Raymond

Description: Raymond, a third grade student, has difficulty identifying rhyming words
when he hears them. He can match all upper and lower case letters and can identify all
upper case letters. Raymond has trouble reading lower case letters; he mixes up /b/ and
/d/, /g/ and /j/, /m/ and /n/, and /p/ and /q/. His teacher is also concerned about
Raymonds fluency skills. He enjoys listening to stories and is able to identify the characters
and setting of the story. He is able to identify what happened at the beginning and at the
end of the story, but has difficulty sequencing the middle of a story.
Tier 2 Reading Goals:
1. When given a passage to read the student is able to identify main points that happened in
the beginning, middle, and end of the passage.
2. Student is able to generate a corresponding rhyming word when presented with a threephoneme written prompt.
3. Student is able to write and differentiate between the following letters with 100%
accuracy: /b/ and /d/.
Intervention Plan: Teacher Directed In-Class Activities:
Intervention Plan: Cheeseburger sequencing events
Target Skill: Identifying beginning, middle, and end events in a story
This intervention is created to help Raymond sequence the events in a story from
beginning onto the middle and then to the end. While he is able to identify those at the
beginning and end he struggles identifying the events in the middle. Raymond will receive a
worksheet that breaks down a cheeseburger into different pieces. The top bun is the
beginning of the story. There are then three pieces that ask for the events in the middle of
the story. They appear to be cheese, lettuce, and the burger patty. The sheet then ends with
the end event on the bottom half of the bun. This break down lays out the story for
Raymond to allow him to see that theres more to a story than the beginning and end. It
also allows him to point out not just one event from the middle but three. Once he masters
this worksheet with an easy passage he will move onto a harder passage.
Intervention Plan: Rhyming sliders
Target Skill: Identifying appropriate rhyming words
This intervention is created to help Raymond identify words that rhyme with one
another. The sliders feature words that are three phonemes in length. There is a strip that

has the first phoneme (onset) listed at the top and the rest of the strip is left blank for
Raymond to fill it in. The slider piece has the following phonemes (rime) placed on it. The
teacher will show Raymond how to slide the slider and will read the first word aloud to
him. Raymond will repeat the motion and word back to the teacher once he feels
comfortable with the materials. This word will give Raymond the experience he needs to
continue with the activity and fill in the rest of the onsets on the strip. Once he finishes one
strip he will move onto another rime pattern. This activity will allow ample opportunity for
Raymond to generate words that rhyme with one another.
Intervention Plan: Which letter will win?
Target Skill: Correctly identify and differentiate between /b/ and /d/
This intervention activity is put into place to help Raymond learn the difference
between /b/ and /d/. A dice will be covered in the letters previously listed. Raymond will
have a chart in front of him with two columns on it. Each column will feature either /b/ or
/d/. The teacher will model the activity first and sit with him to correct him along the way.
When he rolls the die he will have to pronounce the letter he rolls, make the letter sound,
and then circle the corresponding letter on his chart. Each column fills the entire length of
the paper allowing for an ample amount of practice. Once he masters differentiating
between /b/ and /d/ he will move onto /g/ and /j/.
Independent Practice Activity: Read it, write it, highlight it!
This activity allows Raymond to practice rhyming words on his own. There are four
pictures on the left side of the page. Underneath the picture is a word that describes the
picture; for example cat. To the right of the image is a spot for Raymond to practice
writing that word. Then to the right of that spot is a blank box for Raymond to write his
own sentence. The sentence must include a word that rhymes with the word on the lefthand side of the page. Raymond then has to highlight the new rhyming word he has put
into his sentence. Then at the bottom of the sheet he is able to create a sentence with one
word from the sheet. The sheet has four different pictures allowing Raymond to practice
this skill multiple times. A key can be sent home for the parent or the teacher can collect it
the next day and review it with him.

Rosa
Description: Rosa, a first-grade student, does not know the sounds of many letters and can
only identify 13 printed letters. However, she can sing the ABC song with no errors, can
identify the pictures she sees in books, and knows some concepts about print (for example,
she knows the front of the book, can show where to begin reading and where to go next,
and understands the correct direction to turn pages). She cannot point to words as the
teacher read them or tell the teacher the letters in the words.
Tier 2 Reading Goals:
1. When given a sheet of lower and upper case letters, the student can state the most
common sound of each of the letters with 100% accuracy.
2. When given a sheet of lower and upper case letters, the student can name each of the
letters with 100% accuracy.
3. When listening to the teacher read a picture book the student can point to the words
one-by-one as the teacher reads them.
Intervention Plan: Teacher Directed In-Class Activities:
Intervention Plan: Alphabet Squish
Target Skill: When given a sheet of lower and upper case letters, the student can state the
most common sound of each of the letters with 100% accuracy.
This intervention plan is designed for Rosa so that she is able to practice making the
common sounds the different letters of the alphabet make. On a large board there will be
blobs of shaving cream. Each blob will have a small piece of paper laid on top. Letters of the
alphabet will be represented in bother upper and lower case on those pieces of paper. The
teacher will call out a letter such as B. Rosa will squash both the upper and lower case /b/
blobs on the board, and when doing so she will make the common letter sound for that
letter. The teacher will continue to call out letters as Rosa squashes them. When they are
finished with all of the letters on the board they can wipe the board off and begin again.
Rosa will continue working with this skill until she masters it. Due to the fact that Rosa
struggles with letter sounds of many letters this activity will be done with a smaller section
of the alphabet. Once she masters those letters the teacher will then move onto more
letters for her to work with.
Intervention Plan: Feed the Alphabet Monster

Target Skill: When given a sheet of lower and upper case letters, the student can name
each of the letters with 100% accuracy.
This intervention activity is designed to give Rosa ample time working with letter
identification. The monster in this activity is made from a cleaned out baby wipe container.
The opening of the container is the mouth of the monster. Bottle caps will be velcroed to a
large board. Each bottle cap will represent the letters of the alphabet that Rosa has trouble
identifying in both upper case and lower case. The teacher will call out a letter and Rosa
will identify the upper and lower case letters on the board. She will then pull them both off
and feed them to the monster. Once Rosa moves through all of the letters she struggles
with she can put the caps back on the board and try again. She will continue working with
this skill until she reaches mastery level.
Intervention Plan: I do, we do, you do.
Target Skill: When listening to the teacher read a picture book the student can point to the
words one-by-one as the teacher reads them.
This intervention activity is designed to help Rosa learn to point to words in a book
as they are read. The teacher will use a very large version of a simple early reader book.
The teacher will first model the desired behavior. He/she will read the book aloud to Rosa
while pointing slowly at each word with a pointing stick. He/she will then read the book
again but allow Rosa to hold the stick. The teacher will place his/her hand over Rosas and
will guide her hand to point to each word as the words are read. Once she feels comfortable
the teacher will allow Rosa to point to the words alone while the book is read. After enough
time passes by Rosa will be able to both read and point to the words all by herself.
Independent Practice Activity: Do-A-Dot Letter
This independent practice activity helps build skills needed to meet both goals one
and two. Rosa will be given multiple large sheets of paper that have the different letters of
the alphabet placed all over them in both lower and upper case. She will also be given a dot
marker (bingo marker). She will sing the ABCs slowly and as she gets to each letter she will
blot both the upper and lower case letter. Once all of the letters are marked on her page she
will go through and make the common sounds for each letter. When she is finished she can
grab a new sheet and try it again.

Amanda
Description: Amanda has just transferred to your school and her school records have not
arrived from her old school, but her parents reported that her previous teacher had asked
to meet with them. She is starting the 5 th grade at your school, since that is the grade she
was in at her previous school. They moved before the meeting could occur and are not sure
what was going to be addressed at the meeting. Amanda completed some assessments for
her new teacher, who noted some skill deficits. Most of Amandas peers recognize sight
words like whether, stomach, umbrella, handkerchief, shoulder, lettuce,
sweater, grocery, and thirsty and can easily decode all grade-level words. Amanda has
difficulty when she encounters these and many other sight words, and has difficulty with
phonetic decoding at her grade-level, especially in the content areas. Amandas oral reading
is slow and labored. She often says the wrong letter sound or incorrectly guesses at words.
Also, Amanda is unable to answer comprehension questions that require critical thinking
after she has listened to a passage read aloud, but she can easily answer rote memorization
questions.
Tier 2 Reading Goals:
1. When given a list of grade level sight words the student is able to state each one
automatically.
2. When given a reading passage that is approximately 250-300 words long the
student is able to read the passage at 100 words per minute.
3. After listening to a read aloud of a grade level passage the student is able to answer
questions that require critical thinking answers.
Intervention Plan: Teacher Directed In-Class Activities:
Intervention Plan: Squish the Fly
Target Skill: When given a list of grade level sight words the student is able to state each
one automatically.
This intervention is designed to help Amanda practice reading her sight words until
recognizing them is no longer a task but something that automatically comes to her. The
teacher will place different laminated flies all around. They could be scattered around the
room, on a table, or even on the walls. Each fly will have a grade level sight word written on
it. The teacher will have a list of the sight words that are on the flies and Amanda will have

a flyswatter. He/she will call out one word at a time. As the teacher calls out the word
Amanda must find the correct sight word and smack/squish the fly. If she is correct she
gets to keep the fly, however, if she is incorrect she must try again. Once Amanda has
reached mastery level for each sight word listed on the teachers list the teacher will then
erase the words on the flies and create a new list of sight words for Amanda to work with.
Intervention Plan: Repeated Reading
Target Skill: When given a reading passage that is approximately 250-300 words long the
student is able to read the passage at 100 words per minute.
This intervention strategy is put into place to help Amanda increase her oral reading
fluency. Amanda will be given a grade level story that is approximately 250-300 words
long. The teacher will also have his or her own copy of the story. A timer will be set, and
Amanda will begin reading. The teacher will mark on his/her story copy the
mistakes/struggles that he/she notices. The words per minute will be recorded on the
bottom of the page under 1st try. They will then spend a minute going over her common
mistakes. Then the timer will be set again, and Amanda will read the same passage yet
again. Her words per minute for this time will be recorded under 2 nd try. The teacher will
then again cover any mistakes. Finally Amanda will read the passage for a third time and
the words per minute will be recorded under Last Read. If Amandas words per minute
recordings go up consistently she can then move onto a more challenging piece of text. If,
however, her scores do not rise she may need to either read a simpler passage or spend a
little more time with text.
Intervention Plan: Comprehension Dice Game
Target Skill: After listening to a read aloud of a grade level passage the student is able to
answer questions that require critical thinking answers.
This intervention strategy is put into place to give Amanda practice with answering
critical thinking questions. Her ability to answer these questions will enhance her overall
comprehension skills. Amanda will listen to the teacher read aloud a grade level passage.
Amanda will have a sheet in front of her that lists the numbers on the die. Each number will
have a corresponding question. After hearing the passage Amanda will roll the die.
Depending on which number she lands on she will have to then answer the critical thinking
question in relation to the text. If she rolls a 1 she be asked, Can you make a text to selfconnection to this story? If she rolls a 2 she will be asked to, Tell your partner the 3 most
important parts of the story. If she rolls a 3 she will be asked, What question would you
ask the main character in the story if you could? If she rolls a 4 she will be asked, If you
were in this story what would you see and hear? If she rolls a 5 she will be told to, Find 3
words that were difficult to read. Can you and your partner work them out? Finally, if she

rolls a 6 she will be asked, How did the characters feel at the end of the story? How do you
know? Amanda will discuss her answers with the teacher. If she is struggling to come up
with an answer the teacher can foster the discussion along at first. The teacher will record
her answers as she tells them to her for documentation and progress monitoring purposes.
The teacher will also make note of which questions needed to have further explanation or
that required her assistance. As she answers the questions she can cross the numbers off
on the page so she remembers which ones she has already completed. When Amanda
shows comfort and confidence answering the questions listed the teacher can present a
new reading passage and higher-order thinking questions.
Independent Practice Activity: Say it, Build it, Write it!
This activity is put into place to give Amanda ample time working with her sight
words so that her recognition of them is automatic. Amanda will be given a magnetic tray
provided by the teacher, letter magnets, a dry erase marker, and a stack of laminated
papers. Each paper represents a different sight word. At the top of the paper the sight word
will be listed. Amanda will say the sight word written at the top. Beneath that there will be
a spot for Amanda to build the sight word from the letter magnets. The underneath that
there is a spot for Amanda to actually write the sight word with a dry erase marker. Once
Amanda has mastered each sight word given to her and is able to say/build/write them she
will be given a new stack of papers with new sight words on them.

Visuals & Attachments

Raymonds Progress Monitoring Tool-Use weekly

Letter:

Correct

Incorrect

Rosas Progress Monitoring Tool-Use weekly

Letter:
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z

Correct:

Incorrect: (List answer)