Action Plan

Mentee: Talley Jones Mentor: Chloe Talbott Year: 2018-2019

Implementation Evaluation

What needs to be By when? What resources? What evidence How and when
done? indicates this will evidence be
process? gathered?
Objective 1: Improve student’s knowledge of initial consonant blends/digraphs.

1. Explicit 3 Weeks Initial consonant blend and Gradual release of Observation and
teaching of digraph letters and words responsibility anecdotal notes of
initial consonant strategy. Student is student orally
Modeling through think able to transfer making and
blends/ digraphs aloud and sounding out in knowledge of understanding these
texts consonant sounds to sounds. Running
reading and spelling record assessment
Word segmenting and without being for progress
synthesizing with prompted. Letter monitoring.
consonant blends. sounds are said as a
blend rather that
individually.

2. Practice with 5 Weeks - Making/building words The student is able to Running records and
initial - Word sorts spell, synthesize, and observational notes
- Word banks decode words that during intervention
 consonant - Elkonin boxes have initial time of building
blends/digraphs - Compare and contrast consonant blends/ words, word sorts,
activities digraphs in and reading.
- Synthetic activities independently while
reading with fluency.

Objective 2: Improve student’s knowledge of vowel sound patterns.

1. Explicit 3 Weeks Explicit instruction on The student is able to Observation and

instruction on vowel team patterns in verbalize vowel team anecdotal notes of
vowel team correspondence with text sounds in words student orally
level. Logical sequence of when standing alone making and
sound patterns vowel patterns in the and in a text with understanding vowel
English alphabet. little guidance from team sounds and
Modeling vowel sounds the teacher. Student patterns.
when standing alone and is able to synthesize
segmented in words. vowel team sounds.
Scaffolded instruction of
sounds.

2. Practice with 5 Weeks - Tangible letters Student is able to Running records and
vowel team - Magnetic letters decode words with observational notes
sound patterns - Elkonin Boxes vowel patterns during intervention
- White boards fluently. Student will to progress monitor
be able to fluently mastery of vowel
segment vowel sounds.
patterns in a word,
instead of sounding
 out each individual
letter.

Objective 3: Improve student’s knowledge of reading strategies.

1. Explicit 3 Weeks Teacher provides explicit Student is able to Anecdotal notes
instruction instruction on decoding verbalize knowledge during
through and comprehension and understanding of intervention time
strategies to use while how these strategies
modeling on reading. These strategies help to monitor for
while explicit
self-monitoring should be modeled through decoding and teaching,
decoding and think aloud and reflection comprehension while questioning, and
comprehension of what a good readers reading. Student has reflecting on
strategies. does while reading. a clear understanding reading strategies.
- Chart of reading of how to use all of
strategies these strategies.

2. Gradual release 5 Weeks Chart of reading strategies Student is able to Anecdotal notes of
of responsibility with column to mark when independently observations while
of reading the reading strategy has monitor reading with reading. Progress
been used. strategies to decode monitoring using the
strategies to tricky words and column for student to
self-monitor check for mark the number of
decoding and understanding. times using the
comprehension. Student’s ability and reading strategies
recognition of self- during each lesson.
correcting and Running records.
fluency rate will
increase.
Objective 4: Improve student’s knowledge of sight words.
1. Explicit 5 Weeks Dolch Sight word list Student has Progress
instruction on White boards knowledge of sight monitoring using
sight words Tangible letters word spelling, Dolch Sight Word
decoding, and
Text meaning. Student
List. Running
will have the ability records to assess
to retain knowledge for accuracy and
from sight word retention of sight
instruction while word knowledge.
reading and writing.
2. Constant 5 Weeks Word bank of While reading and Progress monitoring
routine of sight notecards writing, the student using Dolch Sight
word review. White boards should be able to Word List. Assess
quickly and fluently student bi-weekly on
Tangible letters read or spell sight sight word lists at
Routine of reviewing words explicitly random.
sight words taught in an earlier
session.