Reading Project Noboa 1

Part I: Action Plan

a. Three sources I will be using to collect data are from Educational Software for Guiding

Instruction (ESGI). I have assessed these students three times to monitor their growth.

Based on the data collected, these students would benefit greatly from intervention

provided in a small group setting.

 ESGI: This is a data platform used to assess emergent and non-readers one-on-one. It

is a tool to collect data on various benchmarks. ESGI is simple to use and breaks

down scores by percentages. It creates tables and graphs comparing scores and allows

teachers to sort data however they would like. The benchmark is to know all 26 letters

and letter sounds (long and short). This will help kindergarteners with reading and

writing.

b. Strengths and weaknesses:

 Chelsea (ELL): She is willing to learn and loves to be challenged. She is like a sponge—

the information I present to her, she absorbs so quickly. She is an English Language

Learner, so there is a language barrier. She does receive ESOL Support in the mornings

on Monday, Wednesday, Thursday, and Friday. These interventions are brief, but helpful.

The more she hears the information, the more she will learn. Chelsea knows most of her

uppercase letters; therefore, I will be working on sounds with her during intervention.

Based off of ESGI data, she needs help with letter sounds.

1. 8/28/2018: Lowercase: 13/28 Uppercase: 21/26

2. 9/5/2018: Lowercase: 15/28 Uppercase: 23/26
3. 9/18/2018: Lowercase: 23/28 Uppercase: 18/26

 Gabby: She is always engaged and ready to learn. She is not afraid to ask questions, if

she does not understand. Her parents speak Spanish at home, but she does not receive
Reading Project Noboa 2

support at home. This intervention will help her get on grade-level. Gabby is struggling

with identifying her letters. She is below benchmark for both upper and lowercase.

1. 8/17/2018: Lowercase: 5/28 Uppercase: 6/26

2. 9/10/2018: Lowercase: 9/28 Uppercase: 13/26
3. 9/18/2018: Lowercase: 9/28 Uppercase: 6/26

 Breydon: He has come a far way since the beginning of the school year. He has a desire

to achieve, so I know he will be motivated. I had a parent conference with mom and she

said she would work with him at home. This will help him develop more. Breydon needs

lots of repetition during instruction. He does not know most of his letters.

1. 9/6/2018: Lowercase: 12/28 Uppercase: 13/26

2. 9/18/2018: Lowercase: 12/28 Uppercase: 11/26
3. 9/26/2018: Lowercase: 13/28 Uppercase: 14/ 26

c. Specific skills: I will focus on are identifying letters (uppercase and lowercase). I will

begin intervention of identifying the letter sound if identifying letters goes well over the

next six weeks. I will have students practice matching uppercase letters to lowercase

letters. I will use this intervention time to help students with writing their upper and

lowercase letters. My intervention goal for each student is to have a significant increase

in identifying all 26 letters (upper and lowercase).

Goal: Breydon (20 out of 26) – Gabby (18 out of 26) – Chelsea (26 out of 26)

d. Intervention schedule: I will pull all three students in small group during ELA centers. I

will pull the students on Tuesday and Thursday around 9:00 am for six weeks. This is

after Chelsea receives supports from the ESOL instructor. The intervention will be about

15 minutes to ensure they still get to complete their center rotations.

e. Activities: I will use letter cards for students to match upper and lowercase letters. As the

students become more comfortable with this activity, I will time them and have them
Reading Project Noboa 3

“race” against their time. I will also find letter videos to help students identify the letters

and the letter sound. The three students indicated on their student interest survey that they

like using technology. There are also printable flashcards I can use to help them see the

letters. I will have students do sorts to differentiate letters; for example, I will use a t-

chart and have students place all the m’s together and all the n’s together. I will provide

intervention on differentiating between the letters: b, d, p, and q. I will use letter word

searches for students to practice identifying letters.

f. Progress Monitoring: I will use ESGI as a progress-monitoring tool. I will utilize the

features ESGI offers, such as the graphs. This will allow me to make valid, informative

decisions on how students are progressing. I will use this information to guide my future

instruction during intervention. ESGI has various components I will be able to use to

assess targeted skills, for example, I will be able to assess students on uppercase and

lowercase letters by using ESGI. If students make a significant improvement in

identifying letters, and they no longer need extra intervention, I will begin assessing and

instructing letter sounds. I am going to make letter flashcards and laminate them. I will

put them on a ring and slowly take letters out as they begin to recognize them

automatically. Over the next few weeks, the amount of letters on the ring should

decrease.
Reading Project Noboa 4

Part II: Summary and Reflection

Intervention Schedule

Date Activity
Week September 25, 2018: I explained the purpose of me pulling them in small group. I
One stated I was going to help them learn all their letters so they can learn the letter
sounds and become awesome reader and writers. We sang the alphabet while I
pointed at each letter on a graph. I had them say the letter as I pointed randomly. I
noticed Gabby did not do well with choral responses.

September 27, 2018: I was short on time, so I was only able to pull the group for
about ten minutes. We watched the video on the letter D. The students had to practice
writing the uppercase and lowercase letter in the air. I had letters in the alphabet that I
showed the students. The student had to say the letter, if he/she got the letter correct
they kept it; if not, I put it back in the pile. The other students could “steal” if they
knew the letter. The student with the most letters got a promise band. I have reviewed
the importance of sportsmanship and my class knows it is not about winning, but it is
about learning.
Week October 2, 2018: I had students sing along to the Jack Hartman letter identification
Two song. We identified the letter U and C in a worksheet. They had to highlight all the
letters U and C they could find. They had to trace them and write them on the line. I
use foam letters for them to identify (repeat to increase consistency).

October 4, 2018: I made them flashcards with uppercase and lowercase letters. Each
time the student got the letter correct, they got a tally. After five tallies were
collected, the students got a promise band. This was odd because the letters they
knew did not reflect the same data in ESGI. Gabby takes awhile to respond. I think
she is singing the alphabet in her head. I want to work with her to identify the letters
quickly.
Week October 9, 2018: I had the students match uppercase and lowercase letters. I would
Three show the letter and they would have to tell me the letter and match it with the
uppercase later. I need to help students differentiate between b and d. All three
students struggled with this. After this, I used their flashcards to see if they could
identify more letters. I am going to begin hole punching them—as soon as they can
identify the letter five times, I will take that letter out so they can focus on the other
letters.

October 11, 2018: The DeLand Firefighters came today during our ELA section. I
will try to provide intervention on Friday if time allows. We did Jack Hartmann’s
letter video as a whole class. After they completed their writing, I had them practice
writing their ABC’s. Breydon still writes his b and d incorrectly.
Reading Project Noboa 5

Week October 16, 2018: Pumpkin Patch Field Trip—Jack Hartmann’s Letter Video.
Four
October 18, 2018: I had students identify lowercase letters. I reviewed their data on
Teacher Duty Day and I noticed all three students knew more uppercase letters than
lowercase. I recognized in Gabby and Chelsea’s writing that they use uppercase letter
when spelling phonically. I want to break this habit so I focused on identifying
lowercase letters by showing magnet letters. I would have them think, then respond
chorally. The students are still getting tricked on b, d, and p. I want to find an activity
for them to do next week that will help them differentiate between the three letters.
Week October 23, 2018: I had the students match uppercase letters to lowercase letters.
Five They have improved significantly. They all got B and D confused, but this was
expected. I am having students trace the letters with their magic pencils so I hope this
motion will help them remember the difference. I had the students work on the
alphabet boards. I would say, point to the letter F and they would have to find it and
match it on their board. I noticed Gabby struggled with this—I am going to pull her
and work one-on-one because her parents have expressed concern, too.

October 25, 2018: I had the students match the uppercase and lowercase letters. This
time I timed them to see how quickly they could match the letters. Also, I used
flashcards with them. Gabby had a delayed response on certain letters. This is another
indicator she does not know her letters well. I had the students complete a worksheet
with missing uppercase letters. I encouraged them not to look at resources in the
room because I wanted to see what they knew. I had to help Breydon and Gabby
(mostly Gabby). Chelsea did great!
I got to assess on ESGI at the end of the day. Chelsea knows all her lowercase letters,
but still thinks D is B. Gabby needs help with uppercase letters and Breydon needs
help with lowercase letters. These two students have different needs, so next week I
will adjust my instruction to fit those needs accordingly.
Week October 30, 2018: I could tell the students were getting bored with the flashcards. I
Six wanted to think of a fun, engaging way to review their letters. I played letter BINGO
with the students today. I gave each student a sheet with letters on it and chips. The
student who had three in a row won. I did not help them identify the letters because I
wanted to see what they knew. They did really well at identifying the letters! I can
tell they have learned more letters since I started working with them. After playing a
few rounds of the game, I took the cards with the letters on them and had them
identify them. I liked this game because it had upper and lowercase letters. Gabby
said, “Oh, this is what a lowercase q looks like.” This game helped the students
identify upper and lowercase letters, but next time I would create my own game
board sheets directed at the letters they need more practice with.

November 1, 2018: The students played BINGO, again. They enjoyed this game
because they were actually doing something. This activity helped me determine how
quickly each student could identify the letters. I was able to identify the letters the
students still struggled with, for example, Breydon still has trouble identifying the
differences between b and d. After playing a few rounds of BINGO, I did flashcards
with the students.
Reading Project Noboa 6

Assessment Results

These tables describe the letters that the student got correct after each assessment. I was

not able to complete assessments on ESGI weekly because we only have five iPads. Students use

iPads during centers and this is when I provided intervention. I used flashcards and anecdotal

records to document data.

Pre-Intervention: September 18, 2018

Student Chelsea Gabby Breydon
Lowercase y, c, s, h, o, w, j, p, k, s, o, w, x, a (5/28) c, s, o, w, b, m, g, x, l,
g, z, x, I (13/28) a, u, e (12/28)
Uppercase R, W, U, P, F, M, K, P, A, X, Q, B, O W, M, I, A, S, L, X,
I, N, A, S, J, L, X, Q, (6/26) E, C, B, O (11/26)
H, Z, Y, E, B, O
(21/26)

Assessment One: October 5, 2018

Student Chelsea Gabby Breydon
Lowercase y, c, s, h, o, w, j, p, k, t, c, m, z, s, o, w, x, a c, s, o, w, m, x, l, a, u,
g, z, x, i, l, e (15/28) (9/28) I, e, a (book) (12/28)
Uppercase R, W, U, P, F, M, K, T, F, M, S, G, C, V, P, T, N, Q, W, M, I, A,
I, N, A, S, J, L, X, Q, A, X, Q, B, O (13/26) S, L, X, E, C, B, O
H, Z, Y, E, B, O, T, G (14/26)
(23/26)

Assessment Two: October 12, 2018

Student Chelsea Gabby Breydon
Lowercase y, t, h, r, v, o, w, b, m, t, s, o, b, m, z, x, a, a b, c, s, o, w, m, x, l, a,
q, j, p, f, k, g, z, x, l, a, (book) u, I, e, a (book)
o, u, i, e, a (book) (13/28)
(23/28)
Uppercase R, W, T, U, P, F, M, D, A, S, Z, B, O U, H, Z, W, M, I, A,
K, A, S, H, Z, Y, E, (6/26) S, L, T, N, Q, X, E, C,
G, B, V, O (18//26) B, O (17/26)
Reading Project Noboa 7

Assessment Three: October 19, 2018

Student Chelsea Gabby Breydon
Lowercase y, t, h, r, v, o, w, b, m, t, s, o, w, b, m, q, p, g, b, c, s, o, w, m, x, l, a,
q, j, p, f, k, g, z, x, l, a, z, x, a, i (13/28) u, I, e, a (book)
o, u, d, i, e, a (book) (13/28)
(24/28)
Uppercase R, W, T, U, P, F, M, T, M, I, A, S, X, Q, G, U, H, Z, W, M, I, A,
K, A, S, H, Z, Y, E, C, B, O (11/26) S, L, T, N, Q, X, E, C,
G, B, V, O, I, N, J, K, B, O (17/26)
L, X, Q (24/26)

Assessment Four: October 24, 2018

Student Chelsea Gabby Breydon
Lowercase c, s, y, t, h, r, v, o, w, c, h, j, l, g (book), t, s, t, b, c, s, o, w, m, x, l,
b, m, q, j, p, f, k, g, z, o, w, b, m, q, p, g, z, a, u, I, e, a (book)
x, l, a, o, u, d, i, e, a x, a, i (18/28) (14/28)
(book) (26/28)
Uppercase R, W, T, U, P, F, M, P, D, L, Z, E, T, M, I, F, D, G, U, H, Z, W,
K, A, S, H, Z, Y, E, A, S, X, Q, G, C, B, O M, I, A, S, L, T, N, Q,
G, B, V, O, I, N, J, K, (16/26) X, E, C, B, O (20/26)
L, X, Q, C (25/26)

Assessment Five: November 1, 2018

Student Chelsea Gabby Breydon
Lowercase n, c, s, y, t, h, r, v, o, y, v, f, k, u, a (book), h, n, t, b, c, s, o, w, m,
w, b, m, q, j, p, f, k, g, t, s, o, w, b, m, q, p, g, x, l, a, u, I, e, a (book)
z, x, l, a, o, u, d, i, e, a z, x, a, i (24/28) (16/28)
(book) (27/28)
Uppercase R, W, T, U, P, F, M, U, G, P, D, L, Z, E, T, J, Y, F, D, G, U, H, Z,
K, A, S, H, Z, Y, E, M, I, A, S, X, Q, G, W, M, I, A, S, L, T,
G, B, V, O, I, N, J, K, C, B, O (18/26) N, Q, X, E, C, B, O
L, X, Q, C (25/26) (22/26)

Assessment Six: November 5, 2018

Student Chelsea Gabby Breydon
Lowercase n, c, s, y, t, h, r, v, o, Absent y, q, p, k, z, h, n, t, b,
w, b, m, q, j, p, f, k, g, c, s, o, w, m, x, l, a, u,
z, x, l, a, o, u, d, i, e, a I, e, a (book) (21/28)
(book) (27/ 28)
Uppercase R, W, T, U, P, F, M, Absent K, J, Y, F, D, G, U, H,
K, A, S, H, Z, Y, E, Z, W, M, I, A, S, L, T,
G, B, V, O, I, N, J, K, N, Q, X, E, C, B, O
L, X, Q, C (25/26) (22/26)
Reading Project Noboa 8

Final- Post Intervention: November 7, 2018

Student Chelsea Gabby Breydon
Lowercase All letters identified y, t, c, s, h, v,, o, w, b, g, y, t, c, s, h, r, v, o,
m, d, q, j, p, g, z, x, l, w, b, m, d, q, j, p, k, z,
a, i, e, a and g (book) x, l, a, u, i, n, e, a and
(23/ 28) g (book) (27/28)
Uppercase All letters identified R, W, T, U, P, F, M, I, D, G, R, W, T, U, P,
D, A, S, J, L, X, Q, H, F, M, K, I, N, A, S, J,
Z, Y, E, G, C, B, O L, X, Q, Z, Y, E, C,
(23/26) B, V, O (25/ 26)
Reading Project Noboa 9

c. Description of results: I am pleased with the results from this six-week intervention. Each

student improved and exceeded the goal I intended for them to reach. I was concerned with

Gabby and Breydon. During my intervention, I had a conference with Breydon’s mom. She was

concerned with his academic achievement and asked for suggested. I suggested making

flashcards with index cards and doing them before bed every night. I explained the importance of

letter identification to her. I know she provided additional assistance at home, which helped

Breydon improve during this intervention. Gabby got help at home, too! On the homework sent

home every week, there was a list of letters to review and sight words. Gabby worked with her

mom to learn the letters. We have not reviewed every letter in the alphabet, but in the next

couple of weeks, Breydon and Gabby will need to now all 26 letters lowercase and uppercase

(Chelsea has already mastered this benchmark).

d. Overall summary: Letter identification is imperative for emergent readers. If students cannot

identify letters, they will struggle with letter sounds, which will affect the way they sound out

words to read independently. My future teaching recommendations are to include mini-lesson

descriptions on what I would be doing weekly. I feel like I was so worried about planning for

whole group and small group that I did not focus on my lesson steps for this intervention.

Fortunately, to help these students learn their letters; repetition was needed, so the flashcards

were ideal for their progress.

Reading Project Noboa 10

Recommendations for Each Student

Chelsea

o Include language supports, such as visual aids or repetition during instruction.

o Use games and other hands-on activities to engage students.

Gabby

o Arrange parent-teacher conference to inform the parents of her success.

o Use games and other hands-on activities to engage students.

o Repeat, repeat, repeat—this will help her learn.

Breydon

o Learn strengths and weakness of student.

o Use games and other hands-on activities to engage students.

o Plan hands-on activities.

o Motivate him and use positive praise when he gets something correct (even when it is one

letter—it is progress!).
Reading Project Noboa 11

e. Reflection: It was difficult to find time to provide this intervention. Since I was in the room,

other students would come up and ask questions. Some days I was interrupted five or six times,

which made it difficult for Chelsea, Breydon, and Gabby to focus. Another issue was I did not

want them missing ABC Foundations or SIPPS, so the only time to pull them was during center

rotations. Other students would ask why they aren’t playing BINGO or using foam letters. I was

differentiating my instruction to fit all students’ needs; therefore, I would challenge my other

groups by doing rhyming or blending games.

I wish I had included more motion in my intervention. As a student, I like to move.

Moving helps me learn and I know this would have helped my students because all three of them

are active. Another thing, I wish I tried was having them document their data. I could have

printed bar graphs for them to color after each assessment. This would have filled them with

pride! They would have a visual of how much they improved. Self-assessments can help

motivate students!

Here are some things I would do differently with each student if I did this intervention again:

Chelsea
 Challenge her—I should have challenged her by incorporating letter sounds. She could
identify the letters quicker than the other students.
 Include her—I should have updated her on her progress. She is an English Language
Learner and it would have given her more confidence to know she is doing well!
Gabby
 Support her—I should have sent home more things for her mom or Titi to work with her
on. She is artistic so I should have created targeted activities to fit her interests.
Breydon
 Motivate him—I should have included a reward system. He thrives on rewards and
positive praise. He is struggling academically in other areas, too. This reward system
would have motivated him.
Reading Project Noboa 12

This assignment has helped me recognize the importance of identifying students’ needs

and staying consistent with assessments. I was able to adjust my intervention schedule to fit their

needs based on their individual needs. This intervention has made me a more effective and

reflective educator. It is rewarding to watch students’ progress!