Clinical Field Experience D Intervention and Goal Template PDF

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Intervention and Goal Setting Template Standard:

Intervention Activity:

Post Assessment:

1.FL.VA.7b: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. ii. Define words by category and by one or more key attributes Vocabulary Dice Roll. This activity will be conducted as a small group with the three students and teacher. There will be a list of vocab words written on the white board that the students will have to know. We will read the words together and explain to them the activity. We will use a big foam dice and the number that the student rolls will correspond to a certain activity they have to do. For example, if the student rolls a one, they have to use the vocab word in a sentence, a two would be them corresponding the word to a shape (house = a square and triangle), three: give a definition of the word, four: say a word that rhymes with the vocab word (mail: snail), five: draw a picture of the vocab word on the board, six: provide a synonym or an antonym for the vocab word. For the post assessment, I will give the three students a vocabulary extension worksheet. The worksheet will have four sections labeled with pictures: School, Foods, Clothes, and Weather and their vocabulary words will be listed at the top of the page. They will have to put the vocab word in the correct section. For example, lunchbox, pencil, paper will go under the School section.

Student 1 Post Assessment Results: Feedback (50-100 words):

Student 2

Student 3

12/12

11/12

10/12

Student one responded very well to the intervention activity even if she got something wrong, she didn’t let that bring her down. She stayed on task and motivated. This helped her be successful on the post assessment. This student went word by word to find the correct corresponding section, she didn’t try to find all the words

Student two also responded well to the intervention activity with great participation. The student made one small error by putting a food item (sandwich) with the “School” section. We had a post assessment discussion, and he was able to tell me where he made the mistake and was able to correctly tell me the definition of the

Although, student three got two wrong, she still did a great job and made significant improvement from the pre-assessment. She was a little shy with the intervention activity, but she still responded well to it. After the assessment, we discussed what went wrong and I told the

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2-3 Academic Goals:

Reflection:

Resources:

that belonged to one section. This also helped her in a successful post assessment score. When reading a story or poem, student will identify rhyming words when asked with 80% accuracy (Understood Team, 2020). By the end of the semester, student will be able to identify antonyms and synonyms of the given vocabulary words with 80% accuracy (Tennessee State Board of Education, n.d.).

sandwich and where it should have gone.

By the end of the school year, student will identify the main idea and provide at least three details related to the main idea with 90% accuracy when given a grade-level nonfiction passage (Understood Team, 2020). By the end of the semester, student will be able to categorize words (ie: animals, places) to grade-level vocabulary (Tennessee State Board of Education, n.d.).

correct meaning of the words and where they were supposed to go.

By end of the quarter, student will read grade-level text orally with accuracy, and expression at 90 words per minute with 80% accuracy (Understood Team, 2020). By the end of the school year, the student will use context clues and other strategies, such as consulting a dictionary or word app on the computer to help determine the meaning of words, with 80% accuracy in four out of five opportunities (Tennessee State Board of Education, n.d.). Unfortunately, due to COVID and all the precautions that most of the schools still have in place, I was not actually able to do this assignment in person. I called one of my mentors, and we discussed the assignment at hand and the previous ones before this, and we were able to work through a scenario using some of her current students. If I was able to apply this to actual students, then after the post assessment, I would have taken them each aside to discuss the intervention activity and the post assessment. I would have asked them what they liked, if they had any problems completing the activity, if they would like to do the same activity in future etc. I would have reassured each of the students on how well they did and how proud I was of them. I want my future students to be able to leave our meetings with more confidence in themselves than when they entered. Tennessee Board of Education. (n.d.). English Language Arts. Retrieved from https://www.tn.gov/education/instruction/academicstandards/english-language-arts-standards.html Understood Team. (2020).IEP goals for reading: What they look like. Retrieved from https://www.understood.org/en/schoollearning/special-services/ieps/iep-goals-for-reading-what-they-look-like

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