Morning

Duty/ Early Morning Intervention:

Date:

Duty:

9/15/15

# of
Students
Served:
Car Line
n/a

9/22/15
9/29/15
10/6/15

Car Line
Car Line
MI

n/a
n/a
2

10/20/15

MI

Description:
We stood in the car line and opened the
doors for students as they pulled up. We
were able to greet them and hopefully give
them a happy start to their day by
welcoming them I think that it is important
to give the students a great impression in
the morning that hopefully reflects the rest
of their day.


My two students are in the 2nd grade. This
was my first morning working with the
students. I introduced myself and asked
them about themselves. I then gave them
the Garfield Assessment. We only had 15
minutes together, so they did not get
through the entire thing, but it was very
interesting to see their outlook on reading.
Student A was not interested in reading,
but Student S seemed much more
interested. She said that she liked to read
for fun, which was encouraging to hear.
Today I administered two different
assessments. I gave each student the Yopp
Singer assessment and the Marie Clay
Hearing and Recording sounds. While I
worked with one student on the
assessments, the other student worked on
a fluency file folder game. The goal given to
us was to work on fluency and
comprehension, so that allowed the
student to work on that in the short time
that we had together. Both students did
well on both assessments. Student S
struggled on a few words on the hearing
and recording sounds assessment. I would
target that need and work on some
phoneme level activities to strengthen that.
(DATA ATTACHED)
Student S: Marie Clay 17/22
Yopp Singer 35/37

10/27/15

MI

11/5/15

MI

11/17/15

MI

Student A: Marie Clay 22/22

Yopp Singer 34/37
Today we were very limited on time
because of having to wait for one of the
students who did not end up showing up.
We focused on fluency and comprehension
by doing a read aloud and asking questions
about it after. We read If You Give A Pig A
Party. After we read I asked questions
about the sequence of the story, the
characters, and the events that took place.
Today I taught a mini lesson on prefixes. I
decided to teach on this to enhance their
word recognition and spelling that they
struggled with on the other assessments
that were given by the other members of
our triad. They seemed engaged and we
worked with understanding the meaning
of the prefix and recognizing them in a
word. My goal was for them to understand
that it comes before the word and that it
changes the word, but not the entire
meaning.
(ACTIVITY ATTACHED)
This was our last meeting time together
with our group. I wanted to leave a good
impression on them about reading and still
wanted to focus in on the standard that the
teacher gave us, so we did a read aloud/
choral reading together. We read the book
Terrific and the students read the repeated
lines with me whenever I cued them. They
were very engaged and it was a great
teaching opportunity. The book was titled
Terrific, but the main character used it in
a sarcastic way throughout the whole
book. We were able to talk about the
words meaning and its context in the
story. It was a great way to end our time
together.

12/2/15

Story
Time

Our Author Study group was given a group

of nine 4th graders. Our story time in our
author study was written for a 1st grade
class, so we had to change what we had
originally written. Because we only had 10-
15 minutes with them, we chose to read
the book Dont Let the Pigeon Drive the
Bus and then do a pigeon craft with them.
Before we read to them we asked them to
introduce themselves and tell us their
favorite book to read. They really enjoyed
sharing and I think that it helped engage
them in the reading. We read the book
aloud and then helped them put together
the pigeon craft.

STUDENT A

STUDENT S


STUDENT S


STUDENT A

Data Meeting Form

Morning Intervention Ann Robertson, Lindsey Harding, and Elizabeth Collier

Students Target Intervention/Strategy Observations/Data Adjustments
Name
Skill
in Instruction
Atticus
Identify Read alouds,
Atticus struggles
As a triad we
parts of questioning throughout with spelling. When decided it was
a story reading,
he came across
more beneficial
words he was
for us to read
unsure of he would the book to
guess rather than
Atticus.
sound out the
Because they
phonemes. He was struggled with
also easily
reading
distracted which
comprehension,
may have impacted us reading the
his reading
book and
comprehension.
asking them
questions
helped them to
focus on the
parts of the
story.
Scarlett Identify Read alouds,
Scarlett was good at As a triad we
parts of questioning throughout writing, hearing and decided it was
a story reading,
recording sounds.
more beneficial
She recognized
for us to read
letters and was able the book to
to read second
Scarlett.
grade level books.
Because they
Scarlett, like Atticus, struggled with
struggled with
reading
reading
comprehension,
comprehension.
us reading the
book and
asking them
questions
helped them to
focus on the
parts of the
story.


1. Goal: AL RL 2.1 The learner will identify story, setting, character,
problem/solution, and events in a passage. Some observations we have
regarding Scarlett are that she was good at writing, hearing and recording
sounds. She was able to read fluently for a second grade level. Both Atticus
and Scarlett struggled with reading comprehension. While reading books
aloud to us, they were more concerned with saying the word correctly rather
than knowing what the specific word or sentence meant. Atticus also
struggled with staying focused. Although Atticus had many struggles, he was
very creative. Before Atticus and Scarlett begin to only focus on
comprehension and identifying parts of a story we needed to work on
fluency skills for them both.

2. Atticus

Hearing
and
Recording,
91%

Yopp
Singer,
100%

Concepts of
Print,
100%

Scarlett

Hearing
and
Recording,
94%

Yopp
Singer,
77.00%

Concepts of
Print,
100%

3. Scarlett succeeded and grew in her overall reading skills, for example,
hearing and recording sounds, writing, creativity and engagement.

Atticus still needs improvement with overall fluency skills but he did grow in
his creativity and engagement levels.

4. Spelling, comprehension, and fluency were the three aspects that we
struggled with the most. Because both Atticus and Scarlett didnt have much
background knowledge in fluency then they were not able to comprehend
what they were reading.

5. Reflection
The meeting with our triad went very well. We had been communicating all
semester, but it was totally different meeting all together and looking at the
data that we had collected from our students. Something that we said that we
wished we had done was have a bi weekly meeting to see where we were on
everything and see how we could improve. We also said that it would have
been helpful to plan what we were going to do on a weekly basis rather than
a daily basis. Our planning and execution of the assessments and activities
could have been better. Although there were areas that we could have done
better, overall we were very pleased with our triad and how we worked
together to help Scarlett and Atticus. We all grew through learning what
worked and didnt work and are excited for morning intervention next
semester to implement our new ideas and strategies. We really enjoyed our
time with Atticus and Scarlett and wished that we had more time with them.

6. Class Notes
Emily, Abby, and Abby
Worked on summarizing material with a longer passage
Used interactive readings, tapping syllables, choral readings
Like us, when we read a passage to a student instead of the student
reading, the students were able to comprehend what was happening
in the story
Struggled with some students not showing up or arriving late to
school, behavior, and attitude towards school.
Some students were ahead of others so how do you work effectively
with all 3 without boring some or being too challenging for others.
Amanda, Mary, and Emily
Lot of the same struggles as triad before
Successes were the students opening up to the group and feeling a
little more comfortable to talk
Dabney, Hailey, and Abigail
Same struggles
How can we make the most effective impact with the time we have?
Our Triad
What are the underlying purposes of assessments? Good to have
experience with but because they are real children we do not need to
test out every assessment unless it is beneficial

Karen, Rebecca, and Lindsey

Students were way higher level than the assessments
We have mandates as teachers and must follow through even if we
know it is not as applicable as other evaluations