IMPLEMENTATION OF ACTION PLAN
Running head: IMPLEMENTATION OF ACTION PLAN
Implementation of Action Plan Week Three
Elizabeth E. Laird
Grand Canyon University
RDG 580: Practicum in Reading
July 28, 2010
Abstract In this paper the author of this paper will reflect upon the third week of the implementation of an Action Plan created for a struggling student. Additionally this paper contains a Creative/Critical Thinking Reflection Form, and a Practicum Activity Log Summary.
Week Three Reflection
Tutoring continues to proceed in a positive venue, and the Student A has enjoyed the sessions and is showing signs of improvement. Student A is eager to please and has been practicing at home with previously used material. Time passes quickly during tutoring and the student and I have formed a wonderful working relationship. The student’s phonemic awareness and phonics skills have increased greatly and she is able to rapidly blend words. Even though the student is able to decode words more easily than prior to our sessions she relies heavily on this strategy and needs to increase her basic sight word knowledge through continued practice. We began the week with a review of what we had done during the previous week. I then explained to Student A that we would continue to play games that would help her while she read, and then explained that the goal for this week’s sessions would be for her to learn how to think about (monitor) what she was reading so we would have a “direction for learning” Marzano, Pickering, & Pollock ( 2001, 93). The week was busy practicing deficient skills using materials incorporated into the week three Action Plan. The week was busy using materials created by the Florida Center for Reading Research. Activities to increase Student A’s phonemic awareness and phonics skills were paired from five activities to two so that we could have sustained time to practice. One activity that Student A struggled with was
Implementation of Action Plan Week Three
Elizabeth E. Laird
Grand Canyon University
RDG 580: Practicum in Reading
July 28, 2010
Abstract In this paper the author of this paper will reflect upon the third week of the implementation of an Action Plan created for a struggling student. Additionally this paper contains a Creative/Critical Thinking Reflection Form, and a Practicum Activity Log Summary.
Week Three Reflection
Tutoring continues to proceed in a positive venue, and the Student A has enjoyed the sessions and is showing signs of improvement. Student A is eager to please and has been practicing at home with previously used material. Time passes quickly during tutoring and the student and I have formed a wonderful working relationship. The student’s phonemic awareness and phonics skills have increased greatly and she is able to rapidly blend words. Even though the student is able to decode words more easily than prior to our sessions she relies heavily on this strategy and needs to increase her basic sight word knowledge through continued practice. We began the week with a review of what we had done during the previous week. I then explained to Student A that we would continue to play games that would help her while she read, and then explained that the goal for this week’s sessions would be for her to learn how to think about (monitor) what she was reading so we would have a “direction for learning” Marzano, Pickering, & Pollock ( 2001, 93). The week was busy practicing deficient skills using materials incorporated into the week three Action Plan. The week was busy using materials created by the Florida Center for Reading Research. Activities to increase Student A’s phonemic awareness and phonics skills were paired from five activities to two so that we could have sustained time to practice. One activity that Student A struggled with was
References: Block, C. (2003). Literacy Difficulties Diagnosis and Instruction for Reading Specialists and Classroom Teachers (2nd ed.) Boston : Allyn & Bacon. Fountas, I.C. & Pinnell, G.S. (2001). Guiding Readers and Writers Grades 3-6 Teaching Comprehension, Genre, and Content Literacy Marzano, R.J., Pickering, D. J., & Pollock, J. E. (2001). Classroom Instruction that Works Research Based Strategies for Increasing Student Achievement