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Sample of A Draft Intervention Program

This document outlines a two-week intervention program for grade 1 students needing additional support in decoding skills and sight word recognition. Students are divided into three groups based on their reading abilities and needs. The program includes daily phonics instruction, activities to practice blending and word building skills, and guided reading. After the first week, several students in each group showed improvement allowing them to advance to a higher-level group for the remaining week. The goal is for all students to achieve the targets of decoding words and identifying grade-level sight words by the end of the two weeks.

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Krystal Schloss
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122 views

Sample of A Draft Intervention Program

This document outlines a two-week intervention program for grade 1 students needing additional support in decoding skills and sight word recognition. Students are divided into three groups based on their reading abilities and needs. The program includes daily phonics instruction, activities to practice blending and word building skills, and guided reading. After the first week, several students in each group showed improvement allowing them to advance to a higher-level group for the remaining week. The goal is for all students to achieve the targets of decoding words and identifying grade-level sight words by the end of the two weeks.

Uploaded by

Krystal Schloss
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Grade 1r Intervention Programme

Timeline- Two weeks

Attainment Target- AT the end of the two weeks students should be;-

- Able to utilize skills needed decode words,


- Identify sight word for their grade level

Activities

1. Blending
2. Creating blends
3. Worksheets
4. Word creation ( play dough, scissors, paint pipe cleaners etc)
5. Rhyming words ( dominoes, flash cards, picture cards)
6. Sentence Strips
7. Guided reading
8. Phonemic Instructions (Circling sounds in words, Elkonin Boxes, etc)

Daily Timetable - Monday –Friday

8:00 - 8:30 Devotion


8:30 – 9:05 Phonemic Awareness- Blending ( Listening)
9:05 – 9:40 Writing
9:40 – 10:20 Worksheet
10:20 – 10:35 Beak
10:35 – 11:10 Explicit Phonics instruction Manipulative
11:10 – 11:45 Listening ad speaking
(questioning)
11:45 – 12:25 Time testing/Games (fluency)
12:25 – 1:10 Lunch
1:10 – 1:50 Vocabulary and Fluency Guided Reading
1:50 – 2:30 Vocabulary
Grouping –

Grouping is done based on reading ability and skills. Three distinctive groups were observed.
Groups were named in numerical order from 1-3.

Students who were placed in group one were students who had some letter knowledge and who
were in need of blending as well as sight word instruction. Students who were placed in Group
Two were students who needed to develop blending skills as well as vocabulary words. Students
who were placed in Group three were students who needed further solidification skills in
blending as well as vocabulary development.

Letters, Diagraphs and blends to be taught

LIST 1:s, a, t, i, p, n

LIST 2: c k, e, h, r, m, d

LIST 3: g, o, u, l, f, b

LIST 4: ai, j, oa, ie, ee, or

LIST 5: z, w, ng, v, oo, oo

LIST 6: y, x, ch, sh, th, th

LIST 7: qu, ou, oi, ue, er, ar

Skills to be taught-

The following decoding skills will be utilized to assist students in decoding words;

1. Stretchy arm- Use arm to syllabicate words


2. Chunky Monkey – Break the word up into easy chunks
3. Stretchy snake –S-T-R-E-T-C-H the words
4. Vowel Friends - When two vowels go walking
5. Magic E-

Recommendation to teacher-

Utilize the following additional skills;


1. Flip the sound – Lon and short vowel sounds, Hard and soft letter sounds etc
2. Chunky Monkey –Mainly digraphs
3. Comprehension skills - Mainly prediction, Comparing, Monitoring Comprehension,
Self- Questioning, Making Connections, Inferring etc
4. Alternative spellings-Eg. long a sounds - eigh, ai, ea, ey, ay, a-e, ….

Evaluation - Week 1

Group 1
Observation- Students in group one have started to blend sounds, further reinforcement in letter
knowledge is needed.

Skills- Students are able to use stretchy arm to break up CVC words.

Vocabulary- Students are able to identify at least 3 sight words.

Progression- Two students have been moved to Group 2 due significant improvement in
Blending and decoding.

Group 2

Observation - Students in group two are now performing on par to students who started out in
group 3.

Skills- These students have mastered stretch arm. They are also able to use the knowledge
garnered to apply chunky monkey.

Vocabulary- They have added a minimum of ten new words to their vocabulary knowledge.

Progression- Three students from this group have mastered attainment target for the week and
are performing at the level of the group 3 readers.

Group 3

Observation- Students in this group only needed a bit of strategic phonemic instruction which
will enable them to be reading at the level of their grade 1 counterpart.

Skills- These students have mastered stretchy arm, chunky monkey as well as hit the target for
the week.

Vocabulary- they have also added a minimum of ten new words to their vocabulary.

Progression- 5 students in tis group have mastered the attainment target for the week. Three
students have stepped ahead of the pack in decoding and are able to independently decode CVC,
CCVC as well as CvCC words.

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