INTERVENTION LESSON PLAN

INTERVENTION LESSON PLAN TEMPLATE * COMPREHENSION LESSON 1
TEACHER: STUDENT: DATE:

Please use this template if you are focusing on Comprehension with your student

To produce a complete lesson plan assignment, you must take the following steps:

1) Complete the “Student as a Whole Learner Cheat Sheet”
2) Complete the “1:1 Intervention Lesson Plan”
a) OPTION : Meet with your student 1:1 for 60 minutes over the week. If you take this option, you only need to complete the “1:1 Intervention Lesson Plan” section of the template. You will write this section for 60 minutes of intervention with your student.
3) Complete the “Lesson Plan Reflection”

 
Student as a Whole Learner Cheat Sheet
What do you want to remember about your student while you’re planning?
Whole Learner Map
(reference your TEL-511 Midterm 1 submission) Strategies/Accommodations
(from student IEP or other records)

Expressive language under the domain of language which impacts the student’s ability to communicate his ideas verbally and in writing. During the classroom observation Rogelio when asked as part of the do now, what was the difference between a regular question and research question Rogelio answered “basically, a question is like you know you somebody asks you something and you say yes or no. Research question is like “you need to take this class to answer”. With his response, Rogelio was not able to craft a response that covered the whole question and that made sense to what the teacher was asking.
Rogelio was asked to write the response on the notes section of his Cornell note before sharing with the class. He shared what he wrote on paper, however he was not able to answer the question accurately.

Processing under the attention domain which impacts the student’s ability to shift focus from one activity to another and the ability to connect incoming information with prior knowledge. During the class observation, the teacher asked students to answer the do-now questions, she then asked students to take out posits to write the research questions and to give to their peers to evaluate. During the do now it takes R longer to answer his question, when asked to look for the post, a classmate helped him find it after he had taken everything out of his book pack and when asked to write questions, R started playing with his paper but did not write until his teacher provided further directions. This behavior is related to the subdomain of under the attention domain R was not able to accurately respond to the do now question, he also struggled to follow the new directions given to him, and to begin writing his research questions. SETSS 60 minutes 5 times a week.

Extended time of tests

Reader for state tests

THE ABOVE PORTION IS COMPLETED

WORK BELOW
1:1 Intervention Lesson Plan

SMART Weekly Objective:
(copy directly from your instructional plan) Research-Based Reading Strategy to Support Objective
 Comprehension Strategies
 Vocabulary Strategies
 Fluency Strategies
Comprehension Strategies

Time
● ~5-10 min chunks
● Total lesson should equal 30-60 minutes Activity Description
Script your instruction here and include:
● Directions
● Model/Think aloud
● Principles of Specialized Instruction
● CFU questions
● Text/materials
● Formative assessments
● Anticipated student responses
● Response to errors (follow up prompts) Planning for Mastery
● What do you expect to see your student do or say to demonstrate mastery?
Lesson Notes
● Record any notes here re: student behaviors or performance during the lesson
● Did your student master the objective?
● What did you see your student do or say?
● What Whole Learner sub-domain is the response or behavior connected to?
Opening (~5 min)
 Engage student in lesson
 Share agenda and lesson objective(s)
 Relationship-building

Review previously taught material by Developing Background Knowledge (~2 min)
 Teacher activates prior knowledge around key terms

Introduce new material via Explicit Introduction (~ 5 min)
 Teacher discusses the purpose of the reading skill or strategy and describes the strategy itself
 Teacher models the skill or strategy by using a text
 Teachers checks that student is able to independently describe the strategy by asking a CFU

Practice new material by isolating a portion of the Connected text via Guided Practice: (~10 min)
 Student is given multiple opportunities to practice using the strategy in a chunk of the text. With comprehension, this may mean that a short passage, paragraph, or sentence is isolated to practice the skill – NOT that the skill is practiced out of context.
 The teacher provides immediate feedback and models how to use the strategy in context.
 Remember: Comprehension instruction is not just assessing students with questions – this is teaching students how to THINK about a text in order to make meaning of it through the focus strategy.

Independently practice skill or strategy in a new portion of the Connected Text (~10 min)
 Student practices using the strategy with the remainder of the text, the teacher provides feedback and models as needed

Progress Monitor by administering a Formative Assessment (~5-10 min)
 Formative gives student sufficient at-bats to meet % mastery named in objective
 This should be 1-3 questions – You can also use the Independent Practice portion to identify whether or not they met the objective

Closing (~5 min)
 Restate lesson objective
 Ask student when/how they can use the skills and strategies in other settings
 Relationship-building

Best Practices for Lesson Planning: Check Your Work!
● Include a lesson opening and closing:
○ Does your opening activity support student engagement?
○ Is there data that you can track together at the top of the session to get her really excited? What about a visual way of tracking your student’s progress that you can both look at? This might further inspire participation and encourage your student to take ownership over their learning.
○ Does your closing activity support your student’s ability to generalize the skills across settings?
● Script checks for understanding and anticipated responses
○ Did you script the questions and practice opportunities you will use to check your student’s understanding throughout the intervention?
○ Did you script a right answer to each question and practice opportunity?
○ Are your checks for understanding aligned with your objective?
● Script responses to student error
○ Did you script potential errors your student might make that are aligned with what you know about them?
○ Did you script out how you will respond to those errors via prompting or feedback?
● Name and bold Intervention Strategies
○ Label and bold any intervention strategies that you included in this section of your plan.
○ Are your intervention strategies aligned with what you know about your student as a whole learner?
○ Are your intervention strategies aligned with your objective?
● Listing objectives for every section:
○ Did you pull objectives from your instructional plan?
○ Are your objectives logically sequenced?
● Allocating time appropriately:
○ Did you plan appropriate amounts of time for each activity, given what you know about the objective and your student?
○ Does your lesson plan total 60 minutes?
● Plan to measure mastery of each objective:
○ Did you plan your formative assessments in enough detail that someone unfamiliar would be able to administer the assessment?
○ Are your formative assessments aligned with your objectives?
● Scripting of teacher instruction:
○ Did you write your script as if you were saying it to your student?
○ Did you write your questions as if you were asking your student?
○ Are your descriptions detailed and can they be “visualized” by the reader?
● Name and bold Principles of Specialized Instruction
○ Label and bold any principles of specialized instruction that you included in this section of your plan.
○ When you utilize explicit instruction in your plan, please include all of the components of explicit instruction (reference the explicit instruction feedback sheet).
Lesson Plan Reflection
(Complete after implementing the plan)
Reflection. As you reflect on your lesson implementation, complete the two steps below.
STEP 1: Evaluate objective mastery:
1. Did your student master the objective? How do you know?
2. What did your student learn as a result of this intervention?
3. What does your student continue to struggle with?
Respond to STEP 1 Questions Here:

Be sure to include your student’s formative assessment data somewhere on this template. You can handwrite it, type it, copy/paste pictures, etc. Some places where you may include it:
 In the “Lesson Notes” column of the “1:1 Intervention Plan”
 In the “Data Collection” in Small or Whole Group section
 At the bottom of this template
STEP 2: Reflect and Plan Next Steps:
If your student mastered the objective:
 Reflect on your execution:
 What was effective about your instruction? How did it lead to your student mastering the objective? Make explicit connections between your student’s performance and the way that you implemented the intervention strategy and specific PSI.
 What could you have done differently to execute the strategy or PSI with greater fidelity? How will this support student mastery over time?
 Plan next steps:
 How will you support your student in applying what they learned across contexts?
 How will you adjust your instructional plan to maintain mastery of this skill?
If your student did not master the objective:
 Reflect on your execution:
 What was effective about your instruction and what impact did it have on student performance? Make explicit connections between your student’s performance and the way that you implemented the intervention strategy and specific PSI.
 What could you have done differently to execute the strategy or the PSIs you identified with greater fidelity?
 Plan next steps:
 What will you change about your instruction moving forward to support objective mastery?
 What feedback will you give your student?
 How will you adjust your instructional plan to reteach this objective?
Respond to STEP 2 Questions Here: