Afterschool Literacy Reading Program
Midtown Literacy Reading
Comprehensive Reading Intervention Plan
Developed & Conducted by: LaTisha Sargent
Population: Students of Brown Elementary & Rowan Middle Schoolin grades K-8
Location: Midtown Community
Statement of Problem
The students are unable to show proficiency in the reading objectives presented in the Mississippi Curriculum Framework. Students show little progress in word recognition and vocabulary skills (syllabication, affixes, word meaning, synonyms/antonyms, context clues); applying strategies and skills to comprehend, respond to, interpret, or evaluate a variety of texts of increasing complexity (text features, parts of a book, genre, main idea, cause& effect, story elements literary devices); and expressing, communicating, evaluating, or exchanging ideas effectively (reports, poems, letters).
Goal
The students will show proficiency at an average of performance of 70% accuracy or above on skills presented during the intervention period.
Objective of the Intervention
The students will apply word recognition and vocabulary skills, strategies and skills to comprehend, respond to, interpret, or evaluate a variety of texts of increasing complexity, and express themselves by communicating evaluating and exchanging ideas effectively.
Intervention Activities/Teaching Strategies
The students will identify various types of syllables in texts being read in small group sessions. The interventionist will ask students to tally the numbers of each kind of syllable in a sentence or paragraph. Older learners will go on to syllabicate the words and identify roots and affixes in words in order to gain an understanding of word meanings.
Students will work in small groups using various graphic organizers. Students will write synonyms in center of organizers and synonyms and antonyms on the outside of the organizer. This organizer method will also be used for identifying main ideas and supporting details.
During small group reading lessons the interventionist will guide the students in understanding the meaning of context clues. Students will highlight or block out unknown words and use words recognition skills to first identify the words and context clue strategies to understand the word. The interventionist will model prior knowledge attainment and proper pronunciation of the words.
The interventionist will have the students to read a variety of leveled text for their appropriate reading level. The interventionist will identify and discuss various text features and parts of a book as they appear in selected texts. Genres, cause & effect, and literary devices will also be incorporated in this manner.
Evaluation Criteria
A pretest and posttest based on skills presented will be administered to all students. Student work samples and daily observations will also be used.
Technology & Resources
Interactive sites that offer phonemic awareness and reading comprehension strategies of varying levels and complexities will be utilized. Research based books, instructional strategies, and other materials will also be used.
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