Universal Screener

A 4th grade class (below) recently took a Benchmark Comparison, AimsWebPLUS, to assess their academic needs for specific literacy abilities, vocabulary (VOC), Silent Reading Fluency (SRF), Reading Comprehension (RC), and Oral Reading Fluency (ORF). The following analysis and suggestions for reading intervention are based upon this class set of data.  

Response to Intervention

Based on the data from this 4th grade class, ten students scored above the 50th percentile in vocabulary, and five scored below the 50th percentile.  2 students scored well-below average, 1 student scored below average, 9 students scored in the average range, and 3 students were well-above average. Based upon this information, the students should be separated into 3 separate groupings. Based on the data from the above results, I suggest Response to Intervention groups. Students would be placed into 3 separate groupings. The first would be for the 3 students who fell into the "well-below/below" average section. These 3 students would be given intervention in all 4 sections (vocabulary, silent reading fluency, reading comprehension, and oral reading fluency). The intervention would have to be on-going throughout the school year and would include word-mapping, comprehension strategy support, the use of graphic organizers, and encouraging reading for at least 20 minutes daily at home. For the 3 student who fell into the above average section, I would group him/her into the well-below group to assist with struggling students.

For the 9 students who fell into the average section, I would focus my attention on the Oral Reading Fluency development because based upon the data and results, that is the section that appears to be where they need the most work. The teacher should focus on chorale reading, guided oral reading and modeling fluent reading to help develop accuracy, rate, and prosody for these students. 

Group One: Well-Below/Below Average group-3 students

This group would need specific and focused intervention in early vocabulary instruction. This early vocabulary instruction would include basic word recognition, word patterns, spelling, and explicit instruction on terms and vocabulary words.  Each student would have a buddy (a student who scored well-above average) to help aid them in instruction. The students would play word games or vocabulary games as well as having a group reading session where the teacher has students write any unfamiliar word in a vocabulary notebook. As a part of explicit instruction, the teacher would go over vocabulary words with each student. The students would work on word-mapping, using graphic organizers, and at-home reading of at least 20 minutes daily. 

Group Two:  Average group-9 students

With this group, the students will focus on chorale reading, guided oral reading, and continuing to build on the vocabulary skills needed to progress. This would include using word banks and playing a game where one student says a word and then the next student has to think of a synonym for that word. This would be a great way to continue building on vocabulary instruction for students. 

Group 3: Well-above Average-3 students

The 3 students who scored well-above average would be helpers for group 1. Because they scored well-above average, I would team them up as peer buddies with a student who fell well-below/below average. They would assist the struggling learners by guiding them during vocabulary activities and by helping with reading,  pronunciation of words, and basic vocabulary instruction.