Early Morning Intervention

Tuesday Morning Intervention 

On Tuesday mornings in February I met with a group of students to work on subtraction initially. As we began working the students showed proficiency in subtraction and requested to begin work on fractions. They had identified fractions as a trouble area. Due to external reasons attendance to morning intervention was scarse however, below I have outlined intended activity and provided examples of student work collected. 

	Strategy/ Activity	Assessment	Observation	Recommendation
2/5	Math Interest Survey	Answers provided by the survey which identified interest levels.	Students do need seem to be struggling with subtraction, however each has identified areas of weakness in math.	Identify areas in which students lack interest or confidence and begin practice in those areas.
2/12	Baseline Subtraction Assessment	Students were given a list of 24 subtraction problems using numbers 1-20.	Only 1 student was present for this assessment and was able to solve problems quickly and correctly.	Select a different math concept to teach in MI since subtraction did not seem to be an area of weakness.
2/19	Multiplication Maze	To strengthen multiplication skills before beginning fraction work, students used a multiplication maze to drill their times tables.	The same student came again this week. I used the one-on-one time with student M to play further multiplication games such as around the world.	The student showed a strong foundation in multiplication and would be ready to build upon it using fractions.
2/26	Visually Representing Fractions	The math interest survey had identified several students were interested in art. Keeping this in mind I asked the students to draw me 8 apples. I then more provide more details about what I wanted done to the apples (color one half of all the apples, etc.) and the student was assessed at how well they interpreted the information into their picture.	Student M and E were present for this lesson, and luckily, both students had expressed an interest in art. They were very please into incorporate art in math.	Students are grasping and applying fractions to their pictures but are having difficulty writing the information into an equation sentence.
3/5	Cuisonar Rod Fractions	The students build fraction equation sentences from cuisonar rods.	Students E and F attended the lesson and both enjoyed the use of the manipulatives however struggled with relating the equation sentences to what they needed to do.	Students need continued work with equation sentences as they correlate to fractions.
3/12	Visually representing fractions pat 2.	Instead of giving the students an entire equation sentence I gave each student one fraction. I then asked that they display it as a image.	Students M and F attended this lesson and seemed to understand better after explicit modeling.	Both students improved and would continue to benefit from one-on-one attention.

Math Interest Inventory 

Visually Representing Fractions pt1

Visually Representing Fractions pt2

September 18- October 16th: During these Tuesday mornings I assisted with carpool duty in the morning. I enjoyed opening the doors for the students and therefore observing and gaining a better understanding of the students' home lives. It was a very great way to start my morning and make sure every student walked into the school feeling welcomed and cared for. 

	Strategy/ Activity	Assessment	Observation	Recommendation
10/23	Reading Inventory Survey	Answers provided by the survey, same for student A and B.	Student A does not enjoy reading, while student B shows to like reading, but not reading for school.	Introduce both students to energetic books that could demonstrate reading for pleasure.
10/30	Oral Story Retelling Coding Form	Students scored based on ability to recall the ‘gist’ of an element. Students independently read a passage and then were scored based on what they were able to recall from the story. Work on oral language stills.	Student A is able to read the passage quickly and recalls nearly all of the information for the story correctly. Student B is distracted, and takes a longer time to read the passage and then copies answers provided by student A.	Since student B seemed to be coping student A’s work, I will provide two separate stories for students to read.
11/6	“Chomp into a good book!’ worksheet, identifying parts of the story. (Characters, problem, solution, setting, personal connection) Read "Spoon" by Amy Krouse	After being given different books to read independently students were asked to fill out Chomp worksheets identifying their comprehension levels. Students then shared the details of their story with the other.	Student A was able to identify multiple problems and solutions within his text while student B only identified one problem and solution for the story. Both students were able to make connections to their stories.	Students performed most accurately when given individual books. Allow the students to pair and share details from their own stories while practicing oral retelling.
11/13	Auditory comprehension and oral retelling Read "A Crazy Day at the Critter Cafe" by Barbra Odanaka	After listening to a story read aloud students were asked to retell the story. The level of detailed or specific answers that were given deduced assessment of comprehension.	Student B was able to retell every key detail from the story, much more easily than the week before when reading the story. Student A was also able to retell the story based on hearing the story read aloud.	Student B’s struggles with comprehension maybe more of a reading issue, rather than understanding. Since B was able to understand and comprehend the story after it was read aloud, she should work mainly on learning to read, more than reading to learn.
11/27	Reading comprehension passage and questions	When given two different passages students were to answer questions based on the question to 100% percent accuracy. Both students missed one question, but once given extra time were able to correct their answers.	Both students performed evenly and were administered different tests. Each missed one question, but were able to correct their mistake.	Continue to work with student A on reading skills and identifying key information for comprehension. Student A is ready for stories with multiple plot lines and problem/solution pairs.
12/3	Hosted a holiday party for students.	Student A was absent.	Everyone had fun!	Both students improved and would continue to benefit from one-on-one attention.