EDEX 546 Intervention Data

Week 1

Checklist Item , X, or N/A Numerical Score

(0: inadequate, 1: developing, 2:
nearly proficient, 3: mastery)
Recognizes and articulates the term 3
associated with the visual cue

Articulates the beginning phoneme 3

Identifies the letter-sound correspondence 3

for the beginning phoneme

Articulates the middle phoneme 3

Identifies the letter-sound correspondence 3

for the middle phoneme

Articulates the end phoneme 3

Identifies the letter-sound correspondence 3

for the end phoneme

Segments the cvc word appropriately 3

Blends the cvc word appropriately 3

Phonemic awareness skills evident in 3

speech

Phonemic awareness skills evident in 3

speech

Notes:

The student exhibited control of his verbal and written segmenting and blending skills.
Progress was evident.
Lesson modeling, scaffolding, and prompting was necessary that what had be pre-planned.
Given such success of the lesson and lesser need for instruction, to ensure mastery the students independent
reading book was used with the Elkonin boxes for select words.
Beyond those pre-planned on the worksheet, the following words were used for segmenting and blending
practice verbally and in writing: bite, and, for, and two.
Week 2

Point in Intervention Checklist Item , X, or N/A Numerical Score

Before Reading (1) Uses the title and pictures 2
to make predictions about the
book

(2) Motivated to read 3

During Reading (3) Reads fluently 3

(4) Rereads text when 2

necessary for accuracy and
comprehension

(5) Asks for help when it is x 1

needed

After Reading (6) Uses the books x 1

illustrations to respond to
comprehension-based W
questions

(7) Uses the books text to 2

respond to comprehension-
based W questions

(8) Uses prior knowledge to 3

respond to comprehension-
based W questions

(9) Independently formulates x 1

who questions

(10) Independently formulates x 1

why questions

(11) Independently formulates x 1

what questions

(12) Independently formulates x 1

where questions

(13) Independently formulates x 1

when questions

Notes:
W questions were presented by the teacher on each page of the text to emphasize the recurring theme and
meaning of the book.
Conversations occurred before, during, and after reading the text to exhibit the usefulness of the questioning
process.
The student would both respond to the questions that were posed, as well as begin working on devising his
own.
Questions were asked in regard to the size of the vehicles read about, what could be learned about each
vehicle based on the pictures, and connections the child could make to the content from prior experiences.
Week 3

Point in Intervention Checklist Item , X, or N/A Numerical Score

Before Reading (1) Uses the title and pictures 2
to make predictions about the
book

(2) Motivated to read 3

During Reading (3) Reads fluently 3

(4) Rereads text when 2

necessary for accuracy and
comprehension

(5) Asks for help when it is x 1

needed

After Reading (6) Uses the books 2

illustrations to respond to
comprehension-based W
questions

(7) Uses the books text to 3

respond to comprehension-
based W questions

(8) Uses prior knowledge to 3

respond to comprehension-
based W questions

(9) Independently formulates N/A N/A

who questions

(10) Independently formulates N/A N/A

why questions

(11) Independently formulates 2

what questions

(12) Independently formulates N/A N/A

where questions

(13) Independently formulates N/A N/A

when questions

Notes:
The teacher described that the focus this week would be on asking what questions.
A what question would be posed by the teacher on each page, after which the student would respond, and
then devise a what question of his own.
Conversations occurred before, during, and after reading the text to exhibit the usefulness of the questioning
process.
Less modeling and prompting was used to promote more independent use of the strategy.
Questions were asked and answered in regard to the animals from the text and prior experiences that have
various numbers of legs.
The student wrote several of these questions on the worksheet while summarizing his work and findings.
Week 4

Point in Intervention Checklist Item , X, or N/A Numerical Score

Before Reading (1) Uses the title and pictures 3
to make predictions about the
book

(2) Motivated to read 3

During Reading (3) Reads fluently 3

(4) Rereads text when 2

necessary for accuracy and
comprehension

(5) Asks for help when it is x 1

needed

After Reading (6) Uses the books 3

illustrations to respond to
comprehension-based W
questions

(7) Uses the books text to 3

respond to comprehension-
based W questions

(8) Uses prior knowledge to 3

respond to comprehension-
based W questions

(9) Independently formulates N/A N/A

who questions

(10) Independently formulates 2

why questions

(11) Independently formulates N/A N/A

what questions

(12) Independently formulates N/A N/A

where questions

(13) Independently formulates N/A N/A

when questions

Notes:
The teacher described that the focus this week would be on asking why questions.
To reinforce increasingly independent use of the questioning strategy, the student was consistently guided on
each page to use the sentence starters on the worksheet to devise his own questions.
Use of the worksheet as a tool proved to be successful in the appropriate development of questions that were
relevant to comprehension.
Conversations occurred before, during, and after reading the text to exhibit the usefulness of the questioning
process.
Less modeling and prompting was used to promote more independent use of the strategy.
Questions were asked and answered in regard to reasoning behind the activities taking place in the text.
The student wrote several of these questions on the worksheet while summarizing his work and findings.
Progress Monitoring Graphs (Weeks 2-4)

= projected progress for future weeks of interventions