~Intervention Strategies~

      I had implemented some intervention strategies before the unexpected closure of our schools. I was working with Jaslene on her listening comprehension, because I feel like it is really important to be able to have good listening comprehension skills. I first started off the intervention process with learning about why she was struggling with listening comprehension, and excelling in reading comprehension. I asked her why she struggled with listening comprehension, she said that she was distracted by her environment and the lack of interest in the material. I then developed my plan for intervention based on the feedback for my student, and from the inventory that I took.

      The first item that we did was listening comprehension, I read a couple of passages aloud to my student and I had her answer questions about the story on a sheet of paper. I had the questions listed on the paper that tied to the passage, and she had access to the questions while I was reading to her. She was encouraged to write the answers as she heard me read the story aloud. As I was reading aloud to her, I noticed that she was not writing the answers to the questions as I read them to her.  It was as she was distracted that I knew that I needed to learn how to keep her mind focused on what is infront of her instead of everything else around her.

      I then decided that I was going to use a book to read to her, I decided on a book so that it could have a continous storyline instead of the short stories I had been reading to her previously. The purpose of this strategy was for her to develop a sense of storyline and character development, and help her develop a comprehension of the material. As I read aloud the story, I will ask that JAslene writes a reflection of the chapters as I read them. She will need to write about the characters that appear in the chapter as well as what events took place in the chapter.

     I will begin each session with me reading 10 sentences with simple sentences and instructions and having her repeat to me what the sentences said. I will work with her to recall what I am saying and having her comprehend the things that I am saying word by word so that I know she is able to recall information. It is important that she is able to recall information and instructions so that she can become a better student.

     I will have my student participate in a think-aloud activity, and have her predict what will come next in the book. I will have an open discussion with her abou what has already occured in the story so far, and ask her what she predicts what will happen next. I will ask her to visualize what she thinks the story would look like if she was in the story. This allows for my student to rely on past information that has been provided to her, and she will have to base her future predictions on what she already knows.

     I will get a second copy of the book we are reading and her and I will participate in a readers circle and we will go back and fourth reading together. She will have her turn to read, and then I will have my turn to read, and when she is not reading, she needs to pay attention to what I am  reading. This excersize will allow for a better focus, because she will need to pay attention to when she is supposed to be reading. I will also be able to use this time to continue to assess her independent reading abilities.