• Chrissy does not read storybooks. She only chooses picture books and talks about the pictures.
• When asked to track with pointer on chart, Chrissy points randomly as she chants what she has memorized. If she doesn't know the poem or chant, she makes it up.
• When asked to point to high frequency words such as the, is, Chrissy becomes very frustrated and resistant. ( "I don't want to. I don't have to. My tummy hurts")
• Chrissy does not seem to be able to generate rhyming words as easily as other children.
• Segmentation of three-syllable, spoken words into separate syllables, while clapping, continues to be difficult.

Planning Meeting

• recognize what a word is. She cannot seem to differentiate between words and random groups of letters.
• identify the beginning and end of a word.
• read commonly used sight words or track words.
• use print to communicate ideas.
• segment words into sound.

• circling words on the chart as she reads them, so that Chrissy realizes that a group of letters make up a word.
• identifying the initial consonant.

• circling the words on the chart.
• word games such as finding the same word in the rest of the poem and alphabet bingo.
• tasks to segment words into syllables and sounds orally using words with the same initial sound, blends, similar spelling patterns and syllable shape.

• model tracking words with finger as she reads.
• read as child tracks or points to the word.

• Beginning to associate symbol/sound relationship with beginning consonants.
• Can name and sound 17/26 letters of the alphabet.
• Uses random letters as words (pre-writing stage).
• Knows letters are used to communicate

• Expressive/receptive oral language.
• Motor coordination/sports.
• Curious - asks interesting questions.
• Memorizes repetitive pattern stories.

• Develop independent reading skills.
• Develop independent writing skills.
• Develop enough self-confidence as a reader and writer to initiate these activities on her own.

• Differentiate a single word from a sentence or a paragraph.
• Identify the name and sound of all 26 letters of the alphabet and print them in a recognizable form.
• Increase familiarity with printed language.
• Increase ability use written language to communicate ideas.
• Increase familiarity with common spelling patterns.
• Increase familiarity and with interesting literature and improve self-concept as a reader.
• Increase ability to segment words into syllables and sounds.

• The classroom teacher will provide Chrissy with simple sentence patterns that can be used to make small books in the writing centre. For example: I like eating_____, I don't like eating ______, I like to play ______ with_______.
• Individual conference with classroom teacher 10 minutes daily.
  • mini-lessons on letter sounds with follow-up practice stressing the concept being taught.
  • stress multi-modal approach

• Continue with choral reading and chanting.
• Use sentence strips in pocket charts to encourage students to attend to details.
• Cut up sentence strips into words to increase familiarity with individual words.
• The classroom teacher will read orally to the class every day.
• The Learning Assistance Teacher will share these words with the classroom teacher so that Chrissy is asked to identify familiar words in the classroom.
• The Learning Assistance Teacher will use a variety of strategies to teach Chrissy to read commonly used words:
  • key word cards - words Chrissy wants to learn to read; her favourite words.
  • cut-up sentences taken from familiar patterned stories ; Chrissy will reassemble in correct order.
  • sight word card games.
  • reading back dictated sentences.
• The Learning Assistance Teacher will select high interest books for Chrissy to take home for her parents to read to her. A conference will be set up so that the LA Teacher can assist the parents with tutoring strategies.
• The speech-language pathologist will use alliteration, rhyme and other word segmentation activities to assist Chrissy with sound-letter correspondence. Theses activities will be carried out with a small group of children from the class.

• Chrissy will be expected to count the number of words in a familiar sentence to indicate that she can identify the printed word. (100% accuracy required)
• Chrissy will name and sound all 26 letters of the alphabet and print them in a way that can be recognized by others. (100% accuracy)
• Chrissy will begin to accurately re-order sentence and word strips on her own applying her knowledge of initial sounds.
• Chrissy will successfully read 10 new sight words per week. When she has been able to read a sight word successfully for 5 days in a row, the word will be dropped from the weekly review list.
• Chrissy will complete one simple patterned book per week.
• Chrissy will score 90% on a spelling test at the end of every two weeks The test will consist of 10 words - 7 from the word family currently being studied and 3 from word families studied in the past.
• Chrissy will be expected to segment words into syllables. She will segment words into individual sounds, including words of three syllables and blends.