Pa Common Core Standards

1.2 Reading Informational Text

CC.1.2.2.A Determine the main idea of a text; recount the
key details and explain how they support the main idea.
CC.1.2.2.B Ask and answer questions about the text and
make inferences from text; refer to text to support
responses.
CC.1.2.2.E Use text features and search tools to locate and
interpret information.
CC.1.2.2.F Determine the meaning of words
and phrases as they are used in grade-level text;
CC.1.2.2.K
Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade-level reading
and content, choosing flexibly from a range of strategies and
tools.
1.3 Reading Literature
CC.1.3.2.A Determine the central message, lesson, or moral
in literary text; explain how it is conveyed in text.
CC.1.3.2.B Ask and answer questions about the text and
make inferences from text, referring to text to support
responses.
CC.1.3.2.C Describe characters in a story and explain how
their actions contribute to the sequence of events.
1.5 Speaking and Listening
CC.1.5.2.A
Engage effectively in a range of collaborative discussions
on topics and texts, building on others ideas and expressing
their own clearly

1.1 Foundational Skills

CC.1.1.2.D Know and apply grade-level phonics and word
analysis skills in decoding words.
-Distinguish long and short vowels when reading regularly
spelled one-syllable words.
-Decode two-syllable words with long vowels and words
with common prefixes and suffixes.
-Read grade level high-frequency sight words and words
with inconsistent but common spelling-sound
correspondences.
-Read grade-appropriate irregularly spelled words.

1.3 Reading Literature

CC.1.3.3.K Read and comprehend literary fiction on
grade level, reading independently and proficiently.

1.4 Writing
CC.1.4.2.A Write informative/ explanatory texts to examine
a topic and convey ideas and information clearly.
CC.1.4.2.G Write opinion pieces on familiar topics or texts.
CC.1.4.2.M Write narratives to develop real or imagined
experiences or events.
CC.1.4.2.F Demonstrate a grade-appropriate command of
the conventions of standard English grammar, usage,
capitalization, punctuation, and spelling.
CC.1.4.2.S
Draw evidence from literary or informational texts to
support analysis, reflection, and research, applying gradelevel reading standards for literature and informational texts.
CC.1.5.2.A
Engage effectively in a range of collaborative discussions
on grade-level topics and texts, building on others ideas and
expressing their own clearly.

Goals/Objectives

Guided Reading
1. Read leveled texts and use strategies to aid in
comprehension.

Domain Leve
Synthesis
Application
Comprehensio

Comprehension Strategies students will use include:

-Identifying the Main Idea
-Identifying the problem/solution
- Sequencing events
-Making connections
-Inference
-Visualizing
-Making predictions
-Categorizing

2. Use features of fiction and nonfiction to

comprehend texts.
Fiction and Nonfiction Text Features includes:
-Character, Setting, Plot, Table Contents, Glossary, Index, Headings, Bold Words, captions,
photographs, and graphs/charts

3. Fluently and accurately read leveled text using

decoding strategies.
4. Learn and apply knowledge of sight words and
content word vocabulary from each lesson.
Word Work
5. Practice and apply phonics skills and word analysis
skills while decoding words.

Application
Knowledge

Skills covered will include:

-Short and long vowels
-High Frequency and sight words
-Discriminating the initial consonant
-Segment phonemes and identify individual sounds
-Identify consonant blends vowel digraph
-Contractions
-Identify: Nouns, verbs, adjectives, and similes
-Locate and read compound words

Self-Selected Reading
6. Choose a good fit book.
7. Read and comprehend on level books
independently and proficiently for a sustained time.
Writing
8. Compose and produce various types of writing.
10. Use background knowledge to assist in
composition.
11. Use new information (high frequency words, story
words) to produce writing.

Application

Application

Factor 3: Unit Goals and Objectives

After careful examination of the pre-assessment data, the students teacher and I have
developed diverse reading goals and objectives we would like the student to achieve
throughout the next few weeks in four areas: Guided Reading, Self-Selected Reading,
Word Work, and Writing. The student is in the third quarter of their second grade year.
The students guided reading level is currently at a level G which is five levels below
where the student should be to meet grade level (L). Our focus will be centered on:
decoding strategies so the student can build their vocabulary, boosting their
comprehension and oral retelling capability, and exposing the student to a plethora of
reading and writing types. I will work one-on-one with the student in conjunction with
additional supports embedded into his small and large group routines.
The first area of focus is Guided Reading goals. These goals were determined in
combination with assessment data conducted by the childs classroom teacher and
additional assessments administered by me about half way through the school year. These
goals include: comprehension, accuracy/fluency and learning new vocabulary and sight
words. To address our goals we will provide the student with multiple decoding
strategies to sound out newly learned words. The student will be encouraged to use
chunking and picture clues as well. The assessment data also showed the student
struggles with comprehending information and determining meaning of what they are
reading. Additionally from the DRA assessment I concluded that the student needs
assistance with decoding strategies.
The student does not read for meaning and that can be attributed to his lack of ability to
interact with key words in a text. For that matter we will employ the use of word work for
his benefit. Based on the running records, DIBELS, and DRA we can see that the student
ignores words that cannot be easily sounded out or chunked. Therefore, the student will
receive instruction to increase his phonemic awareness and ways to decipher difficult
words. Increasing his vocabulary and sight word practice will also play a crucial role.
The student will be exposed: short and long vowels, high frequency and sight words,
discriminating the initial consonant, segment phonemes and identify individual sounds,
identify consonant blends vowel digraph, contractions, identify: nouns, verbs, adjectives,
and similes, and locate and read compound words. The word work skills will be applied
in all of the other 3 targets simultaneously.
Selected Reading will allow us to build motivation in the student. The student is
discouraged due to his lack of on grade ability. By applying texts of interest and ability to
the other facets of this intervention program we can assist him more readily. The student
will be given a bin of books ranging in multiple genres and readable levels selected for
him. We will monitor how he selects texts require a reader response log to be kept by him
and work toward improving his comprehension.

Factor 3: Unit Goals and Objectives

The students writing is a big concern. His motivation for writing is extremely low. We
will look to improve motivation and practice by exposing him to various types of writing.
He will be provided with daily opportunities to create different types of writing centered
on his interests. Word walls related to stories will be posted for a frame of reference and
more practice with vocabulary will be implemented as well.