Comprehensive_early_reading_plan_580.docx SPD – 580 Comprehensive Early Reading Plan Grand Canyon University: SPD – 580 Comprehensive Early Reading Plan Case Scenario: Student: Kale Age: 6.7 Grade: 1 Reading p
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Comprehensive_early_reading_plan_580.docx SPD – 580 Comprehensive Early Reading Plan Grand Canyon University: SPD – 580 Comprehensive Early Reading Plan Case Scenario: Student: Kale Age: 6.7 Grade: 1 Reading plan: I would start Kale off with giving him a letter each week where he must say the corresponding sound that the letter makes. An example of this would be like the short /a/ and how it makes the /ah/ sound. Distinguishing and naming letters—also called “rapid letter naming,†is crucial to building reading skills that are highly associated with reading fluency (Bender, & Larkin, 2009). Theses letter or letter combination should be given to Kale over a term of 36 weeks. Kale will also receive 4 to 5 sight words in correspondence with the letter or letter combinations given. Kale will say a word off his list slowly, sounding it out, and then saying it fast--reading the whole word. Kale will read a short and simple story out-loud that is on his instructional level. After reading the story, Kale will be asked to identify some of the sight words from his list and say them slowly, sounding them out, then saying them fast. Kale will identify and recall some facts about the story. Visualizing and verbalizing key facts about the story will help him to develop concept imagery, which is “foundation for comprehension†and “higher order thinking†(Bender, & Larkin, 2009). Kale will read the words off his list, identifying the sound, and spelling it out. Kale will identify and recall some of the ma. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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