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Find previous data to see trends and growth rate. Discuss anecdotal notes with others to create a fuller picture of the students strengths and weaknesses to target their remediation.
Develop background knowledge if lacking from home environment. Group students by indicators rather than general terms.

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Repeating directions, memory games, successive blending, decodable texts, connecting orthographic mapping, blending, and writing words, using more multi-sensory strategies, Ellevations word work activities for ESL.

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Orthographic mapping
Letter sounds
Vowel tents
Letter formation
Magnetic letters
Word ladders

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Using the large pom-poms to practice pencil gripping, and using larger pencils for additional practice. Practice focus (to help with disractibility): one-step directions, repeating directions, tell a friend what you need to do. Continuing to super praise students who might be anxious/have low confidence.

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We talked about consistently doing vowel tents, blending, letter sounds in small groups, and adding in sound boxes.

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Work in small group on deficits.
Break things into smaller steps.
Give directions in single steps.
Contact parents and see what they see at home. Ask about developmental milestones.
Give students a chance to be successful to build some competence and capacity.
Use pencil grips if necessary.
Continue to focus on correct letter formation.

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Will work on supporting listening comprehension by offering written and visuals. Then having them to repeat what I've said using their own words. Keeping directions short and without elaborate details.

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We discussed struggles we see with our students and if we should have asked them questions or questions we have about them. Also that it would be interesting to ask students to think aloud as they are reading or writing to see their thought process. Finally, we discussed how many of our students have issues comprehending directions and are not following along in the class (blank looks).

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1. Will continuing allow J to repeat expectations.
2. Check in that reflects efforts to read with understanding, restate and write
3. Practice writing prompts

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During Interventions:
Foskey pulling students to work on spelling using red words.

Bosley pull students to do dictation, new skill,  3 part.
(Bosley also focus during math on highlighting those red words and new skills in our word problems. )

One day a week: Foskey takes students for letter formation Bosley takes students who don't need that practice and does cursive.

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For handwriting: we are going to start switching during intervention time 2 days a week for Hutton to work on handwriting. 

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For handwriting: we are going to start switching during intervention time 2 days a week for Hutton to work on handwriting. 

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I am going to ask the student to talk with me about what they are thinking as they read and write.

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Pencil grip:  I recently bought pencil grips for my case study students to help them get used to the proper way to hold a pencil.

For distracted students:  Call their name often, fluctuate your voice, do not keep students in the same place for a long time, utlize teacher assistants.

Comprehension of Language: continue to give them lots of different experiences (i.e. field trips, etc.) Provide a vocabulary rich environment.