This assignment is based on a previous part of this case study which will be attached below (Case study part 1)
In the previous part, it includes an introduction of the child, and their strengths. If you have any questions or want more insight on what the student’s intervention should be on, let me know.
Please identify one
specific literacy skill to address over the course of 6 targeted sessions
lasting 20-40 minutes long (longer isn’t necessarily better—keep the child’s
age, attention span, and interest in mind when planning for targeted sessions).
Be realistic about what you can expect to accomplish over the course of 6
sessions and identify a single priority area rather than trying to address all
literacy skills.
Then, develop an
evidence-based plan for supporting the child’s growth in this literacy skill
using the prompts below and citing course texts to support your instructional
decisions. It’s okay if you need to adjust your plan as you go—you can address
those adjustments during the informal check-ins and in Case Study Part 3 –
Reflection and Next Steps.
If there is another child
in your class with very similar needs, you can provide targeted support in
pairs or very small groups, but your focus should be on providing a targeted,
individualized intervention for one child. You will focus your submissions for
this class on just one child.
Make sure your plan is
evidence-based (i.e., uses and cites course texts) and based on relevant
student data (e.g., if you are targeting comprehension, make sure you include
data related to student comprehension, not fluency).
Your Targeted
Intervention should address the following prompts:
1.
Which NYS ELA
standard will your intervention address? What is the specific, measurable,
achievable, relevant, and timely (SMART) objective for this targeted intervention?
In other words, what knowledge and skills will the child acquire in relation to
this standard?
2.
What text(s)
will the child read over the course of the six sessions? Explain why you have
selected these texts based on the child’s cultural and linguistic background, strengths,
and interests, and how the texts will support the child in meeting the SMART
objective.
3.
What text(s)
will the child write over the course of the six sessions? Explain why you have
selected these texts based on the child’s cultural and linguistic background, strengths
and interests, and how the texts will support the child in meeting the SMART
objective.
4.
Give a brief
narrative overview of what you will accomplish during each of the 6 sessions
(you do not need to use any specific lesson or unit plan format, but you can if
you have one that you like)
5.
What
summative data will you collect during the sixth session to determine whether
your focal student met the SMART objective? Be specific (e.g., the specific
text the child will read, the name of the specific standardized assessment you
will administer, or whatever else is relevant). You can use standardized OR
teacher-made assessments
(Remember that “texts”
don’t just have to include print texts. Select texts strategically. For
example, if you pick a fluency goal, it might make sense to
collect, analyze, audio recordings of the child reading aloud rather
than written assignments from the student.)
1428057
a minute ago
Make sure you follow ALL components of the rubric
