluent readings either by me, other students, or books on tape. We will apply comprehension strategies to either narrative or expository text. Strategies will include: prereading, active reading, and post reading. We will also incorporate oral and written summaries, questioning, and reflections into our activities. Charlie will follow this schedule his reading ability is assessed at the second grade level. Again, it important that the structure of word study, fluency, and comprehension lessons are maintained on a regular basis. "Student progress or lack of it is often a function of the class structure as opposed to the class activities. That is, conflicting, variable, and unpredictable class
edrd-6529-intervention-plan-jsimonson.docx