3rd Grade Individual Reading Intervention Plan for Student LG

Individual Reading Intervention Plan

Student LG – 3rd Grade

Your Name

Course Name / Date

Student Profile & Background

Student Initials

LG

Age

8 years old

Grade

3rd Grade

Setting

General education classroom (22 students)

Instruction

Participates in whole group + small group instruction

Reading Level & Academic History

Currently performing significantly below grade-level reading expectations.

Ongoing struggles identified in basic decoding and fluency.

Previous teacher notes emphasize difficulty with reading comprehension.

Academic Trajectory

Learning Factors

Strengths

Strong oral language skills

No identified disabilities

Areas of Challenge

Difficulty with academic vocabulary

Shows frustration during reading tasks

Low reading confidence

Family/Caregiver Context

Supportive Caregivers

Limited Structured Reading Time at Home

No Consistent Literacy Routine

Open to School Communication

Assessment Summary

Assessments Used:

Running Record

Informal Reading Inventory (IRI)

DIBELS

Cloze Assessment

Assessment Results – Strengths

Strong listening comprehension

Recognizes many sight words

Engages with appropriately leveled texts

Willing to participate in guided reading

Assessment Results – Needs

Difficulty decoding multisyllabic words

Slow, word-by-word reading

Weak comprehension due to decoding struggles

Limited self-correction

Relies on guessing words

Reading Behaviors (Observed)

Guesses on First Letter

When encountering an unknown word, the student guesses based primarily on its initial letter rather than decoding the rest of the word chunks.

Skips or Omits Small Words

High-frequency sight words and short functional words (like 'in', 'of', 'and', 'the') are often overlooked to maintain reading momentum.

Rarely Rereads

The student does not pause to self-correct or backtrack when a sentence stops making sense, continuing to push forward instead.

Loses Meaning When Stuck

Excessive mental effort spent on decoding a single difficult word causes the overall context and comprehension of the sentence to quickly drop.

Running Record Data

Text Level

Early 2nd Grade

Total Words

100

Errors

12

Self-Corrections

2

Accuracy Rate

88%

(Instructional Level)

Self-Correction Ratio

1:6

Running Record Analysis

Errors do not maintain meaning

Weak attention to word endings

Limited monitoring for understanding

Needs explicit decoding and fluency support

Instructional Goals

SMART Goals – 8 to 10 Week Targets

Decoding:

Improve multisyllabic word decoding to 90% accuracy

8 Weeks

Fluency:

Increase reading fluency to 90 WPM

10 Weeks

Comprehension:

Improve comprehension accuracy to 80%

8 Weeks

Standards Alignment

Common Core State Standards – Grade 3

RF.3.3

Phonics & Word Recognition

RF.3.4

Fluency

RL.3.1

Comprehension

Intervention Plan – Strategies

Guided Reading

Small group differentiated instruction

Explicit Phonics Instruction

Systematic phonics teaching

Repeated Reading

Build fluency through rereading

Teacher Think-Alouds

Model reading strategies

Multisensory Activities

Hands-On Learning Approaches

Magnetic Letter Word Building

Students physically touch and manipulate alphabet pieces to master decoding, creating distinct visual and tactile connections with each phoneme.

Syllable Clapping & Tapping

Engage auditory and kinesthetic senses by clapping or tapping out word syllables to dramatically improve structural phonological awareness.

Graphic Organizers

Visually map out concepts, story arcs, and relational logic using interactive diagrams to boost reading comprehension skills step by step.

Writing in Sand / Whiteboards

Reinforce letter formation and spelling organically using a multisensory tactile approach, writing new vocabulary in sand or dry-erase boards.

Differentiation

Meeting LG Where They Are

Leveled Texts

Providing reading materials adapted to current proficiency levels to optimize engagement and literacy growth.

Extra Time for Reading

Allocating necessary additional time for focused pacing to thoroughly process and comprehend texts.

Scaffolded Questioning

Utilizing guided, step-by-step prompts to help correctly frame answers and build independent logic.

Sentence Frames

Supplying essential structured language pathways to assist in communicating complex thoughts clearly.

Technology Integration

Digital Tools to Support Reading

Raz-Kids / Epic

Leveled digital reading apps

Audiobooks with Text

Audio support for comprehension

Fluency Recording Tools

Students record and self-monitor

Independent Reading Logs

Track reading progress

Progress Monitoring

Ongoing Data Collection Plan

Weekly Running Records

Monitor student reading accuracy, self-correction rates, and structured behaviors.

Biweekly Fluency Checks (DIBELS)

Track words correct per minute and monitor overall reading trajectory growth.

Comprehension Assessments

Evaluate understanding through standardized retelling and open-ended questioning.

Reading Logs

Maintain consistent records of daily reading volume, habits, and overall engagement.

Data-Based Adjustments

Responsive Teaching Based on Evidence

Increase Phonics Instruction if Needed

Adjust Reading Level

Provide Additional 1:1 Support

Modify Strategies Based on Progress

Family Involvement

Partnering with Caregivers

Send Home Leveled Books

Take-home leveled reading materials

Weekly Communication

Regular updates on progress

Reading Strategy Tips

Provide simple strategies for home

Encourage Daily Reading

Promote a daily reading habit

Culturally Responsive Practices

Honoring Student Identity & Culture

Include Diverse, Relevant Texts

Encourage Storytelling at Home

Provide Bilingual Resources if Needed

Connect Reading to Student Interests

Reflection

What I Learned from This Process

Data-Driven Instruction

Learned the importance of using assessment data to guide teaching decisions

Assessments Guide Teaching

Assessments help identify specific student needs for targeted instruction

Consistent Progress Monitoring

Regular monitoring ensures instruction stays aligned with student growth

Course Connection

Applying What We Learned in Class

Applied Reading Assessment Strategies

Used real assessment tools from coursework

Used Instructional Frameworks from Class

Applied theoretical models to practice

Connected Theory to Real Student Needs

Bridged academic learning with classroom application

Challenges

Obstacles in Implementation

Balancing Small Group & Whole Class Instruction

Time Constraints

Consistent Data Tracking

Adjusting Instruction Effectively

Thank You!

Questions?

We appreciate your time and engagement.