Nicole Bowman

Dr. Stanfa
SPU 316
December 3rd, 2013
Case Study
Rosas Goals:
1. Given a sheet with lower case letters, student can name each of the letters with 100%
accuracy.
2. Given a sheet of lower case letters, students can state the most common sound of each of
the letters with 100% accuracy.
3. When shown a picture of an object, students can state the initial sound of the word with
100% accuracy.
Intervention Plan
Teacher-Directed Materials:
1. Skill: Letter Identification and Letter Sounds
This activity is called Hungry Letter Mouse. Each student is given a white board,
marker and eraser. The alphabet is laid out before them. The first student looks at the alphabet
strip, chooses and a letter, writes the letter on the board and shows it to the student sitting
across from them. The second student has three seconds to correctly name the letter. If the
letter is said correctly, the student uses a marker to cross it off of the alphabet strip. The
students alternate and the other student then have an opportunity. This activity allows the
students to practice writing the letters and recognizing the letter sound.
2. Skill: Initial sound to picture accuracy
This activity is called Make a Match. One stack of cards will have letter sounds and the
other set of cards with have pictures that represent the letter sounds. The student will match
the correct letter sound to the corresponding picture in a game that mimics the game of
memory. The student can play this game with another student, and both students are timed to
see how many matches they can complete in a certain amount of time.
3. Skill: Initial sound to picture accuracy
The student will be given a variety of cards with a different picture on each card. There
will be paper bags or small containers of some sort placed out before the student. The student
will be directed to place the correct picture into the bag that represents the same beginning
letter sound of the picture. This will help the student to understand the beginning letter sound
correlation with the picture and to physically place the picture into the correct letter bag.

Independent Practice Material:

1. Skill: Letter and sound identification
The student will go onto this website
http://www.professorgarfield.org/Phonemics/chickenCoop.html and play the game entitled
Chicken Coop. This game begins by presenting a picture with a common sound, such a h in
horse. Then the game presents three other pictures, only one picture will have the same
sound. The student will match the two sounds together. The game is interactive and
motivating, and the directions are said aloud by a narrator, who will guide the student through
the entire game. The game is standards based.

Progress Monitoring Tool: Letter Sound Fluency

Resources:

http://www.maryvale.wnyric.org/webpages/kfrauenhofer/teacherresources.cfm?subpa
ge=10215
AIMSweb

Raymonds Goals:
1. Given a sheet of lower case letters, student can name each of the letters with 100% accuracy.
2. Generate a corresponding rhyming word when presented with three-phoneme written
prompt (e.g., cat-hat; fish-wish)
3. When given a 250-300 word content area text, students will read the text at 80 words per
minute, with 100% accuracy and correctly answer several questions about the text content.
Intervention Plan
Teacher Directed Materials:
1. Skill: identifying lower case letters and rhyming words
The student will be given a variety of specific nursery rhymes, laminated, and a letter
card with a specific letter to look for in the poem. The student will find the specific letter and
circle it throughout the poem with a dry erase marker. Two examples of poems to practice for
the letters that Raymond struggles with would be Humpty Dumpty and London Bridge. This
activity can be done with another student and when each student has completed the
assignment, the students can trade work and peer-evaluate the other student.
2. Skill: Rhyming words
The student will be given a diagram worksheet in which a simple sound will be in the
middle of the page, such as at or an. The student will then be given basic letters to match
with the word ending to form a variety of rhyming words. This same activity can be done with
pictures and the student writes the word underneath the picture and matches it with other
words that rhyme with the original picture and word.
3. Skill: Story Sequencing
The student will be given a story map. As the story is being read, the teacher and
student will discuss what is happening at the beginning, then the middle and then finally the
end. After the teacher models how to complete the story map, the student will then attempt to
create one. This will help the student to visualize the story with ease and by writing out the
details of the story, allowing him to remember the details.
Independent Practice Material:
1. Skill: Story Sequencing
After the student will be given a story online, narrated with pictures, and will listen to
the story through completion. When the story is done, the student will be given cards with
pictures from the story, out of order. The students task will be to put the cards in order in
which it happened in the story. This will help the student to visually see and physically
manipulate the beginning, middle and end of the story.

Progress Monitoring Tool: Assessing Fluency Scale

Resources: http://www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part1.pdf

Amandas Goals:
1. When shown grade-level sight words, students can state each word automatically.
2. When given unknown grade-level content area words, students will use an advanced word
reading strategy to correctly say the word with 100% accuracy.
3. When given a 250-300 word story passage, students will read the passage at 100 words per
minute, with expression, and correctly answer several critical thinking questions about the
passage content.
Intervention Plan
Teacher-Directed Materials:
1. Skill: high-frequency words
This game is called word fishing. The teacher will give the students premade fish with
high-frequency words written on them. Each fish will have a paper clip on the end and each
student will be given a pole with a string and magnet on the end. When the student gets a fish,
the student must read the word correctly, and if not, they must throw the fish back into the
pile. Then the next student will take a turn until all the fish have been collected. Once a fish has
been collected, the student will read the word and if the word is read correctly, the student will
keep the fish and copy the word onto a chart. The student will practice reading the sight word
and writing.
2. Skill: Chunking advanced words
The teacher will make a list of words that the student is particularly struggling with.
Then the teacher will write the words out in large letters and cut the word into pieces. Bit by
bit, the student will sound out the chunks until the whole word is read in its entirety. The same
principle can be used with word chunks and the student can create their own words and
practice writing the words, particularly emphasizing the word sounds each letter combination
makes.
3. Skill: Reading comprehension and critical thinking
The student and the teacher will read a short story together. Throughout the story, the
teacher will help the student understand what is going on and ask the students to make
predictions about what might happen in the story. At the end of the story, the teacher will ask
questions that are not too difficult for the student to answer, but allow the student to really
think about the answer. This will allow the student to practice their critical thinking skills
without putting them in the frustration level of reading comprehension.

Independent Practice Material:

1. Skill: Word Chunking
The student is given a sheet with a variety of basic beginning word blends. The student
will then be given a few cards with word endings. The student will match the word ending with
the word beginning, write the word and draw a picture to match the word they have written.
Progress-Monitoring Tool: Sight Word Identification