REA 510 Implementation Intervention Strategies for Remediation Essay

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Clinical Field Experience C: Implementation

Implementing effective intervention strategies is best practice for students. It is necessary to modify interventions to meet the individual needs of each student.

Allocate at least 4 hours in the field to support this field experience.

Use the data collected from the Clinical Field Experience B.

Implement the intervention strategy with your identified student as discussed with your mentor teacher in Clinical Field Experience B.

Use any remaining field experie nce hours to assist the teacher in providing instruction and support to the class.

Following the implementation, write a 250-500 word summary of the strategy you implemented  including the data used to select the strategy. Describe the outcomes you observed. Make a recommendation for possible next steps. Discuss how you will use what you have learned in your future professional practice .

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

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Brissa Flores Grand Canyon University: REA-510 Dr. Mary Powell November 11, 2020 Clinical Field Experience C: Implementation There are various intervention strategies that I am able to use with Student X from my Clinical Field Experience B. Student X score on AUTOreading is in the High-Risk range. AUTOreading is a reading assessment that includes questions about Student X knowledge of the sounds that make up words as well as word meanings. This means that Student X needs additional support to improve phonemic awareness, phonics, and vocabulary skills. chose to focus on word blending and word segmenting. Since I have a co-teacher in my classroom, we decided to go with the “segmenting with puppets” strategy (except, it was my co-teacher who acted like the “segmenting puppet”). I introduced my co-teacher as Bean, and I explained that we were going to help Bean pronounce words correctly. For example, I said, “If Bean wants to say ‘hat,’ she will say it like this: ‘/h/, /a/, /t/’ because these are the sounds in the word hat. I then displayed a picture of a hat. After that first example, I displayed 5 additional words and pictures. I had Bean pick out a picture and I told the student that Bean now wants to say the sounds in the word ‘sun’, so Bean say /s/, /u/, /n/. We would then say the word like Bean. If the students would make a mistake, I would have them try again with Bean. After modeling a couple of examples together, we’d talk like Bean. I will display a picture, and the student would say the sounds in the word like Bean did. Since we are doing intervention virtually, I model for them how to use a sound mat and counter. Once I see that they are able to understand how the sound mat and counters work, I then start to show them how to blend the sound of the word together (using the same words we have been working on). Since Student X is relatively low, I would recommend to keep working on blending and word segmenting but moving onward with different ways. Such as blending the first two sounds together, for example: /ca-/ (have student repeat after you). Then show the last sound of word and have the student say the word. Teaching the skills of segmentation in isolation or in combination with blending instruction helps with successful reading development (Reading Rockets, 2019). Reference: Blending and Segmenting Games: Classroom Strategy. (2019, December 26). Retrieved from https://www.readingrockets.org/strategies/blending_games Clinical Field Experience C — Implementing Small Group Activities Kathy Chen Grand Canyon University: ECE-540 September 9, 2020 Due to the pandemic, I was unfortunately unable to present my small group activities to students. However, I was able to interview my teacher, Ms. Sonya, and she provided a lot of feedback on the activities that I have designed. She stated that all three phonological and phonemic awareness activities are very hands-on and engaging. She mentioned that her students move to improve — meaning that they learn best when learning is active. In her previous experience, she has also created an activity that is similar to Activity 3: Sound It Out. Her students really enjoyed being able to move letters around, sounding out the letters and creating new words. Because the activity is focused on one word family, her students discovered a lot of words that rhyme with one another. Based on her experience, this is an activity that I would love to try with my students in my future classroom. In addition, Ms. Sonya loved the idea of Activity 1: Lego Word Family Sorting. She never thought of incorporating Lego blocks with a phonological/phonemic awareness activity, however, she believes that this will be an activity that will be loved by many students. It allows them to play, but also read and identify word families as they are building with the blocks. As for Activity 2: Cut & Paste Alphabet Sounds, not only are students working on enhancing their phonological and phonemic awareness skills, but they are also cultivating hand-eye coordination as they are pasting images that matches the letter on the page. Although I was unable to execute these activities with Ms. Sonya’s group of students due to the pandemic, I hope to present these activities with my future group of students. Running head: IMPLEMENTATION 1 Clinical Field Experience C: Implementation Heather Engram Grand Canyon University: REA 510 September 12, 2020 Running Head: IMPLEMENTATION 2 Student A scored in the bottom ten percent and currently working at the level 3 of Blending & Segmenting and Decodable: CVC. She scored below grade level on phonological awareness and phonics/Word recognition. The scores suggest that Student A would benefit in phonological awareness with interventional support starting with phonemic manipulation: phoneme addition/deletion and phoneme substitution. Then practice and reinforcement with initial sounds: onset-rime blending and initial sound matching. In the area of phonics/word recognition it is recommended to begin working on decodable: one syllable and practice with building words with one letter and word families: initial letter. Student A will complete 20 minutes a day on Lexia Core 5 as part of her intervention. At school she will work in the Heggerty Phonemic awareness program. She will complete one lesson a day. These lessons take about 15 minutes and she will need to complete five lessons a week. After four weeks of intervention, we will progress monitor Student A with the MAP progress monitoring tool. Student A has been completing her time on Lexia Core 5. I discussed with her mom her scores and where she is at currently. Her mom agreed on having her complete the Lexia Core 5 at home to free up time at school for more intense instruction with the reading specialist. This program has recommended that she complete at least thirty minutes a week on this program independently. Student A will be working one on one with the reading aide completing a lesson from Heggerty Phonemic program fifteen minutes a day. This week I focused on building a relationship with student A. She is a very shy and quiet little girl. She becomes very embarrassed when asked to read in class. When the students are working independently, I have been pulling Student A to my desk and working on the Running Head: IMPLEMENTATION 2 recommended lessons from lexia. I also reteach our phonics lesson from the week. This week we worked on blends. I am noticing that she is becoming more comfortable with me. She does not seem as embarrassed to make a mistake and has been working very hard on her phonics skills. We are now going all remote on Fridays. I have recommended that her and I continue the lessons on google meets for fifteen minutes on Fridays. She will also have to complete the Heggerty lesson on google classroom. Our reading specialist has all the lessons posted on her reading room page. These are all shared to the students in my class. We will be taking the MAP fall assessment in the next week or two. This will give me more data to analyze on how student A is doing. Will also will be continuing the progress monitoring with the MAP Fluency. I think my biggest hurdle will be keeping her motivated to complete Lexia at home. She did not work on Lexia at home the past few days. The time spent on Lexia was in the mornings in my room before class had started. I am going to have to add some sort of incentive for her and my class. I was thinking of doing something every Monday for the students that had completed their goal for the previous week on Lexia. Due to covid restrictions, this is our main source of intervention in reading for our school. We are only doing in person learning one Monday through Thursdays 8-11:15. Student A rides a later bus. My plan is to have her complete a Heggerty phonemic awareness activity or Lexia activity during those last fifteen minutes of the day if she was not able to complete one during the morning or night before at home. If she has then I will be pulling story from Reading A-Z for her and another struggling student that is also a late bus rider. This year was my first time using Heggerty. I have learned just how beneficial it is for my struggling students. Due to Covid, some of my struggling students are so far behind. Using Running Head: IMPLEMENTATION 2 these lessons will hopefully strengthen those skills. I will continue with progress monitoring of Student A and adjust as we move forward. Once my school gives our universal screening, I will have more knowledge on Student A and my class. I would like to create some small groups to work on Heggerty during my google meets times. Running head: FIELD EXPERIENCE C 1 Field Experience C: Behavior Management and Diversity Kassandra A. Gongora Grand Canyon University: ELM 510 June 22, 2018 FIELD EXPERIENCE C 2 Field Experience C: Behavior Management and Diversity Evertson and Emmer (2013) give suggestions of steps to take at the beginning of the school year to have an organized and positive learning environment. As educators we need to make sure we establish relationships with out students by getting to know them and their families. When teachers plan and are prepared for any type of potential problems in the classroom they are one step closer to managing their students (Evertson & Emmer, 2013). The past few weeks I was able to observe three different classrooms. The first classroom I observed was at a learning facility which was different from the second two only because it was the first place to respond back to me within the given time for the assignment. The first observation was at Wonder Years Child Care and Learning Center and I was placed in a classroom that had about seven different students and their ages varied. The classroom ranged from third to fifth grade and there was four male and three female students. Students in this classroom were expected to follow the rules and be sure to treat their peers nicely and if they had a problem the teacher emphasized talking about the problem and their feelings as well as what alternative options they have when handling a situation. The management in this particular classroom was open since the teacher allowed the students to walk around and decide what area they wanted to focus on meaning like blocks, writing, art, science, etc. The teacher did have different expectations form her students because since they ranged in grade levels the higher aged students needed to set an example and model for the younger aged children. I also noticed that the behavior expectations for these students differed from my other observations because since there was not as many students it allowed the teacher more flexibility to split her focus and pay close attention to all students. One thing I would have probably done different is maybe include more multicultural books that way students can grasp ideas and facts from other cultures. FIELD EXPERIENCE C 3 My second observation was done at Alpha Academy which is a public charter school and I observed a third-grade summer school classroom. The teacher had students placed in different groups of four and was actively engaging about fractions. The behavior expectations in this classroom were that students remained quiet when teacher was talking and that they raised their hands if they wanted to respond to the teacher. I automatically realized differences in expectations since these students needed to be at their seats at all times and request permission if they wanted to go somewhere as opposed to my first observation where students moved freely around the classroom. Something I could consider adjusting in this classroom is perhaps let students come up the board and work out fraction problems just to get them to stand up a little and not be sitting the entire time. My third observation also took place at Alpha Academy but this time I was placed in a sixth-grade summer school classroom. In this classroom the behaviors I witnessed were a bit over the top. Some of the students were being disrespectful to the teacher and disrupting the class. The teacher would shush students consistently while she was explaining the math problems. These students were working on dividing fractions in word problems. The expectations and management differed in this classroom from the other two since this teacher seemed to know what she had to teach but had a little difficulty in getting students to keep quiet while she was teaching. For this particular classroom I witnessed an administrator and the director come in to talk with one of the students about their behavior in the classroom. The students in this classroom were expected to work on problems and write down notes as the teacher spoke or explained something. The classroom set up of the students was different as well because this teacher had students in groups of three to four and then she had certain students sitting individually. One thing I would have definitely adjust in this classroom is let students FIELD EXPERIENCE C 4 know they are coming to school to learn and that they need to respect everyone by paying attention. I would also emphasize the rules and consequences of what happens when they do not want to listen and have a word in private with misbehaving student if after they continue disrupting the classroom I would have the director or administrator have a talk with them. I will use everything I learned from my observations in my future classroom as well as what not to do. Another important thing I learned is that establishing relationships with parents is important because it helps us learn more about our diverse students. It is important to see different learning environments because it helps us develop ideas about what we would do in the future and how to manage our classroom. FIELD EXPERIENCE C 5 References Evertson, C. M., & Emmer, E. T. (2013). Classroom Management for Elementary Teachers (9th ed.). Boston, MA: Pearson. ISBN-13: 9780132693264 Running head: Clinical Field Experience C: Implementing Small Group Activities Clinical Field Experience C: Implementing Small Group Activities Tecoyia Harrell Grand Canyon University: ECE 540 Professor Marcia Burt May 8, 2020 1 Clinical Field Experience C: Implementing Small Group Activities 2 Clinical Field Experience C: Implementing Small Group Activities In Mrs. Rachel’s Preschool class, the students are working on letter sounds. There are three groups with three students in each group. The groups are beginner, intermediate, and advanced. “For the beginner group, the activity for letter sounds would be repeat after me. During this activity, the teacher or group instructor plays a letter sound on a learning device. The teacher or group instructor then repeats that sound. Finally, the groups repeat that sound. The intermediate group activity would better letter sound bingo. The teacher or instructor would say a letter sound and the students must mark off which letter corresponds with the letter sound. The advanced group activity would be letter sound memory. The teacher or instructor will put flashcards of letters face down. As they turn the letter over, the students will say the sound aloud” (Harrell, 2020). While observing each group and their activity, I was able to see their strengths and weaknesses. One thing that surprised me, was that when the advanced groups finished with their activity early, each member went to help the beginner and intermediate groups with their activities. Seeing preschool students excited to help their peers and give them tips on how they learned the objective so quickly warmed my heart. It showed Mrs. Rachel and I that we did a good job with the activities and the grouping but could have mixed the groups by having one advanced learner in each group. This would have helped with instruction time as it was only me and Mrs. Rachel. However, it was much easier to assess the students as we grouped them in same level groups. I plan to use everything I have learned in the future and I will continue to increase my knowledge as a teacher. The more I learn about myself and my students, the more I can help them and better my teaching. I will use both grouping methods in my classroom to see which is the best for the group of students I have. Every class is different and has different learning Clinical Field Experience C: Implementing Small Group Activities experiences. Therefore, I must observe and try both methods of grouping before I can determine which method is the best way to help the students in my class! 2 Clinical Field Experience C: Implementing Small Group Activities Reference Harrell, Tecoyia. 2020. Clinical Field Experience B Phonological Phonemic Awareness Activities. Grand Canyon University. 2
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Clinical Field Experience C: Implementation

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Clinical Field Experience C: Implementation
Student T scored in the bottom level at the beginning level and assigned to the beginning
level with a Lexile Measure of 510L and Lexile Range of 410L – 560L. After administering the
MAP Reading Fluency test, student T struggles with phonological awareness, phonics,
vocabulary, and comprehension. Student T will benefit from intensive informational text
instruction to improve reading and comprehension skills.
This data-informed...


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