Literacy Action Plan Research Paper
Excerpt from Research Paper :
teacher will" will be abbreviated by TTW and "the student will" will be abbreviated by TSW.
"Phonemic Awareness" will be abbreviated by PA, "phonics" will b P. "fluency" will be F, and "Comprehension" will be C.
Student is in 2nd grade and reading on Pre-Primer 2, per QRI-5. She has trouble with beginning and final sounds, sight words, retelling, and short vowels.
Literacy Intervention Plan
Literacy Intervention Action Plan
Each tutoring session will be between 30-40 minutes
*Some Days may be doubled up due to school scheduling
* "The teacher will" will be abbreviated by TTW and "the student will" will be abbreviated by TSW.
* "Phonemic Awareness" will be abbreviated by PA, "phonics" will b P. "fluency" will be F, and "Comprehension" will be C.
*During each week, the fluency session will begin with a systematic review of the Dolch Sight Words. Week 1 will be the Pre-Primer Sight Words. In Week 2, the Primer Sight Words will be added and in Week 3 the Grade 1 sight words will be added. Week 4 will be a review of the Dolch Sight Words from Pre-Primer to Grade 1.
*Spalding phonogram cards will be used during the Phonemic Awareness sessions. Only 2 letter and most common diagraphs and vowel pattern phonogram cards will be used.
PA: TSW plays Word Wall game (Pre-Primer Level) (McKenzie, 2012). In the game, the student will break down the phonemes of the words by clapping. Each word has a picture associated with it. For the word "play," the student will clap 4 times for each sound.
P: TSW creates a collage, using letters from a pouch. TTW will hang
one of the phonics endings on the word wall area. TSW attach letters to the word wall before the phonics ending to experiment with forming words.
F: TSW practice reading the words on the Word Wall for automaticity.
C: TSW read sentences and decide the appropriate word for the blank. The word choices will be words from the wall learned that day.
PA: Similar to day 1, the student will do the same activity but this time with words that have beginning two letter diagraphs. TTW then explain that two letters can make up one sound.
P: TSW creates a different collage, using letters from a pouch. TTW will hang one of the phonics beginnings on the word wall area. TSW attach letters to the word wall behind phonics ending to experiment with forming words.
F: TSW practice reading words from a word list with the blends and diagraphs learned yesterday. TSW practice for automaticity.
C: TSW read a level story paragraph and answer comprehension questions. TSW practice going back through their passage to find their answer.
(Doubled up day)
PA: TTW read a book aloud with short vowel sounds that rhyme to the student. TSW listen to the story and identify the rhyming words with short vowels.
P: TSW then write the rhyming words from the story and identify the spelling pattern. TSW will then play the "block game." TTW ask student to identify, with blocks, a single vowel sound. For example:
You say 'ah' -- and the child selects one colored block to show 'ah.' 2. Then add a sound before, or after, the 'ah' sound. For example: You could say "If this [block] is 'ah', show me 'ahf-f-f." (You added a last sound: ah --> ahff.)
Or instead, you could say "If this is 'ah', show me 'l-l-lah'" (You…
Sources Used in Documents:
C: TSW read along with an audio book in which the emphasis is a word with a short vowel sound.
PA: With digital media (Raskind & Stanberry, 2009), TSW hear a list of words and put a thumb up if they think the vowel is short in a word. Short vowels, as well as long vowel words will be used.
P: TSW plays the sound game. TTW will have two words on the board representing the two different sounds for student to practice, e.g., RUN, RAN. TTW
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