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. It will 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 on each page for all of 3 consecutive readings. Generalization: Materials: to enhance generalization of word awareness across materials, this skill will be 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 be used 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 objective across all three materials. Rationale: 1:1 showing spoken-to-written word correspondence by pointing is one of the pre-reading skills recognized 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 to read. 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:
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.
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 tenminute 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.
