Morning Duty/Early Morning Intervention

Date:
Duty:

# of
students
served:

Description:

Primary
spelling
inventory
This is when I
first began to
notice
Atticuss
issue with
spelling and
fluency.
Scarlett was
spelling most
words correct
while Atticus
struggled.
They only
completed
primary
which is the
spelling
inventory for
kindergarten
and 1st grade
so below
their reading
level
Read Aloud
and CAP We
did CAP test
with The
True Story of
the 3 Little
Pigs and
then
completed a
read aloud.
This was a
fun
expressive

9/17/15
9/24/15
10/1/15
10/22/15

Car Line
Car Line
Car Line
MI

10/29/15

MI

11/3/15

11/19/15

MI

story to read.
MI
2
Names Test
This was a
hard
assessment
for both
students to
complete.
They wanted
to ask for
help on every
name they
were unsure
of.
Pronunciation
was difficult
throughout
but they had
a great
attitude
about it and
seemed to
enjoy
pretending to
be teachers
calling out
roll.
Letter Recognition, then read a book
together Only one student was there
today. This assessment was very easy
and not applicable to this student. It was
simply naming uppercase and lowercase
letters, which he knew well. Then he was
able to pick out a book for us to read
together he picked a book about
baseball.

*I missed one Thursday for a funeral then went October 27th, Tuesday
morning for Ann, that day we completed a read loud on the book,
Franklins Halloween. Both Atticus and Scarlett were there. They had
fun reading about Franklins costume and then telling me what they
were going to be for Halloween.

Morning Intervention Ann Robertson, Lindsey Harding, and

Elizabeth Collier
Stude
nts
Name
Atticus

Targe Intervention/Stra
t Skill tegy

Scarlett

Identif
y
parts
of a
story

Identif
y
parts
of a
story

Observations/D Adjustment
ata
s in
Instruction
Read alouds,
Atticus struggles As a triad we
questioning
with spelling.
decided it
throughout reading, When he came
was more
across words he
beneficial for
was unsure of he us to read
would guess
the book to
rather than
Atticus.
sound out the
Because they
phonemes. He
struggled
was also easily
with reading
distracted which comprehensi
may have
on, us
impacted his
reading the
reading
book and
comprehension.
asking them
questions
helped them
to focus on
the parts of
the story.
Read alouds,
Scarlett was
As a triad we
questioning
good at writing,
decided it
throughout reading, hearing and
was more
recording
beneficial for
sounds. She
us to read
recognized
the book to
letters and was
Scarlett.
able to read
Because they
second grade
struggled
level books.
with reading
Scarlett, like
comprehensi
Atticus,
on, us
struggled with
reading the
reading
book and
comprehension.
asking them
questions
helped them
to focus on
the parts of
the story.

1. Goal: AL RL 2.1 The learner will identify story, setting,

character, problem/solution, and events in a passage. Some
observations we have regarding Scarlett are that she was good
at writing, hearing and recording sounds. She was able to read
fluently for a second grade level. Both Atticus and Scarlett
struggled with reading comprehension. While reading books
aloud to us, they were more concerned with saying the word
correctly rather than knowing what the specific word or sentence
meant. Atticus also struggled with staying focused. Although
Atticus had many struggles, he was very creative. Before Atticus
and Scarlett begin to only focus on comprehension and
identifying parts of a story we needed to work on fluency skills
for them both.
2. See PowerPoint for data
3. Scarlett succeeded and grew in her overall reading skills, for
example, hearing and recording sounds, writing, creativity and
engagement.
Atticus still needs improvement with overall fluency skills but he
did grow in his creativity and engagement levels.
4. Spelling, comprehension, and fluency were the three aspects
that we
struggled with the most. Because both Atticus and
Scarlett didnt have much background knowledge in fluency then
they were not able to comprehend what they were reading.
Morning Intervention Data Meetings
Emily, Abby, and Abby
Worked on summarizing material with a longer passage
Used interactive readings, tapping syllables, choral readings
Like us, when we read a passage to a student instead of the
student reading, the students were able to comprehend what
was happening in the story
Struggled with some students not showing up or arriving late to
school, behavior, and attitude towards school.
Some students were ahead of others so how do you work
effectively with all 3 without boring some or being too
challenging for others.
Amanda, Mary, and Emily
Lot of the same struggles as triad before
Successes were the students opening up to the group and feeling
a little more comfortable to talk

Dabney, Hailey, and Abigail

Same struggles
How can we make the most effective impact with the time we
have?
Our Triad
What are the underlying purposes of assessments? Good to
have experience with but because they are real children we do
not need to test out every assessment unless it is beneficial
Karen, Rebecca, and Lindsey
Students were way higher level than the assessments
We have mandates as
teachers and must
follow through even if
we know it is not as
applicable as other

evaluations