action plan worksheet -...

Data-Focused Instructional Decision MakingCarolyn’s Completed Action Plan

© 2012 Teachscape of 3

Carolyn’s Completed Action Plan

Group 1

Results from the Class Profile worksheet

Learning Goals(consult grade-level expectations)

What 3- to 6-week goals will put these students on course to meet year-end

expectations?

Instructional StrategiesWhat instructional methods will best suit the

learning needs of these students? Will grouping be whole group, small group, or

individual?

Group 1 pattern:High decodingLow fluencyHigh vocabularyLow comprehension

A student in this group would tend to show:• Good decoding but will

probably read slowly, show poor word recognition, and miss meaning

Learning needs:• May rely too heavily on

decoding rather than developing automatic word recognition

• May not read frequently enough to build automatic word recognition

• May lose track of meaning when decoding, particularly on passages longer than sentence length

• Must start to show evidence of self-monitoring for sense during reading (e.g.,stopping to reread, questioning sense, asking for help) by 3 weeks

• Should be able to use rereading as a fix-up strategy while supported in 3 weeks;independently on instructional-level texts in 6 weeks

• Words correct per minute needs to reach 10 words or better in 4 weeks, 14+ words in 6 weeks

• Should be able to retell a narrative read at instructional level in 6 weeks (e.g., names main characters and setting in a narrative and gives an outline of the happenings and sequence)

Comprehension: • Model self-monitoring for meaning and

rereading as a fix-up strategy during shared and guided reading on instructional-level texts

• During guided reading, coach students to fix-up when miscues cause a loss or change of meaning (e.g., “Did that make sense to you?Let’s reread that to see if it makes sense.”)

• Model explicit comprehension strategies, pre-reading strategies, and stop and reflect strategies associated with retelling; model retelling in shared reading

• Students to work in pairs to retell stories or parts of guided reading stories to each other;use observation checklist to monitorcomprehension

Build Fluency: • Provide daily opportunities for individual or

paired repeated readings on independent-level texts to build automatic word recognition, confidence, and interest

• Set goals with students to increase words per minute without sacrificing accuracy



Group 2




expectations?



individual?

Group 2 pattern:Average decodingHigh fluencyAverage vocabularyLow comprehension

A student in this group would tend to show:• High reading rate and

average decoding skills but appears to be missing meaning

Learning needs:• May believe that fast reading

is good reading • May be able to recognize

more words than meaning is known for

• May not understand how to apply comprehension strategies when reading

• Will be able to recognize word families and identify affixes and word roots in 3 weeks

• Will actively apply knowledge about word structure to determine unknown words when reading

• Will begin to use context (reading around the word) to identify unknown vocabulary items in a text

• Will start to use active comprehension strategies before, during, and after reading

• Practice active reading strategies before, during, and after reading

Vocabulary• Word sorts for enhancing vocabulary

development using common affixes and roots • Model use of context clues for determining the

meanings of unknown words (select texts carefully)

• Cloze procedure will provide opportunities to predict and confirm words in context

Comprehension• Think-aloud modeling of comprehension

strategies for before, during, and after reading (e.g., using headings and titles to predict, stop and reflect, ask questions while reading, and read to answer questions generated)

• Coach active reading strategies during guided reading session on instructional-level texts

• Use guided reading time to provide opportunities to use Reader’s Theater to read more slowly, with meaning and expression

• Provide opportunities for a focus on self-selected, high-interest texts in the classroomlibrary time, where children talk with others about the books they are reading



Group 3




expectations?



individual?

Group 3 pattern:Low decodingLow fluencyLow vocabularyAverage comprehension

A student in this group would tend to show:• Difficulty with decoding and

fluency but performs a little better on the comprehension assessment; lower vocabulary score suggests that word meaning knowledge is also limited

Learning needs:• Low fluency and ability to

decode is a major concern • Seems to use inference,

prior knowledge, cues from peers, pictures, and other context clues to construct meaning

• Low vocabulary scores indicate a need to focus on word meanings as well as decoding and automatic word recognition

• Able to apply decoding and blending skills on single-syllable, consonant-vowel-consonant (cvc) words in 3 weeks

• Begins to independently apply knowledge of decoding when reading in context to solve unknown words

• Word recognition in isolation: recognizes 15/20 of the first 20 words on the grade-level high-frequency words (HFW) list in 3 weeks; recognizes 20/20 words in 6 weeks

• Words correct per minute in context will reach 8 words or better in 4 weeks, 12+ words in 6 weeks

• In 6 weeks can do an independent book walk on a new guided reading text and make reasonable predictions for content

• Answers literal comprehension questions using rereading to locate the information rather than guessing to answer all questions

Decoding and Fluency• Intensive small-group work to reteach

decoding and blending skills for single-syllable (cvc) words

• Phonemic awareness picture sorts based on sound characteristics of pictures, then words (perhaps in center time)

• Provide daily opportunities for individual taped or paired repeated readings on emergent level texts to build automatic word recognition for HFW

• In guided reading, build confidence and interest with appropriate leveled texts and coach the application of decoding skills

Comprehension and Vocabulary• During a book-walk, model predicting as a

pre-reading strategy using discussion to build pre-reading idea webs and discuss vocabulary items readers might expect

• Model comprehension strategies for using the text as a source for answering certain types of comprehension questions

• During guided reading, coach the use of comprehension strategies for finding answers to literal questions and confirming predictions

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