READING INTERVENTION LESSON PLAN

STUDENT: -

DA TE: December 7r1i, 2022

GOAL: - . will be able to identify different words with welded sounds and be able to identify the
welded blend. When reading words - will be able to find the welded sound as well as say the
sound and the word.

RATION ALE: This goal will be beneficial for __ ' . because in reading there are welded sounds
everywhere. Once you learn a welded sound you can learn so many more words by just adding one or two
letters onto the welded sound.

PENNSYLVANIA STATE CORE STANDARD(S): Standard-CC.1.1.1.C-Demonstrate

understanding of spoken words, syllables, and sounds (phonemes).• Distinguish long from short vowel
sounds in spoken single-syllable words. • Count, pronounce, blend, and segment syllables in spoken and
written words. • Orally produce single-syllable words, including consonant blends and digraphs. • Isolate
and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. • Add
or substitute individual sounds (phonemes) in one-syllable words to make new words.

STEPS OF EXPUCIT INSTRUCTION:

l. First, I introduced the different welded sounds that we would be practicing.

a. ing, ang, ank, unk, ink, an, am, all
2. I placed them all in front of_:: __ ., and had him attempt to say them all. The ones that he
struggled with I helped him with so that he was now familiar with all of the different sounds.
3. I then challenged him a little. Using all the different welded sounds along with individual letter
cards I asked him to create some different words using a letter card and a wedeled sound card.
4. Once he had made some different words, I pulled out a piece of paper that contained a sentence
with a bunch of words that contained different welds. He first had to read the sentence out loud
once. Then he had to read it again and pound the word when he noticed one of the welds. After he
read through it a second time, I asked him to go back through and circle all of the welded sounds.
5. Following that sentence activity, he had to write his own sentence on a white board using 4
different welded sounds.
6. Assessment

ASSESSMENT: I assessed him using a worksheet containing a single letter at the beginning of the
word. I asked him to complete the word with the welded sound that I would give him. The worksheet had
different welded sounds above, but we covered them up so that he was unable to use them for help. He
still struggled a little with his spelling and trying to sound it out more than just using a full blend. I do
think that progress was mad. however.

REFLECTION: Overall, I thought that the lesson went well. There were some parts that did not go as
planned in particular the assessment didn't exactly go as well as I would've hoped. He really enjoyed the
sill sentence activity where he had to read and pick out the blends. If I could make one change to the
I
le~son it would be makirtgtJJe assessment more like a game and maybe have it almost be like a spelling be
usmg welded sounds. I think my preparation and desired outcome was reached though.

*Work sample must follow the intervention lesson plan*

**Cooperating teacher must sign and date each intervention plan prior to instruction**