Literacy Intervention Program

Assignment
2: Intervention Program: Literacy

Section 1: Introduction
a. Early Intervention Teacher

b. JJ, 5 years old, Kindergarten 1

c. Likes constructive play such as building blocks and connecting tracks. Also enjoys art and craft
activities, especially drawing, writing letters and numbers as well as colouring.

d. Diagnosed with Autism Spectrum Disorder (ASD), no other issue at this moment.

e. His speech therapist in his Early Intervention Centre did an assessment during the early part of
the year. In summary, child is able to follow familiar 2 steps verbal instructions and has shown
emerging ability to respond to simple wh-questions (e.g. “What do you want?” “What is this?”).
However, he did not demonstrate adequate speech skills to meet daily communication needs.
He usually communicates to only express his needs and wants and respond to questions after
being prompted by adults. He also tends to repeat words after adults (verbal echolalia).

He is able to answer using simple 2-3 words phrases that he is familiar with, “I want (object).” He
knows alphabetical order where he can sequence the magnetic letters. He does not blend
sounds to read unfamiliar words yet (e.g. 3 letter words). He is able to read some high frequency
words. He is able to write some of the upper and lower case letters of the alphabet but do not
know the appropriate use of them (e.g. names and days of the week). He is also able to write
some words that he is able to draw though they are limited (e.g. sun and bus) (refers to Section
2, “Work Samples”).

f. He understands that letters form words and words have different meanings and pronunciations
(emerging print awareness). However, he has not yet acquired the skill or system of connecting
the relationships between letters and sounds to recognise and decode them. Hence, the next
step for him is to acquire letter-sound knowledge to help him to develop independent decoding
skills that are crucial for reading performance.

g. Not observed in the Early Intervention Centre (EIPIC) as the session that child is in usually goes
by 1:1 teaching.

h. Family members are concerned about his communications skills in particular to how he can
express his needs and wants more spontaneously. They have noted JJ has been displaying
interests in reading prints or words that he sees in the environment. For example, he will point
to the words and attempt to “read” them though they not accurate reading. However, they are
unsure of how they can help him to move him on the next learning phase.

Koh Jia Min Student Number: 2169812 1

Section 2: Assessment
a. Literacy Skill (Letter-sound knowledge)

b. Collect assessment data.

1. Observation of student during “Work with Teacher” session
Observation proforma
Length of the session must be reflected in the comprehensiveness of your notes
Date 6 March 2017 (Monday)
Lesson topic Work with Teacher
Time frame 20 minutes
Only record observable behaviours.
Do not assume body language, gaze, facial expression e.g. he is bored, she doesn’t understand.
Only record what you actually see e.g., puts head down on the table, looking toward the window.
JJ transits to the teaching focus area, “Work with Teacher” (1:1 direct teaching). He orientates
towards the teacher and says, “Hi” when the teacher greets him with “Hi”. He takes and matches the
first matching cue on the work system and retrieves the first task (musical instrument).

He holds the musical instrument, a shaker, and the teacher looks at him and with her own shaker,
she says, “JJ, follow.” The teacher proceeds to sing a song and tap her shaker on the table. JJ follows
the tapping with his shaker. The teacher changes her movement and carry on to tap the shaker on
her hand, “Do same!” JJ does the same. The teacher says, “Nice doing same! Finished! Let’s keep.” JJ
keeps back into the shelf and retrieves the second task (file folder with playground-related pictures).

JJ opens the file folder. Teacher gains his attention by calling him, “JJ!” He orientates towards the
teacher and the teacher holds up two pictures (swing and trampoline), “Take swing.” He says, “Take
swing!” and takes the correct picture and matches it on the same corresponding swing picture on
the file folder. Teacher does the same again but this time places 3 pictures on the table and says,
“Take see-saw.” He says, “Take see-saw!” and takes the correct one and matches again. Teacher
places 4 options now and says, “Take ball-pit.” He take the correct one accordingly again,
“Ball…pee...”. Lastly, JJ matches the rest of the pictures. Once he had matched all pictures, he keeps
the file folder and takes the basket on the third layer of the shelf (third task).

The teacher takes out two objects that are in the basket; they are a set of puzzles and a drawing
board. She holds them up and asks JJ, “What do you want?.” JJ says, “I want draw,” and picks the
drawing board. He writes the word, “Sun” then look at the teacher and says, “Sun.” The teacher
acknowledges and says, “Yes… Sun. Can you draw a sun?” JJ draws a circle with lines pointing
outwards around it, he finishes it with eyes and mouth. He erases and writes, “Bus” and “Apple”. He
says looking at the drawing board, “Bus. Apple. Bus. Apple. House.” He then erases the words and
draws a house.

The teacher says, “My turn!” and takes the drawing board. She writes the letter, “S”, points to the
letter and asks JJ, “What sound does S make?” He does not answer. She asks, “What letter is this?”
He says, “S.” She writes the letters, “A” and asks, “What sound does A make?” He says, “What sound
A make.” She asks, “What is this?” He says, “A”. She writes the letter “B” and asks again, “What

sound does B make?” He says, “What sound B.” The teacher then draws a bus and says, “/b/ /b/ /b/,
I draw a /b/-/u/-/s/ bus!”

The teacher passes the drawing board back to him and he continues to doodle. He draws a
rectangular shape with 2 circles on the bottom. He says “/b/ /b/ /b/ I draw a bus.” He colours it and
erases and the teacher says, “Work with Teacher is finished, it’s time to check our schedule. Let’s
keep!”

Observations that will inform my Intervention Program (You may not need to use all numbers)

1. Demonstrated ability to follow simple one step instruction (i.e. “Follow”, “Do same”, “Keep”,
“Take”, “Draw ___”)
2. Able to answer “What do you want?” and “What is this?” questions
3. Demonstrated a preference for drawing and interests in using writing tools to write. (Sun,
Bus, Apple)
4. Demonstrated ability to identify and select targeted pictures
5. Does not know the letter sounds of “s”, “b” and “a”
6. Able to repeat the sounds/words produced by adults


2. Diagnostic checklist administered
The following checklist is developed by the teacher writing this intervention programme and adapted
from Jolly Phonics Pupil/Student Checklist:
http://jollylearning.co.uk/gallery/jolly-phonics-pupil-student-checklist/

Directions for administering checklist:
1. Assess student in a quiet environment.
2. Assessment does not have to be done within a day but has to be completed within a week.
3. May assess each component on different days depending on child’s behaviour and
engagement level.
4. Provide choice activities during short breaks in between assessment such as provide fidget
toys as reinforcement to keep student engaged.
5. Model to the student what you want him to do and provide the correct answer if student
provides incorrect response. Use a different set of materials (i.e. letter cards) for modelling.
6. To assess “Knows letter name”: With the letter cards in front of the student on the table,
tell the student to name each letter as you point to it. Prompt student, “What letter is
this?”/”What is the name of this letter?” if he does not response after modelling.
7. To assess “Knows sound”: With the letter cards on the table, ask student to tell you the
sound the letters make, “What sound does this letter make?”
8. Letter cards used are lower case letters.
9. To assess “Blends regular words with this sound”: Place the word card, e.g. “sat” and ask
the student to read to you. * Strikethrough refers to child has not yet able to blend the
sounds to read.
Student Checklist
Student’s name: JJ
Date of assessment: Week 10 of Term 1

Letter Knows letter Knows sound Identifies the Identifies the Blends regular
name upper case lower case words with
this sound *
s ü ü
a ü ü ü
t ü ü ü at sat

i ü ü it sit

p ü ü pit tip

n ü ü ü nap ant

c ü ü cap


k ü ü kit

e ü ü ü set pet

h ü ü ü hip hat

r ü ü ü rat rip

m ü ü ü man him

d ü ü ü dad hid

Alphabet order
Sings/Recites Alphabet Song Arranges in sequence
ü ü

Reads-age appropriate books
Slowly Steadily Fluently
ü (Points to words
though does not read
accurately

3. Work Sample

Child’s drawing on paper: the word, “BUS” besides a drawing of a bus


c. Child knows alphabetical order where he can arrange the magnetic letters in sequence from A
to Z. He also knows the letter names (i.e. s, a, t, i, p, n, c, k, e, h, r, m, d) and is able to identify
the upper and lower cases of some letters. He has not yet acquire letter sound knowledge and
hence, does not blend the sounds to read some of the words that were shown to him, e.g. “sat”
and “pet”.

Out of all words assessed, he is able to read the word, “cap” and “ant”. It could be nouns that
he already knows, not because he is able to blend the letters to read them. This is because
according to the daily observations by the teachers (as stated above), he is able to write some
words that he knows how to draw confidently, e.g. “Sun”, “Bus”, “Apple” which could be
attributed to him memorising how to read and spell them.

d. Letter-sound knowledge/Phonemic Awareness (targeted sounds are selected for student)

e. Learning Objectives:

1. When presented with the letter cards, he will be able to demonstrate letter sound knowledge
for the letters, “s”, “a”, “t” and “i” by producing the letter sounds accordingly, 4 out of 5
opportunities by the end of the 8 sessions.

2. When prompted by teacher to identify picture card that starts with the beginning sounds (“s”,
“a”, “t” and “i”), student will be able to take the corresponding picture card from 3 choices
provided and pass to teacher, 4 out of 5 opportunities by the end of the 8 sessions.


Section 3: Program
a. Teaching program (8 X 30 minute teaching sessions)

Session number: #1 Date: 20 March 2017 (Monday)

Session objective: • At the end of the session, when presented with the letter card, “s”,
What do you want the he will be able to produce the letter sound, /s/.
student to know and be • At the end of the session, when presented with letter cards (e.g. “s”
able to do by the end of this “a” “t”), he will be able to point to the letter that makes the sound
session? /s/.
Materials/resources needed Planned content What student did/said
to teach session (Write in future tense) (Write in past tense)
• Jolly phonics song Tuning in:
from YouTube • “Today we are going to
• Picture Story with learn the sound that the
characters in it letter S makes. But first
• Flash card for letter let’s look at a picture.”
s and other foil • Narrate a story using Student looked at the picture story for a
letters the “Picture Story” few seconds then looked around the area
• Letter S template while saying, “It is a until teacher said, /ssssss/ before his
• Art materials (e.g. sunny day and a boy attention came back to the story again.
coloured foam and takes his dog for a walk.
googly eyes) On the way, they see a
large spotty snake
sitting up and hissing,
/ssssssssss/. The boy
and the dog runs off
and the snake slithers
away.”
Main Activity:
• Present the flash card
for letter S and says, Student repeated after teacher, “Letter
“The letter “s” makes S…. /ssssss/.”
the sound /s/.” She says
again and replies
herself, “What sound
does the letter “s” Student repeated after teacher,
make? /s/.” “/ssssssss/.”
• Plays the jolly phonics
song for the letter s.
• Demonstrate the action
by pretending to be Student tried doing same but action was
snakes, weaving the not accurate. He said, “/ssssss/.”
hand in an s shape and
make a continuous
/ssssss/ sound. “Let’s
do same” and get
student to imitate the
action.
• “Let’s decorate the Student said, “Snake…” and did the /s/
letter s, let’s make it action (which was not accurate) and
into a snake.” Teacher touched the template.
will present the letter S
template and art He took out the coloured foam and said
materials. She will the colours as he touched, “Blue, green,
yellow.”

model by peeling the
foam stickers and He followed the teacher’s model and
pasting it on the letter peeled and pasted the coloured foam on
S. the letter s template till there was no
• Student will do craft more left.
with teacher’s
facilitation whenever He pasted one googly eye after the
necessary. teacher pasted one then proceeded to
• Finally, ends the paste the tongue after teacher prompted
craftwork by pasting him.
googly eyes and a
tongue for the snake.
“Letter s makes the
sound /s/ (weave
hand).”
Closure: When the song was played again,
• Plays the song again and student took the “Check Schedule” cue
do the actions together. and wanted to walk off (indicating that
• Present the letter card, he wanted to end the activity). Teacher
“s”, the teacher asks, pasted the cue back and said, “later”.
“What sound does the
letter S make?” He paused for 5 seconds and said,
• Teacher then places 3 “/ssssss/.”
letter cards, “s”, “a” and
“t” on the table.
• “I’m going to say a
sound. Touch the letter
card that makes that Student looked.
sound.” Teacher then
states the sound /s/
then model the correct
response.
• She will do this again
but change the rest of
the 2 cards and says,
“Now let’s do together.” Student touched the letter s card.
Teacher will touch the
card with the student.
• One more time but this
time student will do it Student touched the letter s card.
independently, “Now,
it’s your turn. Touch the
letter that says, /s/.”
Reflections on session
What worked well/not well?
The lesson objectives were met. Student was generally engaged during the tuning in and main activity. He
followed the steps that teacher instructed e.g. voicing the sound and doing the actions. However, the craft
activity took a little longer than expected as student wanted to use up all the coloured foams that were
provided. By the time the craftwork was completed, student had already been seated for more than 20
minutes; hence, he wanted to end the activity and did not want to continue. Perhaps a short break with
some movement can be given before the closure was carried out.

What did you learn about the student/your instruction/use of materials…?
For the picture story, student did not show much engagement; maybe a change in the way the story is
presented can be tried out for the next lesson. Student was able to carry out the instructions given
successfully hence, inferring that instructions were rather clear and appropriate to him.

What do you need to be mindful of in the next session?
Comments should be in response to the previous comments: i.e., intended teaching
approaches/methodology and NOT a statement of the content to be taught.

• To continue to provide student with direct instructions and systematic, explicit teaching.
• To provide students with some movement break to retain his focus.

Session number: #2 Date: 21 March 2017 (Tuesday)

Session objective: • At the end of the session, when presented with 3 picture cards with
What do you want the 1 picture card that begins with the /s/ sound, he will be able to take
student to know and be the corresponding card when teacher presented the sound orally.
able to do by the end of this
session?
Tuning in:
• Flash card for letter • Present the letter card,
s “s”, the teacher asks, Student responded, “/sssssss/.”
• 5 objects that begin “What sound does the
with the sound /s/ letter S make?” (While
(i.e. spade, star, doing the /s/ action)
socks, spoon and • “Today we are going to
snake) play with some objects
• Objects for the that begin with the
activities related, sound /s/.”
e.g. teddy for Main Activity:
putting on socks. • Introduces the feely Student did not want to put his hand in.
bag, “This is a feely bag Hence, teacher opened the feely bag to
• 12 picture cards
and there are some show him what were inside. He then puts
with 4 picture
things inside. Put your his hand in to take out the spade.
cards that begin
with the /s/ sound hand in to take one item
(i.e. spade, star, out.”
snail and sun) • (In the bag, it will be
filled with 5 objects that
begin with the /s/
sound. They are
“spade”, “star”, “socks”,
“spoon” and “snake”. )
• As the student takes Student repeated after the teacher, as
one object out each well as the rest of the objects when
time, teacher will label teacher labelled them. Though his
the object and says e.g., pronunciations were not accurate
“Spade begins with the however, the /s/ sound was clear for all.
sound /s/. /ssssss/ “/sssss/ spa..” (spade)
spade (emphasising on “/sssss/tar” (star)
and extending the “/sssss/pooo.” (spoon)
target sound as “/sssss/nake.” (snake)
appropriate).”
• She will then get the
child to participate in a
short activity.
• Spade- Uses spade to He transferred the kinetic sand from the
scope sand. first container to the next using spade.

• Star- Sings “Twinkle,
Twinkle little star.” He listened and filled in the missing lyrics
• Socks – Put on socks for as teacher sang.
teddy bear.
• Spoon- stir cup with a He did not understand what is stir even
spoon. after teacher demonstrated. Teacher
• Snake- Snake to slitter showed one more time and prompted
on table. him. He did by himself for a few seconds.
• Teacher says, “We have
play with “Spade, star, He moved the snake on the table from
socks, spoon and snake” one end to the other in a straight line.
while she take each
object, emphasising on
the beginning sound.
• Finally, says “That’s
right, all these objects
begin with the sound
/s/.”
Closure:

• Teacher will present 3
picture cards with 1
picture card that begins
with the /s/ sound. For
example, “Star”, “Dog”
and “Mouse.”


sound. Take the picture

that has that beginning

sound.”

• Teacher then states the
sound, /s/ then model
the correct response. I
take Star”, “Star begins
with the sound /s/.”
but change the set of He did with the teacher.
cards and says, “Now
let’s do together,”
teacher will take
together with the
student.
• After which, they will do
two more times but this The first round, he did not take any.
time, student will do it Teacher pointed to the pictures and
independently, “Now, asked, “What is this?” He replied,
it’s your turn. Take the “Apple… Table… Sun.”
picture that has the
beginning sound that I Teacher said, “Take the picture that has
am going to say.” the beginning sound /ssssss/.” Student
• * Note that the first 2 did not take. Teacher labelled the
practices with the pictures for him, “Apple, Table, Sun.”
teacher are pictures (Emphasising on the beginning sound for
that student plays with all) Student took the Sun picture and
previously, and the next passed it to the teacher.
2 practices that student
does independently, it In the second round, teacher pointed to

will not be the 5 objects the pictures as she labelled, “Cat, Kite,
that were presented in Snail.” Without giving the next
the lesson. For example, instructions, student took the Snail
“snail” and “sun”. picture and passed it to the teacher.
Student enjoyed the hands-on activity playing with the objects that begin with the sound /s/ as he was
engaged throughout.

During the first round of independent practice, he did not carry out the instruction after teacher prompted
him to label the picture cards. When the teacher labelled the picture cards for the next independent
practice, he took the correct card almost immediately. I am wondering if a need to label the picture cards
should be given before the next set of instructions, as student may need to be assured of what are on the
picture cards. I will try out the next round before determining if it is necessary.

Modelling on how to perform the task was beneficial as it scaffolds the student’s learning and allows him to
understand what was expected. The teaching was conducted using concrete objects where the teacher
explained explicitly the target letter that corresponded to the beginning sound in the target word/object.
This provided students different pathways for understanding.

It is important that I provide progress feedback so that student is told what he did successfully or how to do
differently the next time, for example, “Well done JJ, you take the picture that begins with the sound /s/.”

Session number: #3 Date: 27 March 2017 (Monday)

Session objective: • When presented with the letter cards, “a”, he will be able to
What do you want the produce the letter sound, /a/.
student to know and be • When presented with letter cards (e.g. “s” “a” “t”), he will be able to
able to do by the end of this point to the letter that makes the sound /a/.
session?
from YouTube • Recap to student,
• Picture Story with “Letter S makes the
characters in it sound /ssssss/.”
• Toy ants • “Today we are going to
• Flash card for letter learn the sound that the
a and other foil letter a makes. But first

letters let’s look at a picture.”

• Letter a template • Narrate a story using
• Art materials (e.g. the “Picture Story” and
apple stickers) a few toy ants, “A little Student giggled while letting teacher to
girl is having picnic with use the toy ants to crawl up his arms. He
her family. Halfway took one of the toy ants and crawled up
through, she feels teacher’s arm. Teacher took this chance
something tickling and articulated, “/a,a,a,a/.”
them. Some ants are
crawling up their arms.
(Use toy ants to crawl
up child’s arms) She
jumps up and shouts,

/a, a, a, a/.”
Main Activity:
for letter a and says, He tried to follow teacher’s speech, “The
“The letter “a” makes letter “a”…. /a/.”
the sound /a/.” She says
again and replies He looked at the teacher and paused
herself, “What sound awhile for a few seconds before saying,
does the letter “a” /a/.
make? /a/.”
song for the letter a.
by wiggling her fingers, He stood up and took one toy ant from
like ants crawling up her the shelf (that the teacher had placed) to
arm, saying, /a, a, a, a/. crawl up teacher’s arm and said, /a, a, a,
“Let’s do same” and get a/.
student to imitate the
action. He said, “Apple. I want to eat apple.”
• “Let’s decorate the
letter a using apples.”
Teacher will present the
letter a template and
apple stickers. She will
model by peeling off the
apple’s stickers and
pasting them on the
letter a template.
• Student will do craft When student was done pasting the
with teacher’s letter a with stickers, he started counting
facilitation whenever the number of apples on it.
necessary.
• Teacher says, “Letter a “/a,a,a,a/,” he said.
makes the sound /a/
(wriggle fingers on
arms).”
Student picked jumping and he jumped
• Teacher will provide
on the spot for 10 counts.
student a short break by
allowing him to choose
whether he would like
to jump or play with a

fidget sensory toy.

Closure:

• Plays the song again and

do the actions together.
He said, “/a,a,a,a/.”
• Present the letter card,

“a”, the teacher asks,


letter a make?”

• Teacher then places 3

letter cards, “a”, “s” and

“t” on the table.



card that makes that



states the sound /a/
response.
but change the rest of Student touched the letter a card before
the 2 cards and says, the teacher does so.
“Now let’s do together.”
card with the student. He touched the letter correctly.
time student will do it
letter that says, /a/.”
The student was able to pay attention to the story than the previous lesson with the use of props, toy ants.
He also associated ants with the sound, /a/ when he tried reaching out for an ant and producing the sound.

He had understood the instructions of “Touch the letter that says, __” because he was able to do it
independently without teacher doing with him the second round.
• Carry on with the explicit instruction and modelling. Parents should be given instructions on how to
reinforce the letter sound knowledge learnt so that he can generalise skills outside of the
classroom.
• Progressive feedback was still not given though.

Session number: #4 Date: 28 March 2017 (Tuesday)

Session objective: • At the end of the session, when presented with 3 picture cards with
What do you want the 1 picture card that begins with the /a/ sound, he will be able to take
student to know and be the corresponding card when teacher presented the sound orally.
able to do by the end of this
session?
• Flash card for letter Tuning in:
a • Present the letter card,
• 5 objects that begin “a”, the teacher asks, Student responded, “Ant…..”
with the sound /a/ “What sound does the
(i.e. alligator, letter a make?” (While After teacher made the action, he said,
animals, doing the /a/ action) /aaaaa/.”
astronaut, apple, • “Today we are going to
ant) play with some objects
activities related, sound /a/.”
e.g. toothbrush to Main Activity:
brush teeth of • Introduces the feely
alligator. bag, “This is a feely bag
• 12 picture cards and there are some
with 4 picture things inside. Put your He puts his hand in to take out the
cards that begin hand in to take one item alligator.
out.”

with the /a/ sound • (In the bag, it will be
(i.e. ant, apple, filled with 5 objects that
ambulance and begin with the /a/
arrow) sound. They are
“alligator”, a pack of
“animals”, “astronaut”,
“apple” and “ant”.)
• As the student takes Student repeated after the teacher, as
one object out each well as the rest of the objects when
time, teacher will label teacher labelled them (some words are
the object and says e.g., not very accurate, especially alligator and
“Ant begins with the astronaut).
sound /a/. /a, a/ Ant
(emphasising on the
target sound as
appropriate).”
short activity.
• Alligator- Use He used the toothbrush to brush the
toothbrush to brush alligator.
teeth.
• Animals- Simply pretend He lined the animals up before moving
play with the animals; them up the boat.
get animals to go up the
boat.
• Apple – Eat a slice of He ate the slice of apple and said, “I want
apple. more.”
• Ants- Pretend to crawl
up each other’s arms. He giggled and crawled the ants on
• Astronaut- Fix the teacher’s arms.
puzzle pieces
• Teacher says, “We have He fixed the astronaut puzzle.
play with “Alligator,
animals, ants, apple and
astronaut” while she
take each object,
emphasising on the
beginning sound.




/a/.”

Closure:




with the /a/ sound. For

example, “Ant”, “Train”

and “Bus.”

sound.”
sound, /a/ then model

take Ant”, “Ant begins He did with the teacher.
with the sound /a/.”
but change the set of
cards and says, “Now
let’s do together,”
teacher will take
together with the
student.
two more times but this The first round, he looked at the teacher.
time, student will do it Teacher pointed to the pictures and
independently, “Now, labelled them before he took the picture
it’s your turn. Take the of an ambulance.
picture that has the
beginning sound that I
am going to say.”
• * Note that the first 2 In the second round, teacher pointed to
practices with the the pictures as she labelled again,
teacher are pictures “House, Fish, Arrow.” Without giving the
that student plays with next instructions, student took the Arrow
previously, and the next picture and passed it to the teacher.
does independently, it
will not be the 5 objects
that were presented in
the lesson. For example,
“arrow” and
“ambulance”.
Student interacted with the materials and teacher appropriately. The objective of the lesson was met as
well.

It is necessary that teacher label the picture cards in the next lesson, as it may appear to be unclear to
student what the picture cards are. Nevertheless, it is a great opportunity for child to learn and expand his
nouns usage since he may have interacted with those but has not yet learn their names.
Active participation strategies were being used where the learning offers student the opportunities to be
involved and reflect upon the content being taught (i.e. to pick the corresponding card to the beginning
sound in words).

Session number: #5 Date: 3 April 2017 (Monday)

Session objective: • When presented with the letter card, “t”, he will be able to produce
What do you want the the letter sound, /t/.
student to know and be • When presented with letter cards (e.g. “s” “a” “t” or more), he will
able to do by the end of this be able to point to the letter that makes the sound /t/.
session?

from YouTube • Recap the letter sounds
• Picture Story with learnt (s and a), with the
characters in it letter cards, ask, “What
• Toy tennis racket sound does letter a
and a ball make?”

• Flash card for letter • “Today we are going to

t and other foil learn the sound that the
letter t makes. But first

letters
• Letter t template let’s look at a picture.”
• Art materials (e.g. • Narrate a story using
glue, paint and the “Picture Story”
tennis ball) while saying, “Some
• Foam and sensory children go to a tennis
tray match. JJ uses the Student said his name, “JJ.”
racket to hit the ball and
it makes a /t/ noise. The He took the toy racket when the teacher
game is so exciting and offered him and played. He could not hit
everyone watching the ball right; he pushed it down the
turns their head from floor after a few tries. Teacher asked him
side to side, watching to pick it up. He picked it up and teacher
the ball, /t, t, t, t/.” assisted him to hit the ball a few times.
Main Activity:
for letter t and says, He said “/t, t, t, t/, following the
“The letter “t” makes teacher”.
the sound /t/.” She says
again and replies
does the letter “t”
make? /t/.”
• Plays the jolly phonics He said, “Letter….T….. /T, t, t, t/.”
song for the letter t. Teacher replied, “That’s right, letter t
• Demonstrate the action makes the sound, /t/.”
by pretending to watch
a tennis ball, turning the
head from side to side,
saying, /t,t,t,t/. “Let’s He started shaking his head and said the
do same” and get sound quickly. Teacher got him to slow
student to imitate the down by turning his head slowly from
action. side to side.
• “Today, teacher is going
to let you choose.
Would you like to He did not answer. Teacher showed him
decorate the letter t what are the choices. He took the
with tennis ball or trace sensory tray.
the letter t?”
• Craft- Dip tennis ball
and print on letter t He did not trace the letter T after the
template verbal instruction given by teacher.
Sensory- Finger tracing Hence, teacher demonstrated to him
using foam on the what was expected. He started writing a
sensory tray few letters t on the tray. At one point, he
• Student will do continuously moved his finger left to
whichever he picks with right for the upper stroke of T and said,
teacher’s facilitation “/t, t, t, t, t, t, t, t/”, and moving his head
whenever necessary. left to right as well

• “Letter t makes the
sound /t/ (turns head
from side to side).”
Closure:
• Present the letter card,
“t”, the teacher asks,
letter t make?” He did not answer. Teacher asked again
• Teacher then places 6 while moving her head left to right. He
letter cards on the said, “/t, t, t, t, t, t, t, t, t, t, t.” Teacher
table. replied, “That’s right, letter t makes the
• “I’m going to say a sound, /t/.”
states the sound /t/
response.
but change the rest of
the cards and says, He took the letter t without teacher’s
“Now let’s do together.” help.
card with the student.
time student will do it He touched the letter t.
it’s your turn. Touch the Teacher asked, “What sound does this
letter that says, /t/.” letter make?” He said, “/t/.”

He was upset when he could not hit the ball to bounce with the racket. However, his frustration stopped
after teacher assisted him. Student seems familiar with the materials and the instructions already and did
not seem to require teacher’s modelling anymore during independent practice.

• Explicit teaching of telling student the sound of t is effective and with the use of movement, he was
able to remember after being prompted with the jolly phonics action.

Session number: #6 Date: 4 April 2017 (Tuesday)

Session objective:
What do you want the • At the end of the session, when presented with 3 picture cards with
student to know and be 1 picture card that begins with the /t/ sound, he will be able to take
able to do by the end of this the corresponding card when teacher presented the sound orally.
session?
• Flash card for letter Tuning in:

t • Present the letter card,
• 5 objects that begin “t”, the teacher asks,
with the sound /t/ “What sound does the “/T/,” he said looking at the teacher,
(i.e. tennis ball, letter t make?” (While “Throw ball.”
ten, musical doing the /t/ action)
instrument to tap, • “Today we are going to
turtle, telephone) play with some objects
activities related, sound /t/.”
e.g. a cage for Main Activity:
turtle • Introduces the feely
• 12 picture cards bag, “This is a feely bag
with 4 picture and there are some
cards that begin things inside. Put your
with the /t/ sound hand in to take one item
(i.e. tongue, tiger, out.”
telephone, ten) • (In the bag, it will be
begin with the /t/
sound. They are “tennis
ball”, “musical
instrument to tap”,
“turtle”, “telephone”
and “ten”. )
• As the student takes
one object out each
time, teacher will label
the object and says e.g.,
“Telephone begins with
the sound /t/. /t,t,t,t/
telephone (emphasising
on the target sound as
appropriate).”
short activity.
• Tennis ball- use a racket “Tenni ba,” and use the racket to hit with
to hit teacher’s assistance.
• Tap- use a musical He tried repeating after teacher then tap
instrument to tap the instrument.
• Turtle- place toy turtle “Turtle… sound, /t/,” he repeated after
into a cage teacher. Then placed toy turtle into a
• Telephone- pretend to cage and took it out again. Tapped the
answer a phone call teacher to ask her to do it.
• Ten- Fix the puzzle to He picked up the telephone and said,
make the number ten “Hello hello hello.”
He fixed the puzzle and repeated, “Ten.”
• Teacher says, “We have

play with “Tap, Tennis

ball, Turtle, Telephone
“Hello hello hello,” pointing to the
and Ten” while she take
telephone. Teacher told him,
each object,
“Telephone.” He repeated. Teacher
emphasising on the
asked, “What do you want?” He replied,
beginning sound.
“I want telephone.” Teacher let him
played with the telephone for a while.
Child wanted to press the number dials

/t/.” on it. Teacher count down and child
Closure: passed back to her.
with the /t/ sound.
sound. Take the picture When instructions are given as the
that has that beginning picture cards are being placed on the
sound.” table, student said, “Table.” Teacher
• Teacher will ask the cheered aloud for him, “Nice telling me
student what are the Table begins with the sound /t/.”
picture cards.

• (Teacher will ask the

student what are the
“Telephone… Ten…” he said. Teachers
picture cards first and if
then labelled tiger and tongue for him.
the student could not
Teacher asked him to point to tongue, he
answer, she will label
stick out his tongue.
for him. )

sound, /t/ then model
take Ten”, “Ten begins
with the sound /t/.”
but change the set of
cards, ask the student
what are the pictures
and says, “Now let’s do
together,” teacher will
take together with the
student.
two more times but this
time, student will do it
it’s your turn. Take the
picture that has the His eyes gazed on the tiger’s picture but
beginning sound that I did not take it. Teacher nodded her head
am going to say.” and he took it and passed to the teacher.
• * Note that the first 2 The last round he took tongue picture
practices with the and passed to teacher.
teacher are pictures
that student plays with
previously, and the next
does independently, it
will not be the 5 objects
that were presented in
the lesson.

Child spontaneously spoke aloud, “Table” even though “Table” is not part of the targeted picture to be used.
He particularly enjoyed the toy telephone very much and was willing to disengage when teacher tried
counting down.

He displayed lower confidence to taking the correct picture that has the beginning sound of /t/ as compared
to letter cards individual sound. As mentioned, it could be because child is not so familiar with nouns even
though he did take the right ones!
• Oral response to active participation and check for understanding was used. It should be continused
to the next two rounds of lessons.

Session number: #7 Date: 10 April 2017 (Monday)

Session objective: •At the end of the session, when presented with the letter cards, “i”,
What do you want the he will be able to produce the letter sound, /i/.
student to know and be • At the end of the session, when presented with letter cards (s, a, t,
able to do by the end of this i) one by one, he will be able to produce the sound of the letter
session? accordingly.
from YouTube • Recap with child the
• Picture Story with letter sounds learnt
characters in it thus far, “Letter S
• Mouse wind-up toy makes the sound…
• Letter flash cards (pause for child to

• Letter i template answer).

• Art materials (e.g. • “Today we are going to
learn the sound that the

ink)
• Sand and sensory letter i makes. But first Teacher used “black water” to splash on
let’s look at a picture.” the mouse. Student giggled and held the
tray
wind-up mouse by its tail. He said, “Uh-
• Narrate a story using
oh.” Teacher looked at him and said, “/i,
the “Picture Story”
i, i, i/ the mouse said, /i/.”
while saying, “A family

has a white mouse. One
Student repeated, “/i/.”
night, the cage door is

left open and the mouse

escapes. It runs along

the desk and knocks

over an inkbottle. The

ink splashes the mouse.

It squeaks, /i, i, i, i/ and

tries to scrub it off.”

Main Activity:

Student touched the card and said, “/i/,”
for letter i and says,
before teacher says anything.
“The letter “i” makes

the sound /i/.” She says

again and replies


does the letter “i”

make? /i/.”


song for the letter i.

Student attempted to wriggle his fingers
by pretending to be Inky

Mouse and wriggle but moved his fingers stiffly instead. He
fingers at the end of the moved teacher’s fingers to wriggle at the
nose, like whiskers, end of his nose. He giggled and pulled
saying /i, i, i, i/. “Let’s teacher’s hands to his tummy, indicating
do same” and get he wanted her to “wriggle” his tummy,
student to imitate the “/i, i, i, i/!”
action.
• “Today, teacher is going
to let you choose.
Would you like to Teacher showed him the choices when
decorate the letter i she asked. He picked the sensory tray
with inky mouse or (sand). Teacher modelled to him what he
trace the letter i?” should write. He wrote it and said aloud,
• Craft- Dip ink mouse “I I I I, one, two, three, four I.” Teacher
and print on letter i said, “JJ writes four letters I. Letter I
template makes the sound… (Wriggled her fingers
Sensory- Finger tracing on his nose).” JJ replied, “/i/.”
using sand on the
sensory tray
• Student will do
whichever he picks with
teacher’s facilitation
whenever necessary.
• “Letter i makes the
sound /i/ (wriggle
fingers on the end of
nose).”
Closure:
• Present the letter card, He held teacher’s hands and brought it
“i”, the teacher asks, up to his nose and said, “/i/.”
letter i make?”
• Teacher then places 6
letter cards on the
table.
states the sound /i/
response.

time student will do it
independently, “Now, He touched the correct letter.
letter that says, /i/.”

• Teacher will assess

other letter sounds i.e.
He produced the sounds each time
/s/, /a/, /t/ and /i/, by
teacher flashed the letter cards,
asking, “What sound
“S…./ssss/, “A… /a/…”
does the letter s/a/t/t

make?” as she flashes

the letter card.

Student enjoyed the story telling and was able to associate the sound of i with the story told and prop used.
It could have been better if teacher had prepared a set of writing materials because student seemed to be
able to write the letter i on the sand tray. If provided with the writing materials, teacher may be able to
scaffold his learning and challenge him to draw and write with writing tools with some guidance (Zone of
Proximal Development, ZPD).

He was able to produce the letter sounds when presented with the letter cards. Teacher may want to
consider using other types of letter cards to generalise that skills and also to assess whether his letter-sound
knowledge is maintained even when materials are different.
• Teacher-led activity had moved to child-centered when choices were given to student to decide
which activity he would want next.

Session number: #8 Date: 11 April 2017 (Tuesday)

Session objective:
What do you want the At the end of the session, when presented with 3 picture cards with
•
student to know and be 1 picture card that begins with the /t/ sound, he will be able to take
able to do by the end of this the corresponding card when teacher presented the sound orally.
session? • At the end of the session, when prompted by teacher to identify
picture card that starts with the beginning sounds (/s/, /a/, /t/,
/i/), student will be able to take the corresponding picture card
from 3 choices provided and pass to teacher.
Tuning in:
• Flash card for letter • Present the letter card,
i “i”, the teacher asks,
• 5 objects that begin “What sound does the
with the sound /i/ letter i make?” (While Take teacher’s hand to his nose and said,
(i.e. ink, igloo, doing the /i/ action) “/i/…/i/.”
insects, iguana, • “Today we are going to
Indian boy) play with some objects
activities related, sound /i/.”
e.g. net to catch Main Activity:
insects • Introduces the feely
• 12 picture cards bag, “This is a feely bag
with 4 picture and there are some
cards that begin things inside. Put your
with the /i/ sound hand in to take one item
(i.e. ink, igloo, out.”
insects and iguana) • (In the bag, it will be
• 4 trays with the
begin with the /i/
letters cards s, a, t
sound. They are “ink”,
and i on each tray
“igloo”, “insects,

“iguana” and “Indian
boy”.)
• As the student takes

one object out each
time, teacher will label
the object and says e.g.,
“Ink begins with the
sound /i/. /i,i,i,i/ ink
(emphasising on the
target sound as
appropriate).”
short activity. Jj used brush to dip ink (black dilated
• Ink- Use brush to dip ink paint) to write draw shapes. “/I, i/ in,” he
and write repeated after the teacher (the /k/
• Igloo- Fix a picture of an ending sound could not be heard)
igloo Teacher tried again, emphasising on the
• Insects- Use net to catch last sound, and he said, “Ink.”
insects
• Iguana- Fix a picture to He fixed the picture, did not repeat after
form an iguana the teacher the label.
• Indian boy- Sings 10
little Indian boys He used the next to catch butterfly,
• Teacher says, “We have grasshopper, etc. He did not repeat after
play with “Ink, Igloo, the teacher though he did said himself
Insects, Iguana and what are the insects.
Indian” while she take
each object, He sang the 10 little Indian boys happily.
emphasising on the He was familiar with the song.
beginning sound.
/i/.”
Closure:




with the /i/ sound.



sound.”
• Teacher will ask the
student what are the
picture cards. He answered insects and ink correctly
• Teacher then states the (teacher assisted him with the
sound, /i/ then model pronunciation of words). He could not
the correct response. I answer the next two, iguana and igloo.
take Ink”, “Ink begins Teacher then directly informed him what
with the sound /i/.” they are.
• She will change the sets
of cards and ask the
student what they are.
Student will now do it
independently, “Now, Out of 3 independent practices, he did 2
it’s your turn. Take the correctly. The missed one include a
picture that has the picture of a mouse, he may have

beginning sound that I associated mouse with the sound, /i/,
am going to say.” thus taking that picture.
• “Now we are going to
do it differently. Look,
there are 4 trays with
the letters s, a, t and i.
What sounds do they
make? (Pause and wait He answered all 4 sounds correctly.
for student to response)
I am going to give you
one picture and you
have to put that picture (Presented in random order)
into the tray that Sock – sorted corrected
begins with that sound.
Now I’m going to show Sack- sorted corrected
you.”
• Teacher will hold the Seat- sorted corrected
picture card and say
aloud, “Sun. Sun begins Apple- sorted corrected
the sound /s/,” then
places the card into the Ant- sorted corrected
s tray.
• Teacher will do it with Arrow- sorted corrected
the student.
Tea - sorted corrected
• Student will do it

independently next for
Tail - sorted corrected
a few rounds. He will

sort the rest of the
Toes - sorted corrected
picture cards into their

corresponding
Ink- sorted corrected
beginning sounds.

• * Teacher will ask the Igloo- Placed in between trays first time,
student what are the teacher tried again, placed it in the “s”
picture cards first and if tray.
the student could not
answer, she will label
for him.
The objects/picture cards used this time round in particular to igloo and iguana may be not familiar or not to
child’s context; similar to insect (may be confused why are they “insects” rather than the insect’s name
itself, e.g. butterfly). Thus, he did not respond well to it and did not want to try to repeat after teacher.

Also, as mentioned he associated the picture of a mouse with the sound, “/I”. Teacher would have to re-
correct him by explaining explicitly to him. May wants to teach the letter sound m next round to allow him
to know the difference.
• As learning takes place in social context and interaction with others and since child has mastered
the skills. It would be encouraged and ideal for him to practice these skills together with his friends.
Teacher may start off from paired learning to small group teaching (3-4 group). Teacher may also
look into the role of instructional games.


Section 4: Conclusions
a. What teaching approaches worked well? Why?

Explicit and systematic instruction involves teacher providing clear, direct and unambiguous
language when instructing the student the skill to be taught (Hempenstall & Buckingham, 2016).
Moats (2014) further stated that the teacher teaches what is expected of the student by
following the sequence of “model, lead, practice, practice, practice”. Explicit instruction is
provided until student has acquired the skill.

From the assessment done earlier on, it has been found that student is aware of the letter
names of the targeted sounds in this intervention programme. From there, teacher built on his
prior knowledge and explicitly taught him the sounds that correspond to them, as in “Letter s
makes the sound, /s/.” Teacher told the student directly what she is trying to teach; student did
not have to guess what he is supposed to learn.

Towards the last lesson, there was a quick assessment and teacher could conclude that the
learning objectives set out for this programme were met. Hence, concluding that explicit and
systematic instruction teaching approach (clear explanations, modelling and supporting of child’s
initial practice with learning) has worked well; it meets the learning needs of JJ.

Adding on, it is also supported by Abraham & Gram (2009) where they found that research has
noted that all children will benefit when provided with explicit phonological instructions,
especially for children who are at-risk of learning. It is also the most effective way of teaching
them.

Adding on, Himmele & Himmele (2011) emphasized that student engagement in classroom is an
important key element in helping students be successful in their learning. High level of active
engagement is essentially one of the key components that teachers have to plan ahead.

There are different types of active participation strategies used in this programme too. Firstly,
The use of Involvement Strategy to keep student engaged in lesson. For example, teacher
provided the use of concrete objects for student to manipulate with when her is learning the
beginning sound in words (such as a soft toy snake was given to let him play with, thereby
learning the beginning sound in the word “snake”). At the same time, oral response has also
been chosen as a strategy for involvement and processing as well as to check for understanding
(e.g. what sound does the letter s make?)

b. What would you do differently next time? Why?

Eggen & Kauchak (2012) has provided some models of instructions and one includes cooperative
learning where it is based on the understanding that learning occurs through the construction of
ideas through social contexts. Cooperative learning can helps to increase motivation and
promote learning. It will allow students the opportunities to observe the behaviours of others
and bridge the gap between learning.

Hence, if teacher were to improve on her intervention programme the next time, she may want
to consider placing student in a small-group setting (2-3 students) and engage in cooperative
learning activities. However, teacher will have to ensure that targeted student has mastered the
skill and the cooperative learning is geared towards reinforcement of learning. For example, in
this intervention programme, teacher may want to implement group learning on the 5th lesson

such as singing the jolly phonics song together and fishing up for the letter s and a in an array of
letters when student has understood the letter-sound knowledge for these two letters.

c. What teaching and learning recommendations would you make to another teacher if this
intervention program was continued next term?

First of all, for her to continue to implement this intervention programme, she herself has to be
equipped to provide explicit phonics instructions to the targeted student. Buckingham, Wheldall
& Beaman-Wheldall (2016) has described this as the “Peter Effect”’, where in the context of
education, particularly in language skills, one cannot educate or teach what he or she does not
know.

The teacher has to be strong in her literacy skills in order to teach student (e.g. know the correct
articulation of letter-sound production in order to model correctly). This is especially when
student will repeat the teacher’s model or articulation (Phillips, Clancy-Menchetti & Lonigan,
2008).

Next, the teacher would have to be informed of “Synthetic Phonics Approach”, it is a method of
teaching reading by first teaching the smallest unit of sound (phoneme) then slowly build up
phonic skills by blending these sounds to achieve reading of the whole word (Hempenstall &
Buckingham, 2016). It is important that she is aware of the systematic way to educate JJ in order
for him to acquire the foundational reading proficiency (the end in mind).

She has to ensure that in her systematic instruction of phonics, teaching is carried out through
step-by-step procedures and therefore, before she teaches JJ, she has to plan ahead of what are
the next step to teaching. For example, is the next learning to teach blending? Segmenting? Or
to revisit some letter sounds again?

d. What would be the next explicit learning objective to build on what you have already done?
Write this learning objective in the same way as you did for the learning objective in 3a.

When presented with 2 letter cards (from a set of known letter sounds s, a, t and i), student will
be able to blend both letter cards together to form Vowel Consonant (VC) (e.g. at) words, 4 out
of 5 opportunities by the end of 2 sessions.

e. Reference list (APA, 6th ed.) on a separate page.

References
Abraham, C., & Gram, J. (2009). Reading: Breaking through the barriers. Retrieved from
http://www.speld-sa.org.au/images/Articles/reading-breaking-through-the-barriers
australia.pdf

Buckingham, J., Wheldall, K., & Beaman-Wheldall, R. (2013). Why Jaydon can’t read: The triumph of
ideology over evidence in teaching reading. Retrieved from
http://www.chrisbauman.com.au/Content/Documents/Teaching%20reading-jennifer
buckingham.pdf

Eggen, P. & Kauchak, D. (2012). Educational psychology: Windows on classrooms. (9th ed.). Upper
Saddle River, N.J.: Pearson Education.

Hempenstall, K., & Buckingham, J. (2016). Read about it: Scientific evidence for effective teaching of
reading. Retrieved from
https://www.cis.org.au/publications/research-reports/read-about-it-scientific-evidence-for
effective-teaching-of-reading

Himmele, P., & Himmele, W. (2011). Total participation techniques: Making every student an active
learner. USA: ASCD

Jolly Learning. (n.d). Pupil/student checklist. Retrieved from
http://jollylearning.co.uk/gallery/jolly-phonics-pupil-student-checklist/

Jolly Learning. (n.d.). Jolly phonics actions. Retrieved from
http://jollylearning.co.uk/gallery/jolly-phonics-actions/

Moats, L. (2014). Systematic, not “balanced” instruction. LDA Bulletin, 46(3), 9-12.

Phillips, B.M., Clancy-Menchetti, J., & Lonigan, C.J. (2008). Successful phonological awareness
instruction with preschool children. Topics in Early Childhood Special Education, 28(1), 3-17.

Rebecca, G. (2016). Jolly phonics stories. Retrieved from
https://www.youtube.com/playlist?list=PL1CBsEog7MNxNgjdnGU2Zuwv70ErnYAqr


Literacy Intervention Program

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Assignment

2: Intervention Program: Literacy

Koh Jia Min Student Number: 2169812 1

Koh Jia Min Student Number: 2169812 2

Koh Jia Min Student Number: 2169812 3

Koh Jia Min Student Number: 2169812 4

Koh Jia Min Student Number: 2169812 5

Koh Jia Min Student Number: 2169812 6

Koh Jia Min Student Number: 2169812 7

Koh Jia Min Student Number: 2169812 8

Koh Jia Min Student Number: 2169812 9

Koh Jia Min Student Number: 2169812 10

Koh Jia Min Student Number: 2169812 11

Koh Jia Min Student Number: 2169812 12

Koh Jia Min Student Number: 2169812 13

Koh Jia Min Student Number: 2169812 14

Koh Jia Min Student Number: 2169812 15

Koh Jia Min Student Number: 2169812 16

Koh Jia Min Student Number: 2169812 17

Koh Jia Min Student Number: 2169812 18

Koh Jia Min Student Number: 2169812 19

Koh Jia Min Student Number: 2169812 20

Koh Jia Min Student Number: 2169812 21

Koh Jia Min Student Number: 2169812 22

Koh Jia Min Student Number: 2169812 23

Koh Jia Min Student Number: 2169812 24

Koh Jia Min Student Number: 2169812 25

Koh Jia Min Student Number: 2169812 26

Koh Jia Min Student Number: 2169812 27

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