Personalized Learning Goal Plan- Outline

Vision Statement:
Many students with reading disabilities do not enjoy reading time and/or reading activities. Presenting these
students with new and exciting reading strategies can help improve the time they are engaged during reading
activities. Students also need to be introduced to different types of texts and genres. Finding appropriate
material for a students reading level can make reading activities enjoyable and increase participation time.

Goal:
Increase the amount of time students are engaged in reading activities using a variety of strategies and
resources.
Consider
Resources: What will you read? What expertise from colleagues might you tap? Whose classroom might you visit?
What conferences or workshops might you attend?
Data: What information will you collect? How will you collect it? How will you analyze it?
Support: What type of support is most helpful to you? Who will help you make sense of the data you collect?
Resources: Jeff Wilhelm article (Getting Kids into the Reading Game), Best Practice textbook (Zemelman, Daniels,
and Hyde), When Kids Cant Read (Kylene Beers), Reading for Understanding (Schoenbach, Greenleaf, Cziko, and
Hurwitz).
Data: Date will be collected on an Excel spreadsheet. The amount of time students are engaged during reading
activities will be documented (Daily during 2nd block).
Support: I will receive support from my supervising special education teacher in her classroom.

Goal
Date

Working Action Steps to

Achieve the Goal

4/11/1 Read-Aloud Miss Nelson is
6
Missing
Read-Aloud Cam Jansen and the
Double Beach Mystery

Reflections

Asked the girls what they knew about Miss

Nelson is Missing.
Paused while readingasked girls what
they thought had happened to Miss Nelson.
Both girls agreed that Viola Swamp was
really Miss Nelson dressed up
Discussed why Miss Nelson would do that
to her class
Annika often stated to just read, did not
enjoy me pausing to ask questions during
read-aloud
Explained what it meant to think about
what is happening during a story, and make
assumptions about what is going to happen
next
Read Cam Jansen and the Double Beach
Mystery
Again paused to ask questions and ask the
girls what they thought was going on
About halfway through the book both girls
were no longer paying attentionAnnika

requested a break before the book was done

4/12/
16

Worksheet Day:
ABC Correct Order
Days of the Week Correct Order
Months of the Year Correct Order

4/13/
16

Story Comparison:
The Three Little Pigs
The Three Little Javelinas
Brainstormed other stories with
multiple versions

4/18/
16

Story Comparison Cont.:

The Three Little Pigs
The True Story of the Three Little
Pigs (YouTube narrated video)

Per Tracis request (Special-Ed teacher),

the girls needed to complete IEP work
They worked on the correct letter of the
alphabet, days of the week, and then
months of the year. The days of the week
worksheet had them cut out two days of the
week, and paste them in the appropriate
spot. The months of the year activity was a
sorting activity. I assisted each girl by
narrowing the choices to 2 as they worked
through each month in order
Annika did not want to complete the
months of the year activity and requested a
break
Both girls took about 20 minutes, and both
requested breaks. Due to a shortened class
period, this was all the work done for the
day.
Started the activity by asking the girls to
remind me what happens in the story to the
Three Little Pigs
Explained that some stories can be told in
multiple ways
Read The Three Little Javelinas
Asked the girls to use clues from the cover
to determine what a javelina was. They
knew it was a pig, and then said; this must
be like the Three Little Pigs. During the
read-aloud, I paused when each pig was
brought up. We discussed the differences
in each pigs house from the original
version.
We discussed the outcome of the story, and
how it is different from the original version
We discussed other fairy tales, and I asked
each girl to think of a way to change a fairy
tale. They chose Little Red Riding Hood,
and changed the color of her coat, and that
she had a backpack.
Both girls seemed to be engaged much
longer, neither requested a break while they
were working
We reviewed what we learned from The
Three Little Javelinas
I showed the girls a narrated video of The
True Story of the Three Little Pigs on

4/19/
16

Cause and Effect:

Review of what cause and effect
means
Worksheet identifying the effect of
each situation
Read-Aloud: If You Give a Moose
a Muffin
YouTube Video- Pixar Lifted
Group Worksheet identify the
cause of each situation

4/20/
16

Co-Teach with SLP Provider:

Silly Sentences
Read-Aloud: A Skunk in the Tub
Rhyming words worksheet
Rhyming Words Matching Folder

YouTube
We discussed the differences between all
three stories. Annika in particular had very
clear similarities and differences. Nicole
asked a lot of great questions. Each girl
chose one version they thought was the
better version, and had to explain why they
thought so.
I introduced Cause and Effect by giving
definitions for each. I provided examples
for the girls: Why would you have to eat
school lunch, Nicole? Because I forgot to
bring my packed lunch. What would
happen if you forgot your house key,
Annika? I would be locked out of the
house.
Worksheet with pictures of 3 events taking
place. The girls worked together to
determine what the effect was going to be
for each picture (Man tripping over the
sidewalk, Couples umbrella rips, Kid
carrying garbage)
Explained that there was no wrong guess
for an effect of a situation
Read If You Give a Moose a Muffin
Discussed the cause and effects mentioned
in the text. Annika was spot on with her
explanationsNicole was still a little
confused on the concept
Each girl worked with a para to complete a
worksheethad pictures of effects with 2
choices, had to choose the more accurate
cause of the pictures (the tooth fairy came
becauseA- Lost a tooth or B- It was
Christmas)
Miss Whitney was here today (SLP
Provider). She requested the girls read
their silly sentences and then do some word
work. I suggested rhyming words and
pulled some activities
I supervised as each girl ready silly
sentences provided by Miss Whitney.
Nicole struggled with some of the words.
Annika did not want to complete all of the
sentences
Read A Skunk in the Tub. Talked about all
of the words that rhymed in the book.
Talked about looking at the ending sound
of a word to determine if it rhymed or not

4/21/
16

Making Inferences/Predictions:
Read-Aloud: A New Home for
Ruby
Making Predictions Worksheet
Intro to Scientific Method
Work Intro: Hypothesis,
Experiment, Data, Results
Data Collection: Favorite flavor
of ice cream

4/22/
16

Hypothesis Practice
Science Experiment: Foot Length
Correlation to Height

Made rhyming word pyramids on the

whiteboard. Annika chose not to
participate
Each girl started a new matching folder
with rhyming words. The cards had a word
on them, and you matched them to the
picture that rhymed with the card on the
folder. Annika became frustrated with the
new folder, and refused to work on it.
Nicole finished with assistance from an
associate. Annika chose to finish her folder
during 4th block, and did her work later in
the day
Introduced what it means to make an
inference. Compared to making a
prediction about why something has
happened, or what is going to happen next.
Read A New Home for Ruby. Stopped
throughout the story to make an inference
about why something is happening. Both
girls did great making predictions. Talked
about the clues in the text that allowed
them to make their predictions.
Completed a short worksheet together on
making inferences. Annika prompted
Nicole for the answers!
Introduced the word hypothesis. I
explained it was similar to an inference,
and asked the girls to decide what it meant.
Nicole said it was a guess! I explained why
we make hypotheses, and introduced the
scientific method
Conducted a small experiment by asking
classmates what their favorite flavor of ice
cream was (chocolate, vanilla, or
strawberry).
Tallied results on the whiteboard. Talked
about what data and results meant. The
girls presented the results to the class. Both
girls were engaged for almost the entire
duration of the class! Neither of them
asked for a break!
Continued discussion on performing
experiments
Read the directions to an experiment
correlating foot length to overall height
Asked the girls to come up with a question
and hypothesis. Annika said foot length

4/26/
16

Problem Solving
Read-Aloud: Tales of a 4th Grade
Nothing
Problem Solving Worksheet

4/27/
16

Problem Solving Cont.

Read-Aloud: Tales of a 4th Grade
Nothing
Intro to solving math story
problems
2 Math Story Problem Worksheets

didnt match height, and Nicole said it did

match
The girls came up with a list of people they
wanted to test. Went around the school and
conducted experiment. Cut a piece of yarn
to the size of the persons foot and walked
it up their back. Marked each person down
as a yes or no.
Recorded results on the whiteboard.
Introduced the girls to a bar graph, and
explained how the graph was their clues
to whether or not the hypothesis was right
The girls presented the results to the class.
Each girl again remained engaged almost
the entire duration of the class!
Revisited social skills unit of big problem
vs. little problem.
Brought up random problem examples, and
discussed how we would solve them (If
youre hungry, you can eat. If you dont
finish your work in class, you take it home
for homework.)
Read Chapter 5 of Tales of a 4th Grade
Nothing. Paused during the chapter to
discuss the many problems during Fudges
birthday party, and what the characters did
to solve them. Annika said she didnt like
Fudge and asked not to talk about him
again.
Nicole was gone today
Reviewed Problem Solving with Nicole.
Annika explained what we had done the
day before. Gave each girl a problem, and
they discussed what they would do to solve
the problem.
Read Chapter 6 from Tales of a 4th Grade
Nothing about the trip to the dentist.
Discussed the problem the dentist had with
Fudge, and how he solved it. I asked each
girl to think of at least one different way
the dentist could have handled the situation.
Nicole came up with 3 other solutions!
Asked each girl what other subjects we
have to solve problems in, and both girls
said math! I agreed, and we talked about
solving story problems in math. I reminded
the girls they had to read the problem, and
find the solution.
Each girl completed 2 math worksheets


4/28/
16

Intro to Non-Fiction/ Asking

Questions
Titanic and Robert Ballard Intro
Titanic Documentary on YouTube
Titanic by Robert Ballard
Question/Clues/Answer Worksheet

with story problems with an associate.

Each worksheet had 5 problemsone
required them to do addition, and one
required them to do subtraction. I provided
each girl with counters to use for the math
Both girls worked very hard..time was
limited due to early out schedule
I asked the girls if all books we read were
fictional, and both agreed they were not
I asked the girls what they knew about the
Titanic ship. Neither knew much, so I
briefly explained the ship and that it was
important because is sank in April, and it
was currently April.
I introduced a book written by Robert
Ballard, and explained that he discovered
the Titanic at the bottom of the ocean. I
showed a short documentary about when
the ship was found
I read Titanic by Robert Ballard. I
encouraged the girls to ask questions as I
read, and another associate assisted with
writing them down. When the question
was answer, we paused to write the answer
and what clues gave us the answer. We
recorded a list of questions each girl still
had after the book was finished.
The girls were so interested in the Titanic,
that they wanted to continue learning when
the book was done. I showed 2 more short
video clips about the Titanic. We discussed
more questions, and where they could look
up more information
Each girl did amazing todaythey both
worked for almost the entire block and
neither requested a break!