Project

Fifth-grade reading intervention

While working at Rancho Cordova Elementary school as an intervention teacher, I found the curriculum provided did not engage students in the learning process. The intervention group was for fifth-grade students below grade level. By adding supplemental materials and creating new lessons, I was able to engage students and improve their vocabulary and comprehension. 
 Sources of Data
 Soar to Success had four books for which I created a curriculum instead of using the provided curriculum. 
 Conclusions Reached 
 This curriculum works with fifth-grade students below grade level in reading comprehension and vocabulary. Students participated in a four-week long intervention class that met five days a week for 45 minutes. The students participated in engaging lessons and were given comprehension strategies they could use even after the intervention. To help students learn the new vocabulary, they were engaged in several interactive activities that gave them the opportunity to learn the words in a safe environment. By the end of the intervention students gained new vocabulary and comprehension skills that made them stronger students.

Project (M.A., Education (Curriculum and Instruction)) -- California State University, Sacramento, 2011.

While working at Rancho Cordova Elementary school as an intervention teacher, I found the curriculum provided did not engage students in the learning process. The intervention group was for fifth-grade students below grade level. By adding supplemental materials and creating new lessons, I was able to engage students and improve their vocabulary and comprehension. Sources of Data Soar to Success had four books for which I created a curriculum instead of using the provided curriculum. Conclusions Reached This curriculum works with fifth-grade students below grade level in reading comprehension and vocabulary. Students participated in a four-week long intervention class that met five days a week for 45 minutes. The students participated in engaging lessons and were given comprehension strategies they could use even after the intervention. To help students learn the new vocabulary, they were engaged in several interactive activities that gave them the opportunity to learn the words in a safe environment. By the end of the intervention students gained new vocabulary and comprehension skills that made them stronger students.

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