Early Morning Log

Date

Number of Students

Short Reflection

September 16, 2015

N/A

September 23, 2015

N/A

September 30, 2015

N/A

This was the first

morning of morning
duty. I worked with 6
other girls doing
carpool duty, and it was
a blast! I was not sure
about this at first, but I
ended up loving it! I
loved seeing the kids in
the morning and
greeting them with a
smile.
This morning I also did
carpool duty. We stand
out front and open the
car doors for the
students. We get to
start their mornings off
right. Greeting them
with a smile and their
name is very important,
so that they feel valued
and that they feel like
they are valued.
This was the last day
before we actually
started morning
intervention. Once
again, I did carpool
duty. Each morning, I
enjoyed doing it more
and more. It was such
an awesome experience
to minister to the
students and to get to
know them. I thoroughly
enjoyed it, even if it did
require getting there
early. It was a blessing
to be able to do this.

October 7, 2015

2 students
Lilly
Micah

October 14, 2015

2 students
Lilly
Micah

October 21, 2015

3 students
Lilly
Micah
Kaden

This was the first

morning of Early
Morning Intervention.
We gave the students
The Garfield Test and
the Student Interest
Survey. My students
only finished the
Student Interest Survey,
but it was good to get
to know them and see
how they learn best and
what they think about
learning. I am looking
forward to working with
them in the future.
Today I administered
the spelling test for the
students. They had a
list of 10 words to spell.
They both struggled
with different aspects,
and both only got about
4 words right. It was
interesting to analyze
the tests, and to see
what they both
struggled with. We also
read a book about
rhymes, and talked
about rhyming. It was a
good book to read
because it was
interactive, and the
students got to follow
the instructions in the
book while reading it.
Today, we read on of
my most favorite books:
The Day the Crayons
Quit. I started out
reading it, but then the
students wanted to
read it, so I let them
take over. While they
were reading, I

October 28, 2015

3 students
Lilly
Micah
Kaden

November 4, 2015

1 students
Lilly

November 18, 2015

1 students
Lilly

assessed their
familiarity with text,
asking them about
capitalization,
punctuation, and what
to do when you got to
the end of the line.
They all did very well
reading out loud and
knowing about text.
Today, we read The
True Story of the Big
Bad Wolf out loud. It
was a huge hit! The
students loved it, and
they were very engaged
in the story. This time,
they just listened as I
read to them, but it was
a great time and they
really enjoyed the story.
We read the story
Chicka Chicka 1, 2, 3
out loud today. I read
some of it, and Lilly
read some of it. It was a
great book to read
because it combined
reading and math, and
we had some great
conversations centered
on math, specifically
bigger numbers and
place values. It was a
great book to read
aloud, especially across
the curriculum.
Today, Lilly and I did
the Names Test. I
think it was a little bit
above her level,
because even though
she is in second grade,
she struggled with
every single name. It

December 1, 2015

N/A

was surprising to me
because she can read
aloud very well, but she
could not pronounce
any of the names
correctly. Despite this,
it was a good session
because I can now
report what she
struggles with.
Today, Lindsey, Lauren,
Emily, and I performed
our Story Time activity
for 7 2nd and 3rd grade
students. We read them
the story Chicken
Chuck by Bill Martin Jr.
Before this morning, we
had made puppets for
the students, and each
student got a puppet.
While we were reading
the story, they acted
out the story with their
puppets. At the end, we
gave them a little
Christmas goodie. The
students loved it!

Data Meeting Information

Triad 7 Progress Monitoring Chart

Nam
e

Lilly

Target Skill

Spelling/Writing
sentences

Identify
story setting,
characters,
problem, and
solution

Intervention/Stra
tegy Used

Read
alouds

Spelling
tests

Sentence
writing

Text
breakdown

Text to text
with Crayons
Book

Observations/Dat
a

Lilly is
more
interested
in reading
for fun
than
reading
academic
ally
according
to the
Garfield
Test
She
scored a
30% on
her
spelling
test. She
struggles
with

Adjustments in
Instruction

I would
focus more
on writing
and
spelling
than
reading.
She does a
great job
reading out
loud, just
struggles
with
spelling
and writing.
We would
focus
mainly on
her
spelling,
because I

Mica
h

Spelling/
Writing
sentences

Identify
story setting,
characters,
problem, and
solution

Read
alouds

Spelling
tests

Sentence
writing

Text
breakdown

Text to text
with Crayons
Book

ending
sounds
and
sounding
out the
words
She
scored a
13 out of
13 on the
Concepts
of Print
test
She
scored a
16 out of
22 (73%)
on the
Yoppsing
er Test
Out of 16
names on
The
Names
Test, Lilly
did not
pronounc
e any of
them
correctly
Not very
interested
in reading
Excited
about
interactiv
e
activities
where he
could
participat
e
Didnt
struggle
with
reading
orally, it
took a lot
of focus
to
complete
assessm
ents

think that
would help
her with
pronouncia
tion and
writing.
Do
interactive
activities
and play
games.

Focused more on
activities and
interactive read
alouds, especially
with Micah. Asked
him direct
questions

Kad
en

Spelling/Writi
ng sentences

Identify
story setting,
characters,
problem, and
solution

Read
alouds

Spelling
tests

Sentence
writing

Text
breakdown

Text to text
with Crayons
Book

Concepts
of Print:
13/13
Yopp
Singer:
11/22 =
50%
Spelling
Test: 5/10
= 50%
Garfield =
Full Raw
Score, 39
Preferred
not to
read at
all,
academic
ally or for
fun
Not
present
for the
Names
Test
Did not
always
give his
full
attention
during
Morning
Interventi
on, once
getting
his
attention
he
enjoyed
reading
aloud.
Did not
struggle
reading
out loud.
Biggest
problem
area was
with
writing
and
spelling.

Focused
more on
interactiv
e read
alouds to
encourag
e the
student to
share
more of
his ideas
with the
group.
Ask direct
questions
to Kaden
to give
him a
chance to
share
more. He
was
quieter
than the
other two
students.

Scored a
13/13 on
the
Concepts
of Prints
assessm
ent.

On the
Garfield
assessm
ent he
scored a
72. He
had more
interest in
recreation
al
reading.

Data Meeting Protocol

Prior to the Meeting:
1. The goal of this meeting was to discuss with the class our results
from the Early Morning Intervention this semester, and to learn
from the successes, failures, and other ideas of the different
triads.
2. The data shows us that while all the students do well with
reading out loud and concepts of print, they struggle in other
areas. Micah struggled with phonemes, and breaking the words
apart. Lilly struggled with spelling. Kaden, Lilly, and Micah all
struggled with writing sentences. The chart below details their
data more thoroughly.
3. Our triad had success with the students. They seemed to like
Early Morning Intervention, and they were very engaged and
active in the lessons. I do not think we negatively impacted them
at all. I taught them about rhymes, so they learned about those.

We read books that they loved, and hopefully they enjoyed it. If
nothing else, it was not detrimental.
4. The biggest challenge was the time constraint. I also think that
having required assessments was not a good idea, because we
wasted time giving them those instead of determining what they
really needed. The students needed help with spelling and
phonemes, as well as writing sentences, but we did not have
much time to practice this.
More Information/Notes During the Meeting:
Introduction:
Goal: To share data, strategies, intervention, and goals for the three
students in our triad we served throughout the semester. Their
teachers all wanted us to focus on spelling, writing sentences, and look
through books to pick out events, characters, scenes, and a problem.
We used a variety of strategies to work with these students throughout
the semester. By the end of the semester, our main goal was to have
the students read a book, and pick out those elements form the story.
We were able to see that while we read The Day The Crayons Came
Home and The Day The Crayons Quit. They were able to compare
text to text information through this and The True Story of The Three
Little Pigs. As a triad, we think these students accomplished this goal,
however, if we had more time this semester, we would have focused
more on spelling words and complete sentences.

Sharing Ideas:
Reading Strategies:
Choral reading
Round robin reading
Interactive reading
Breaking down the text
Text-to-text
Writing Strategies:
LEA strategy
Impact on student learning:
We impacted the students learning by using interactive read
alouds and breaking down the text to a level that they could fully
comprehend. We wanted students to fully understand the text so
they could recognize key concepts in the story like setting,
characters, and problem/solutions.

Students were able to create their own story, by expanding the

ending of a book and compare the original story to their own.
By the end of the semester we were able to notice that students
were confident in depicting setting, characters, and
problem/solutions from stories.
Students by the end of the semester students were comfortable
enough to share with us their ideas on various books that were
read during Morning Intervention.

Challenges:
Procedures used in morning intervention: Every morning, we read aloud
to the students. We also administered a spelling test, practiced writing
sentences, practiced reading out loud with the students, administered the
Names Test, administered the Yoppsinger test, and focused on learning about
characters and settings in the book.
Common areas of needs: The students all enjoyed reading books out loud,
but when it comes to reading, for a test or worksheet, they struggled. They
need more modeling and hands-on activities when it comes to reading, and
not necessarily working with paper and pencils. They need to get comfortable
and feel sure about themselves before they can move on to assessment.They
also struggled with spelling and sounding out single, isolated words, as well
as needing help with sentence structure. By using whiteboards or another
form that is not as intimidating as paper and pencils, I think the students
would benefit more and not struggle as much with these areas of need.
Proposed Solutions:
Eating breakfast before intervention time
Explaining clearly what our goal and target for the morning intervention time
Create more interactive opportunities
Dry erase boards and markers instead of paper and pencil
Breaking down sentences and sounds in everyday language
Integrate more vocabulary practice using concept maps and different
strategies
After the Meeting

Proposed Solutions:
We can allot more time to Early Morning Intervention
We can plan more in advance, maybe even for the whole
semester
We can assess the students originally, and then instruct them
based on what they need, not continue to needlessly assess
them.
Action Plan:
Our goal for next semester should be to meet with the Title One
teachers and determine the specific needs of the students, as well as

asking for more time to work with the students. Then, we can find an
assessment that will help us to inform our instruction, Then, we can
focus solely on what the students need, and the proper instruction that
will benefit them in this area.
Reflection:
I believe that this meeting went very well. All of the triads said
the same thing: That there was not enough time and we were too
focused on the assessments we needed to get done, and not on
instructing the students. I think this was a good meeting, because we
realized our failures, and made suggestions and ideas to improve them
in the future. I also enjoyed listening to different ideas that other
groups did. One idea I will use is letting the children pick the books, so
that they are interested and engaged. I also liked the idea of letting the
students utilize the author corners. That was an idea I had not thought
about, but it is a fabulous idea. While this meeting involved lots of
criticism of what happened this semester, it was good because now we
know what to improve on. In the future, it will be better.