Emily Murray

Planning Packet Assignment

For the next several weeks, you will be completing Planning
Packets through which you will identify evidence and
research-based interventions that can be used to solve
learning problems for students.
hen all the Planning Packets are completed, you will have
created an !ntervention Manual"a recipe book #if you will$
that you can keep at hand and use to solve problems as they
arise. ! would suggest adding to this collection as you
identify additional interventions that you %nd helpful as you
are teaching.
Each planning packet will follow the same format"the
template can be found below. ! will give you a broad
description of sample children or you may choose your own.
&ust make sure that your learning issue is general enough so
that you can identify interventions that will be helpful to
many students.
!n addition to %lling out the template, you will create
materials that can be used"'ash cards, sample worksheets,
patterns for games.
Submit everything as one document in the drop box.
(ou will include the)
*earning issue
+t least , types of informal assessment
+ P*++FP statement that describes the learning issue
more exactly including baseline information.
-he .ommon .ore /tandard that will be addressed
+ formal !EP goal that comes directly from the P*++FP
statement
+t least , interventions for
o -he general education classroom
o -he resource room
o 0ome
Emily Murray
Please let me know if you have di1culty so that ! can assist
you.
Planning Packet
SSLS 779
2ame of .hild) Molly alker 3rade *evel) ,
nd
grade
*earning !ssue) Molly is having di1culty with sight words and decoding
consonant blends.
!nformal +ssessment Method #at least ,$) 4bserve Molly for ten
minutes during reading and keep record of how many sight words she
identi%es. #keep record using tally marks$
0ave Molly read a book of her choice with the teacher or para and keep
record of the consonants blends Molly decodes. #keep record using
anecdotal notes$
P*++FP /tatement #must include baseline$) + typical second grader
recogni5es 67 percent of their sight words and decodes consonant
blends. Molly recogni5es 87 percent of her sight words and decodes
their consonant blends. hen using 'ash cards it is easier for Molly to
recogni5e her sight words than reading them in an actual passage with
other print.
.ommon .ore /tandard) Phonics and Word Recognition ..//.E*+-
*iteracy.9F.,.8 :now and apply grade-level phonics and word
analysis skills in decoding words.
!EP +nnual 3oal) !n 8; instructional weeks Molly will identify <7 out of
=77 sight words as well as decode their consonant blends when
reading a passage or presented with a list , out of 8 times.
Interventions Source of Intervention
For 9esource 9oom
Word Decoding: Drilling
Error Words hen
students practice, drill, and
receive corrective feedback
on words that they misread,
&enkins > *arson, =?<?
http)@@www.interventioncentral.org@acad
emic-interventions@reading-
'uency@school-wide-strategies-
managing-reading
Emily Murray
they can rapidly improve
their vocabulary and achieve
gains in reading 'uency.
0ere are steps that the
teacher will follow in the
Error ord Arill) #=$ hen
the student misreads a word
during a reading session,
write down the error word
and date in a separate BError
ord *ogC. #,$ +t the end of
the reading session, write
out all error words from the
reading session onto index
cards. #!f the student has
misread more than ,7
diDerent words during the
session, use Eust the %rst ,7
words from your error-word
list. !f the student has
misread fewer than ,7
words, consult your BError
ord *ogC and select
enough additional error
words from past sessions to
build the review list to ,7
words.$ #8$ 9eview the index
cards with the student.
henever the student
pronounces a word correctly,
remove that card from the
deck and set it aside. #+
word is considered correct if
it is read correctly within F
seconds. /elf-corrected
words are counted as correct
if they are made within the
F-second period. ords read
correctly after the F-second
period expires are counted
as incorrect.$ #G$ hen the
student misses a word,
pronounce the word for the
student and have the
student repeat the word.
-hen say, Bhat wordHC and
Materials)
index cards
Emily Murray
direct the student to repeat
the word once more. Place
the card with the missed
word at the bottom of the
deck. #F$ Error words in deck
are presented until all have
been read correctly. +ll word
cards are then gathered
together, reshuIed, and
presented again to the
student. -he drill continues
until either time runs out or
the student has progressed
through the deck without an
error on two consecutive
cards.
Word Decoding: !ackling
"ultiS#lla$ic Words- -he
student uses a1xes #su1xes
and pre%xes$ and decodable
JchunksK to decode multi-
syllabic words. -he instructor
teaches students to identify
the most common pre%xes
and su1xes present in multi-
syllable words, and trains
students to readily locate
and circle these a1xes. -he
instructor also trains
students to segment the
remainder of unknown words
into chunks, stressing that
readers do not need to
divide these words into
dictionary-perfect syllables.
9ather, readers informally
break up the word into
graphemes #any grouping of
letters including one or more
vowels that represents a
basic sound unit"or
grapheme--in English$.
9eaders then decode the
mystery word by reading all
a1xes and graphemes in the
order that they appear in
3leason, +rcher, > .olvin, ,77,
http)@@www.interventioncentral.org@acad
emic-interventions@reading-
'uency@school-wide-strategies-
managing-reading
Emily Murray
that word.
For Parents@+t 0ome
0ave Molly play this game at
home with a parent-
Student %ill segment the
&honemes in %ords $#
&la#ing a counting game'
=. Place the set of phoneme
picture cards face down at
the center.
,. Players divide cards
evenly.
8. -aking turns, players turn
over a card, say the word,
segment the sounds,
and count the phonemes.
G. -he player with the
highest number of
phonemes takes the cards. !f
the players have the same
number, then they have a
Bphoneme challengeC by
selecting two more cards.
4ne card is placed face
down, and the other card is
placed face up. -he player
with the most phonemes
represented on the card that
is placed face up takes all
the cards.
F. .ontinue to play until one
player has all the cards.
Parents-have Molly assist
you when it is your turn
http)@@www.fcrr.org@curriculum@PAF@3,-
8@,-8P+L,.pdf
Materials)
Phoneme picture cards #+ctivity
Master P+.7=;.+M=a - P+.7=;.+M=e$
#the teacher will have the cards
printed oD to provide to the parents$
#refer to link above to access
materials to print, it will not let you
copy and paste into a word
document$
0ave Molly read to you
before she goes to bed. 9ead
books that contain rhyming
words which allows her to
become more aware of
sounds in language. /he will
focus on the sounds and
Materials)
Example rhyming books) There
Was an Old Lady who Swallowed a
Fly by /imms -aback , Chicka
Chicka Boom Boom by Mill Martin
&r. and &ohn +rchambault
Emily Murray
learn to distinguish one from
another. #embedded
opportunity$
#Provide Molly with rhyming books
to take home to read with her
parents$
For 3eneral Education .lassroom
Word Decoding: !each a
(ierarch# of Strategies-
-he student has a much
greater chance of
successfully decoding a
di1cult word when he or she
uses a Jord +ttack
0ierarchyK--a coordinated set
of strategies that move from
simple to more complex. -he
student uses successive
strategies until solving the
word. #=$ hen the student
reali5es that he or she has
misread a word, the student
%rst attempts to decode the
word again. #,$ 2ext, the
student reads the entire
sentence, using the context
of that sentence to try to
%gure out the wordKs
meaning--and pronunciation.
#8$ -he student breaks the
word into parts, pronouncing
each one. #G$ !f still
unsuccessful, the student
uses an index card to cover
sections of the word, each
time pronouncing only the
part that is visible. -he
student asks Jhat sound
does LLL makeH, using
phonics information to sound
out the word. #F$ !f still
unsuccessful, the student
asks a more accomplished
reader to read the word.
0aring, *ovitt, Eaton > 0ansen, =?<6
http)@@www.interventioncentral.org@acad
emic-interventions@reading-
'uency@school-wide-strategies-
managing-reading
Materials)
index cards
Activit#
Students match initial
&honemes $# sorting
http)@@www.fcrr.org@curriculum@PAF@3,-
8@,-8P+L=.pdf
Emily Murray
&ictures'
=. Place header cards face
up on a 'at surface. Mix and
place the initial phoneme
picture cards face down in a
stack.
,. -aking turns, students
select a card from the stack,
name the picture,
and say the initial phoneme
#e.g., Bpenguin, @p@C$.
8. Place in column under
matching initial phoneme
header card.
G. Point to and name picture
cards in entire column
starting at top.
F. .ontinue until all cards
are sorted.
;. Peer evaluation
Materials)
!nitial phoneme header picture
cards #+ctivity Master
P+.77=.+M=$
!nitial phoneme picture cards
#+ctivity Master P+.77=.+M,a -
P+.77=.+M,c$
#use link provided above to access
these materials to print, it wonKt
allow you to copy and paste into a
word document, pages ,-F$
Paste sample materials into this document for each intervention.
Materials)
9hyming book suggestions)