Instructional Program P

8/3/2019 Instructional Program P

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Instructional Program

Name of Student: P Initiator: Marian Stauder

Context for Instruction:

The instruction will take place on Mrs. Dunnes side of Room 216 at the table by the window. Itwill take place Mondays-Fridays from 9:05-9:45 along with Ps other reading tasks. P will use a

book at his DRA level, and he will be the only learner present. Miss Stauder will be presenting

the instruction, and Mrs. Dunne will be present as well.

Program Objective:

During a 1:1 instructional session, I will demonstrate spoken-to-print word awareness by

matching his spoken word to the text if a new book by moving his finger below the words oneach page for all of 3 consecutive readings.

Generalization:

Materials:to enhance generalization of word awareness across materials, this skill willbe practiced using a variety of books (literacy library, teacher-made, trade books) with

the teaching sufficient exemplars strategy. At least one book from each category will beused per week on randomly selected days.

Probes will be conducted on teacher-made or literacy library books. For all data, a note

will be made as to the type of book (LL, TM, TN) to ensure that P masters the objectiveacross all three materials.

Rationale:

1:1 showing spoken-to-written word correspondence by pointing is one of the pre-reading skillsrecognized by assessments such as the Concepts about Print (CAP) assessment and the Preschool

Word and Print Awareness Assessment. Having this skill will assist P as he continues to learn toread.

Assessment Procedures:

1. Select a new book at Ps estimated reading level.2. Ask P to read the book out loud, following along with his finger.

3. Sit across from the P, and mark a + for Pointing if P points to the word, and a + for

Accuracy if he reads the word correctly (Mark a - for either/both skill(s) if he does

not get a +).4. If he stops on a word, pause for 3 seconds, then tell him the word.

5. Add the number of +s and divide by the total number of words for each category.

Assessment Schedule:

P will be assessed on every fourth trial. (one trial = one book)

**Instructional Procedures:

Stimulus Prompt 1:

1. On a teacher generated worksheet, tell P to find the

Stimulus Prompt 2:


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1. Select a new book at Ps estimated reading level.

2. Ask P to read the book out loud, following along with his finger.3. Sit across from the P, and mark a + for Pointing if P points to the word, and a + for

Accuracy if he reads the word correctly (Mark a - for either/both skill(s) if he does

not get a +).4. If he stops on a word, pause for 3 seconds, then tell him the word.

5. Add the number of +s and divide by the total number of words for each category.

Reinforcement (type and schedule):

Miss Stauder will offer lots of praise, saying something along the lines of Awesome! I like how

youre tracking the words with your finger! Praise is offered several times throughout the book,if not on every page.

Maintenance:Because this skill will probably naturally maintain itself until it is no longer needed, P will be

probed every two weeks once he reaches mastery.


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Research Rationale:

Fuchs, D., & Fuchs, L. S. (2005). Peer-assisted learning strategies: promoting word recognition,

fluency, and reading comprehension in young children.Journal of Special Education,

39, 34-44.

Simmons, D. C., Coyne, M. D., Hagan-Burke, S., Kwok, O., Simmons, L., Johnson, C., Zou, Y.,

Taylor, A. B., McAlenney, A. L., Ruby, M., Crevecoeur, Y. C. (2011). Effects of

supplemental reading interventions in authentic contexts: a comparison of

kindergarteners' response.Exceptional Children, 77, 207-228.

Simmons, et. al., insist that kindergarten intervention provides an important jump start for

developing phonologic and alphabetic proficiency. Since my lesson is intended for a

kindergartener, I decided to read into this study further. Though it speaks of a very specific

intervention that I do not intend to use, the experiment used sessions of 30 minutes, broken into

three to five minute sessions. Because I work with P for 30 minutes, I plan to break activities into

3-5 minutes, including this intervention and the other activities P is working on.

In their study, one of the techniques Fuchs and Fuchs used was partner reading. In ten-

minute sessions, the peer coach of each pair would read a page, pointing to each word, and

then the other partner would read the same page, also pointing to the words. This is exactly how I

plan to style one of my prompts. Instead of using a peer, I plan on fulfilling the role of partner.

First, I will model, pointing and reading a page, and then the student will do the same.


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Instructional Program P

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Transcript of Instructional Program P