Kelsey Ramirez

SPED 639

Reading Intervention Plan

Introductory Paragraph

Madelyn Alden is a 9 year old girl in the 4th grade at Hickam Elementary School. In 2014

Madelyns parents grew concerned with her reading and writing abilities. They noted that she

had difficulty with phonics, reading fluency, and reading comprehension. In 2015 Madelyn

became eligible for special education services and began specialized instruction in a small group

setting. Teachers report that Madelyn still struggles with phonemic awareness, reading fluency,

and reading comprehension but continues to learn strategies that help her to progress in her IEP

goals and objectives.

Summary of Students Reading Intervention Plan

Goal

Within six weeks, Madelyn will increase her reading word fluency by completing the following

objectives with 80% accuracy.

Objective 1: When given a list or text of multisyllabic words, Madelyn will identify the root,

prefix, and suffix of each word, independently, with 80% accuracy.

Objective 2: When given a text or task, Madelyn will read or write multisyllabic words,

independently, with 80% accuracy.

Objective 3: When given a list of multisyllabic words, Madelyn will identify or divide syllable

parts, independently, with 80% accuracy.

Objective 4: When given a list of multisyllabic words, Madelyn will identify syllable types,

independently, with 80% accuracy.

 The goal and objectives set for Madelyn, focus on increasing reading word fluency

through explicit instruction and consistent practice with multisyllabic words. Instruction in

affixes, morphemes, and syllable types will provide her with new skills. Madelyn has had some

instruction in identifying syllables so these lessons will be practice and refinement. This plan

requires instruction three times a week with lessons 15-20 minutes long. Lessons will be

provided by the general education teacher and special education teacher in a whole group setting,

small group setting, and a one-on-one setting. Instruction can be incorporated with text from

different disciplines such as science and social studies.

Rationale

I have selected all the components of this plan for a number of reasons. First, due to

results of the Comprehensive Test of Phonological Processing (CTOPP2) it is evident that

Madelyn would benefit from explicit instruction in multisyllabic words. She scored Poor in

phonological awareness and phonological memory, and Very Poor in alternative phonological

awareness. Results of the Word Reading Fluency Assessment indicated that Madelyn is able to

read 55 WPM with 93% accuracy. Her performance was in the Poor range indicating that

Madelyn has difficulty with word reading fluency. According to Chapter 8 Although phonemic

decoding continues to help students read words into middle school, by fourth or fifth grade the

kinds of words that students encounter tend to have multiple syllables that are less amenable to

letter-by-letter decoding and too long and infrequent to memorize. (Chapter 8, pg. 115)

Instruction in multisyllabic words will help Madelyn increase her ability to read grade leveled

words and access grade leveled texts. Secondly, I chose to have lessons be provided by the

general education teacher and special education teacher in a whole group setting, small group
setting, and a one-on-one setting. The vision for an effective literacy program recognizes that

creating fluent proficient readers and writers is a very complex task and requires that teacher

coordinate their instruction to reinforce important strategies and concepts. (Biancarosa & Snow,

pg.22) Madelyn would benefit from instruction that is provided in multiple settings, by multiple

teachers, within various disciplines so that concepts can be generalized. This plan has been

crafted to support Madelyn in her current needs in literacy instruction.

Outline of Day Intervention Plan

Error
Week Days Activities/ Strategies Focus of Activity Setting Assessment
Correction Plan
- Introduction in
morphemes (root, suffix,
prefix) Students
- Definitions and Introduction to share and Graphic
explanation of root, suffix, Morphemes Whole compare their Organizer:
Day 1
and prefix (root, suffixes, Group three column Three-column
- Have student analyze list prefixes) notes in small notes
of words and create three groups
column notes of root,
prefix, and suffix
- How Do They Differ
- Provide student with
Graphic
base words that can be Group
Small Organizer:
Day 2 joined with ful and less Suffixes discussion of
1 Group Three-column
- Students combine and each word
notes
compare changes of
meaning
- Give student list of same
words in different order
and have student read as
quickly as possible
Graphic
- Provide student with Group
Small Organizer:
Day 3 base words that can be Suffixes discussion of
Group Three-column
joined with er and each word
notes
ian/ist
- Students combine and
compare changes of
meaning
2 Day 4 - Review definition of root Suffixes One-on- Reflection Writing and
and suffixes one Reading the
- Give student list of New Word
words used previously, in Handout
different order and have
student read as quickly as
 possible
- Writing and Reading the
New Word
- How Do They Differ
- Provide students with Graphic
Group
base words that can be Small Organizer:
Day5 Prefixes discussion of
joined with un- and re- Group Three-column
each word
- Students combine and notes
compare
- Give student list of same
words in different order
and have student read as
quickly as possible Graphic
Group
- Provide students with Small Organizer:
Day 6 Prefixes discussion of
base words that can be Group Three-column
each word
joined with pre- and mis- notes
- Students combine and
compare
- Prefixes that mean not
- Review definition of root
and prefixes
- Give student list of
Writing and
words used previously, in
One-on- Reading the
Day 7 different order and have Prefixes Reflection
one New Word
student read as quickly as
Handout
possible
- Writing and Reading the
New Word
- Give student list of
words used previously, in
Drop the e when
different order and have Group
the next part Small Graphic
Day 8 student read as quickly as discussion of
3 begins with a Group Organizer
possible rules
vowel
- Practice using rules to
combine morphemes
- Give student list of
words used previously, in
different order and have
Combining
student read as quickly as
morphemes and Group
possible Small Graphic
Day 9 practicing the discussion of
- Student breaks the words Group Organizer
use of rules
into their constituent
combining rules
morphemes and decide
whether the e has been
dropped
4 Day 10 - Give student list of Combining Small Group Graphic
words used previously, in morphemes and Group discussion of Organizer
different order and have practicing the rules
student read as quickly as use of
possible combining rules
- Student breaks the words
into their constituent
morphemes and decide
whether the e has been
dropped
 - Student uses wiki sticks
to identify prefixes, Morpheme
One-on- Observation
Day 11 suffixes, and roots found Practice and Reflection
one Checklist
in words from a student Application
selected text
- Student creates word
Morpheme
wall of base words Small Group
Day 12 Practice and Word Wall
combined with different Group Collaboration
Application
prefixes and suffixes
- Review clapping to
count syllables
- Recognize that each
Graphic
syllable will have at least Reviewing Group
Small Organizer:
Day 13 one vowel Identifying discussion of
Group Two-column
- Introduce vowel teams Syllables syllables
notes
- Student practices
drawing lines in between
syllables in words
- Syllable separation
activity: Using wiki sticks
One-on- Observation
5 Day 14 separate syllables found in Syllables Reflection
one Checklist
words from a student
selected text
- Explicit instruction that
syllables can be separated
between two vowels and
Graphic
syllables separated Group
Whole Organizer:
Day 15 between consonants Syllable Types discussion of
group Three-column
- Student given word syllable types
notes
examples and practices
dividing syllables
according to syllable types
- Review that syllables
can be separated between
two vowels and syllables
Group
separated between Small Syllable
Day 16 Syllable Types discussion of
consonants Group Rules Poster
syllable types
- Activity: Student makes
poster displaying different
syllable rules
6 - Introduce DISSECT and
Group
BEST strategy DISSECT and Small Observation
Day 17 discussion of
- Model using strategy BEST strategy Group Checklist
strategy
- Try strategy together
- Review DISSECT and
Group
BEST strategy
DISSECT and Small discussion of Observation
Day 18 - Try strategy together
BEST strategy Group strategy and Checklist
- Independent practice
reflection
using strategy