### Tier I Intervention Plan for Lucy
#### **Introduction**
Lucy, a second-grade student, is struggling with reading, specifically with decoding and word recognition skills. Her screening data indicate below-benchmark performance in Nonsense Word Fluency and Oral Reading Fluency. Diagnostic assessments reveal that she has not mastered short vowel sounds and has difficulties with phonemic awareness, including blending and segmenting. Despite having adequate oral comprehension, Lucy’s challenges with reading stem from decoding and word recognition difficulties. To address these issues, a targeted Tier I Intervention Plan is necessary, focusing on phonemic awareness and short vowel instruction.
#### **Intervention Goals**
1. **Improve Phonemic Awareness:** Enhance Lucy’s ability to recognize and manipulate phonemes, focusing on blending and segmenting.
2. **Master Short Vowel Sounds:** Strengthen Lucy’s understanding and application of short vowel sounds in reading and decoding tasks.
#### **Instructional Strategies**
1. **Phonemic Awareness Instruction:**
– **Blending Phonemes:** Use visual aids and interactive activities to help Lucy blend individual phonemes into words. For example, use letter tiles or magnetic letters to build simple CVC (consonant-vowel-consonant) words.
– **Segmenting Phonemes:** Practice breaking down words into individual phonemes. Use clapping or tapping methods to segment each sound in a word. For instance, segment the word “cat” into /k/, /æ/, and /t/.
– **Phoneme Substitution:** Engage Lucy in phoneme substitution exercises where she changes one phoneme in a word to create a new word. For example, changing /b/ in “bat” to /h/ to form “hat.”
2. **Short Vowel Instruction:**
– **Explicit Phonics Instruction:** Teach short vowel sounds through explicit phonics instruction. Use visual charts and phonics flashcards to introduce each short vowel sound with corresponding words and images.
– **Decoding Practice:** Provide Lucy with decodable texts that emphasize short vowel sounds. Practice reading these texts together, focusing on correct pronunciation and decoding of short vowel words.
– **Word Sorts:** Use word sorting activities to help Lucy categorize words with different short vowel sounds. For example, sort words into groups based on the short vowel sound in the middle (e.g., cat, bed, sit).
#### **Assessments**
1. **Formative Assessments:**
– **Phoneme Blending and Segmenting:** Use informal assessments such as phoneme blending and segmenting tests to monitor Lucy’s progress. This could include quick, daily check-ins where Lucy blends or segments a set of words.
– **Short Vowel Sound Recognition:** Regularly assess Lucy’s ability to identify and produce short vowel sounds using quizzes or phonics assessments.
2. **Summative Assessments:**
– **Progress Monitoring:** Administer periodic progress monitoring assessments to evaluate Lucy’s overall improvement in decoding and word recognition. Compare her performance against baseline data to measure growth.
– **Reading Fluency Checks:** Conduct reading fluency checks with texts that include a high frequency of short vowel words. Assess Lucy’s accuracy and fluency in reading these texts.
#### **Reflection**
The Tier I Intervention Plan is designed to address Lucy’s specific reading challenges by focusing on phonemic awareness and short vowel instruction. The use of explicit phonics instruction and targeted phonemic activities will support her development in decoding and word recognition skills. Regular formative and summative assessments will help track Lucy’s progress and ensure that the intervention is effective. By grouping Lucy with peers who have similar needs, the intervention can be tailored to address common challenges and foster a supportive learning environment.
**References**
For further information and resources on effective phonemic awareness and phonics instruction, consult the following sources:
– National Reading Panel. (2000). *Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction*. National Institute of Child Health and Human Development.
– Moats, L. C. (2000). *Speech to print: Language essentials for teachers*. Brookes Publishing.
College of Education and Behavioral Science Department of Educational Leadership, Curriculum, and Special Education
Case Study: Response to Intervention
Overview
In this course, you learn about the various aspects of reading and literacy related to exceptional children, including formal and informal assessments of students. For this assignment, the Case Study provides how reading assessments and teaching strategies can be used in the classroom to identify at-risk students by pinpointing the skills the student struggles with and determining the appropriate intervention to get students back on track. Please make sure to read the directions carefully. To complete the assignment, use the provided Template document and submit your work to Canvas and LiveText by the due date.
Learning Outcomes
Know and demonstrate professional roles and responsibilities relevant to ethical and legislative requirements as related to the Council of Exceptional Children (CEC) Code of Ethics, professional certification standards, and confidentiality.
Gather, interpret, and communicate background and assessment information from a variety of sources to make educational decisions and design individualized instruction.
Design developmentally appropriate lessons to include research-based and differentiated instruction and technology.
Understand and adhere to legal and ethical guidelines for assessing, identifying, and monitoring diverse learners with exceptionalities.
Understand and apply research-based strategies to teach or assess pre-literacy skills appropriate to the needs of learners with exceptionalities.
Understand and apply research-based strategies to teach or assess early literacy skills appropriate to the needs of learners with exceptionalities.
Understand and apply research-based strategies to teach or assess advanced literacy skills appropriate to the needs of learners with exceptionalities.
Identify, compare, and categorize traits and characteristics of learners with exceptionalities.
Select, analyze, and justify, use of formal and informal assessments based on models, theories, and philosophies to effectively convey results.
Directions As Lucy’s teacher, use the screening and diagnostic data to complete a Tier I Intervention Plan
for group instruction. What phonemic awareness and short vowel instruction/lessons will you
plan, with assessments, to teach to Lucy? Using the available 5.2 Module Task Template, make a
plan and reflect.
Case Study: Response to Intervention
Introduction: The following case study provides an example of how reading assessments and teaching strategies can be used in the classroom to identify at-risk students by pinpointing the skills the student struggles with and determining the appropriate intervention to get students back on track.
Assessments: Meet Lucy, your second-grade student. As a part of the beginning-of-year screening process you, the teacher, administer a brief screening assessment that yields this data about Lucy’s reading:
Nonsense Word Fluency: ● Correct Letter Sounds (phonics): Below Benchmark ● Whole Words Read (decoding): Well Below Benchmark
Oral Reading Fluency: ● Accuracy (passage reading accuracy): Below Benchmark ● Words Correct (passage reading fluency): Well Below Benchmark
Background: As the teacher, you recognize that Lucy is struggling with reading and is not on track to
meet future reading goals. Lucy has difficulty reading the Oral Reading Fluency passage
accurately and smoothly due to her lack of accurate and fluent word reader skills. Based on these
screening data, you administer diagnostic assessments to help her differentiate instruction.
You decide to give Lucy a decoding assessment to understand specific phonics patterns
she has mastered and which patterns she needs instructional strategies. After assessing, you learn
Lucy has not mastered short vowel sounds. You also use a phonemic awareness assessment to
check her blending and segmenting, which reveals skill gaps. You realize that Lucy is having
difficulty with word recognition skills. To check on her oral language skills, you read a story to
Lucy and ask her oral comprehension questions. Lucy, with ease, answers the questions about
what she hears, indicating that her reading difficulties stem from decoding and word
recognition difficulties and not language comprehension difficulties.
With this information, you will build small reading groups. Instead of using reading
levels to group students, you will use reading skills. You will group Lucy with other students
needing phonemic awareness and short vowel instruction.
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