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Data Collection Form 6
Data Collection Form 6
Data Collection Form 6
Prompting Key: G= Gesture M= Model I= Visual VI= Verbal Indirect V= Verbal p = Partial Physical P= Full Physical
Response Key: 0 =No Response IN = Incorrect > = Approximation +/> = Close Approximation + = Target Observed S = Spontaneous
Notes: Sarah was in a good mood and had come straight from school. Her energy was high and it was difficult to keep her focused. However, what she was focused on,
Plan:
We want to decrease verbal prompting. The main target of this intervention will be for Sarah to form an addition problem after continuous
counting two stacks of base ten blocks. Because her memory has been a struggle in continuous counting, this will be done by having her count the
stacks and then label them with the number by writing it. This will help her to remember the number associated with the stack, recognize the value
of numbers and write the addition problem. Then verbal prompting will be used to assist her in creating an addition problem. The equations have
been modeled for Sarah and we want to only verbally prompt.
WRITING
Impression:
Sarah knows her letters and sounds. If she is asked to really focus on a sound, she can give the letter. When she rushes, she just gives any letter
that she sees or thinks of. Sarah can put words together with guidance and the sounds, however, I do not feel she could independently spell a word
phonetically. The addition to writing the word was highly beneficial to her practice with spelling words, but I think it would be better to use lower
case letters instead of upper-case letters.
Plan:
Sarah’s goal is to spell out words independently which is the same as it has been in all previous weeks. However, we want to decrease verbal
prompting. Each time will start with the verbal prompt to spell a word. Then gestures and visual prompts will be used redirect her focus and keep
her on the task. The spelling will again be done using magnet letters on the white board. The writing interventions are primarily done under
Natalie. We will also utilize letting Sarah direct Natalie in spelling a word to make sure that she understands the process.
READING
Impression:
Sarah is still struggling a lot with reading. She can sound out words and individual sounds but not letters that are paired. These letter pairs like
“sh” or “ou” are only known if it is a sight word. She is still in the stage of learning to do things phonetically. She needs to work on reading with
very simple words to progress further. Her interventions should include words that are able to be read mostly independently so more difficult
words can be worked on specifically and comprehension can increase.
Objective Description of Data and Observations:
Natalie asked Sarah to sort the letters by color. She sorted them by color and put them straight and facing the correct direction. Natalie showed her
a picture on her phone and asked Sarah what it was. She said she didn’t know and Natalie told her it was a plant and that they were going to spell
plant. Natalie asked her what the first sound was, she responded with “f.” Natalie said “is it F?” and Sarah said “No, P. We don’t have a P!”
Natalie said that she was right so we should just write it and Sarah did so. Then Natalie asked her what letter comes next and she said it was an N.
Natalie repeated the question and sounded out the word slowly afterwards. Sarah put an L after the P and then said “oh! A” and put an A on the
board. Then Natalie said “okay, the last sound now” and then sounded out plant slowly. Sarah put a T at the end of the word. Then Natali asked
her to write the word and Sarah wrote it in marker under the word. Then Natalie showed her a picture of a bag and asked her what it was. She
responded that it was a bag and Natalie asked her to spell it. They repeated the process of sounding out the word and putting each letter down. And
then handwriting the word after it was spelled. With some letters, Natalie had to sound it out more than once. After bag, they did this process with
the word “pen,” “phone” and “snow.” With “phone” and “snow” Natalie only looked for the phonetic spelling of the words.
Plan:
The passage written on the board will be about her and things that are important to her like Mr. Grinch and Christmas to keep her engaged. We
will be utilizing books more as well because they have pictures and are more interesting for her. The aim is to get her to read independently at a
first-grade level. The prompting will first be to ask her to spell “the” and then to identify it in the passage. This can be done mostly independently
but is a sight word we are trying to get her comfortable with. Once this is done, we will say “read this sentence” while pointing to the first one on
the board. After 3-5 seconds of struggling, we will step in and help her to sound out each letter. The reading interventions will be done primarily
by Alisa.