Planning Packet

SSLS 779

Name of Child: Gracyn Grade Level: 1st grade

Learning Issue: Gracyn is a sight reader, average 6/15 on her spelling tests and has a
difficulty apply phonics concepts.
Informal Assessment Method (at least 2):
ABC sounds assessment
Instead of allowing Gracyn to silent read, have her read to you during the allotted
time.
PLAAFP Statement (must include baseline):
Gracyn spells 6 out of 15 words correctly on average on her spelling tests. Typical 1 st
graders spell 12 out of 15 words correctly on average.
Common Core Standard:
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding
words.
IEP Annual Goal: In 36 instructional weeks, Gracyn will on average correctly spell 10
out of 15 words correctly during her weekly spelling tests.
Interventions Source of Intervention
For Resource Room

Sound Bags. http://www.fcrr.org/documents/

Have paper bags that are labeled with one vpk_activities/AK10_Sound_Bags_
letter of the alphabet along with a picture card color.pdf
that begins with the corresponding letter.
Place paper bags (only a few) in alphabetic
order. Give students print resources of pictures
that start with the corresponding letters given.
Have the student name each picture and say its
initial sound. They should then place the
picture in the corresponding bag.
This intervention promotes the acquisition of http://www.interventioncentral.o
spelling or sight words. The student is given a rg/academic-
sheet containing words to practice .The interventions/writing/how-
student studies each word on the sheet, covers master-spelling-or-sight-words-
the word briefly and copies it from memory, cover-copy-compare
then compares the student-copied word to the
original model.
 For Parents/At Home

Sound Flash. http://www.fcrr.org/documents/

Write letters on flash cards. Cardstock that is vpk_activities/AK7_Sound_Flash_c
laminated. Have Gracyn flip through the cards olor.pdf
and say the sounds of the letters. Blends,
digraphs, and other literary items could be
written on the cards as well. They can be
reviewed before bed, after dinner, in the
morning, anytime. It could even be turned into
a timed game.
Keep a Journal. Not evidence based.
A key component in getting kids better at
spelling and letter sound knowledge is
practice. Writing, writing, writing. Help Gracyn
start a journal. She could tell about her day,
write stories, different things. Every night
before she goes to bed, the parents could sit
down with her or have her write a journal
entry by herself. Whatever the parents wanted.
But getting her to write would be huge.
For General Education Classroom

Sound Partners. http://ies.ed.gov/ncee/wwc/Inter

In reading, pair up a high level student with ventionReport/475
Gracyn and have them do a scripted lesson from What Works Clearinghouse
the Sound Partners program. The entire class
could be doing the lesson, but it would be geared
for Gracyn. Sound Partners is: is a phonics-based
tutoring program that provides supplemental
reading instruction to elementary school
students grades K3 with below-average reading
skills. The program is designed for use by tutors
with minimal training and experience. Instruction
emphasizes lettersound correspondences,
phoneme blending, decoding and encoding
phonetically regular words, and reading irregular
high-frequency words. It includes oral reading to
practice applying phonics skills in text. The
program consists of a set of scripted lessons in
alphabetic and phonics skills and uses Bob Books
beginning reading series as one of the primary
texts for oral reading practice
Self-Correction with Verbal Cues
The student takes a brief spelling pre-test,
follows a self-guided proves to check and correct
spelling errors using verbal cues, and then takes
a spelling post-test.
http://www.interventioncentral.o
rg/academic-
interventions/writing/spelling-
self-correction-verbal-cues