DIVERSITY ASSESSMENT

AND INTERVENTION

PLAN

THE NCATE DEFINITION OF DIVERSITYDIVERSITY- “DIFFERENCES AMONG GROUPS OF PEOPLE, AND INDIVIDUALS BASED ON RACE, ETHNICITY, SOCIOECONOMIC STATUS, GENDER, LANGUAGE, EXCEPTIONALITIES, RELIGION, SEXUAL ORIENTATION AND GEOGRAPHIC REGION IN WHICH THEY LIVE.”

BASED ON THIS DEFINITION BELOW I HAVE LISTED SOME BACKGROUND INFORMATION ON THE CHILD I SELECTED:- FEMALE STUDENT- GRADE 1- AFRICAN AMERICAN IN A PREDOMINANTLY WHITE SCHOOL POPULATION/COMMUNITY- LIVES WITH MOTHER AND GRANDPARENTS- 5 PEOPLE LIVING IN HOUSE WHICH INCLUDE THE 3 ADULTS LISTED ABOVE AND 2 FEMALE COUSINS (SHE IS AN ONLY CHILD)- DIAGNOSED ADHD AND TAKES MEDICATION DAILY TO HELP WITH ATTENTION AND HYPERACTIVITY DURING SCHOOL HOURS

SHE FALLS UNDER MULTIPLE GROUPS LISTED IN THE DIVERSITY DEFINITION*UPON OBSERVATION (BEING HER ART TEACHER) AND CONFERENCES WITH THE STUDENT’S CLASSROOM TEACHER, READING INTERVENTION TEACHER, MEDIA/TECHNOLOGY TEACHER AND ADMINISTRATION: -THE STUDENT DOES WELL AND ENJOYS MATHEMATICS -PARTICIPATES IN GYMNASTICS OUTSIDE OF THE SCHOOL ENVIRONMENT AND CONSIDERS THIS TO BE HER SPECIAL TALENT-LOVES TECHNOLOGY CLASS AND USING COMPUTERS-WOULD LOVE TO BE A DENTIST WHEN SHE GROWS UP (WITH NO SECOND CHOICE!)-EATS SCHOOL LUNCH DAILY IN WHICH SHE IS A FARM STUDENT-DOES HER BEST LEARNING BEFORE LUNCH-RIDES THE SCHOOL BUS DAILY TO AND FROM SCHOOL

-WHAT IS THE CURRENT CONCERN?-WHAT ARE SOME CURRENT LITERARY RESOURCES FOR STUDENTS WHO

COME FROM A FAMILY WITH A LOW SES AS WELL AS BEING AFRICAN AMERICAN IN A PREDOMINATELY WHITE SCHOOL/COMMUNITY?

-HOW IS THE STUDENT HANDLING READING TASKS?-ONE- FEMALE, FIRST GRADE STUDENT

-WHAT IS THE VERIFYING EVIDENCE FROM VARIOUS SOURCES?

- LOW-SES CHILDREN’S SUCCESS AND FAILURE AT EARLY LITERACY LEARNING AND SKILLS-BASED CLASSROOMS. VICTORIA PURCELL GATES AND KARIN L. DAUL

JOURNAL OF READING BEHAVIOR, 1999, VOLUME XXIII, NO. 1

-RELATIONS BETWEEN SOCIO-CULTURAL FACTORS, THE HOME LITERACY ENVIRONMENT AND CHILDREN'S LITERACY DEVELOPMENT IN THE FIRST YEARS OF PRIMARY EDUCATION. ROEL VAN STEENSEL

JOURNAL OF RESEARCH IN READINGVOLUME 29, ISSUE 4, PAGES 367–382, NOVEMBER 2006

-FAMILY INFLUENCES ON SCHOOL ACHIEVEMENT IN LOW-INCOME, AFRICAN AMERICAN CHILDREN.

HALLE, TAMARA G.; KURTZ-COSTES, BETH; MAHONEY, JOSEPH L. JOURNAL OF EDUCATIONAL PSYCHOLOGY, VOL 89(3), SEP 1997, 527-537.

-WHAT ARE THE STRENGTHS OF THE STUDENT?-ATTENDS DAILY READING INTERVENTION CLASS

INTERVENTION PLAN TO HELP STUDENT GAIN SUCCESS IN READING/DECODING WORDS

LISTED BELOW ARE 5 CHILDREN’S BOOKS THAT SUPPORT MY PLAN IN HELPING MY STUDENT BECOME A SUCCESSFUL READER:-I Love My Hair! Paperback – September 1, 2001 by Natasha Anastasia Tarpley (Author), E. B. Lewis (Illustrator) -Big Hair, Don't Care Paperback –September 25, 2013 Crystal Swain-Bates (Author) Megan Bair (Illustrator)

Eloise Greenfield (Author) -Grandpa's Face Paperback – May 7, 1996

-Last Stop on Market Street Hardcover – January 8, 2015 by Matt De La Peña (Author), Christian Robinson (Illustrator)

-Family (Carolrhoda Picture Books) Paperback – May 16, 2005 by Isabell Monk (Author), Janice Lee Porter (Illustrator)

MY INTERVENTION PLAN (MULTIPLE MEETINGS)HAVE 1 ON 1 TIME WITH THE STUDENT TO BUILD

TRUST/RELATIONSHIP WHILE WORKING WITH HER ON READING RATHER THAN OUR USUAL MEETING (ART RESOURCE)

GET THE KNOW THE CHILD PERSONALLY RAHTER THAN NOTES FROM OTHER TEACHERS. DISCUSS INTERESTS AND TALK ABOUT SIMILARITIES WE HAVE BETWEEN THE TWO OF US.

I.E..FEMALE, SAME COMMUNTIY, INTEREST IN GYMNASTICS AND EDUCATIONAL TOPICSUSING SIMPLE QUES AND TECHNIQUES THE READING

INTERVENTION HAS PROVIDED ME AND USE THE MENTIONED PICTURE BOOKS TO READ AS A TEAM.

ALLOW HER TO CHOOSE THE FIRST BOOK. I WILL THEN DO THE FOLLOWING ACTIVITES WITH HER. EACH

ACTIVITY IS DESCRIBED TO BETTER UNDERSTAND.

THIS ABOVE PLAN WILL THEN BE USED FOR EACH OF THE MENTIONED BOOKS. SAME EXACT ROUTINE. ROUTINE AND REPETITION OF THE BOOKS AND ACTIVITIES WILL HELP STRENGTHEN ALL AREAS IN READING.

THE ACTIVITIES THAT I PLAN TO USE FOR EACH MEETING AND READING OF THE MENTIONED BOOKS ARE: VENN DIAGRAMPICTURE BOOK CHARADES (UPON READING ALL BOOKS)CONTENT CLUESILLUSTRATE A FAMOUS BOOKSTORY BALL

DESCRIPTIONS OF EACH TO FOLLOW……

PICTURE BOOK CHARADES (THIS WILL BE THE FINAL ACTVITY OF MY PLAN)5 PICTURE BOOKS YOUR CHILD KNOWS WELLAPPROPRIATE PROPS (OPTIONAL)WHAT YOU DO:SELECT FIVE PICTURE BOOKSREAD THREE OF THE BOOKSSAY, "NOW I'M GOING TO ACT OUT ONE OF THESE BOOKS."ACT OUT THE STORYLINE FOR ONE OF THE THREE BOOKS YOU READ. YOU MAY COMMUNICATE THROUGH GESTURES, ACTIONS, SOUNDS, AND PROPS, BUT NO WORDS.ASK, "CAN YOU GUESS WHICH BOOK IT IS?"ALLOW YOUR CHILD TO GUESS. OFFER HINTS IF NECESSARY.READ THE REMAINING TWO BOOKS TOGETHER.PLACE THE FOUR BOOKS THAT HAVE NOT BEEN ACTED OUT IN FRONT OF YOUR CHILD. SAY, "PICK ONE OF THESE BOOKS, BUT DON'T TELL ME WHICH ONE IT IS. ACT IT OUT AND SEE IF I CAN GUESS THE RIGHT BOOK."ALLOW YOUR FIRST GRADER TO ACT OUT THE BOOK WHILE YOU TRY TO GUESS WHICH ONE IT IS.

CONTENT CLUES WHAT YOU NEED:5-10 PICTURES COPIED FROM BOOKMARKERSCONSTRUCTION PAPERGLUEWHAT YOU DOCOPY PICTURES FROM ONE OF THE BOOKS, CUT 5-10 PICTURES OUT. THESE CAN BE AS SIMPLE AS A DOG RUNNING IN WATER, OR A BOY SITTING ON A SET OF STAIRS.GLUE EACH PICTURE ONTO THE TOP OF ITS OWN PAGE OF CONSTRUCTION PAPER AND SPREAD THE PAGES OUT ACROSS A TABLE. THEN INVITE YOUR STUDENT TO COME AND TAKE A LOOK.ASK YOUR STUDENT TO CHOOSE A PICTURE, THEN TELL YOU WHAT’S HAPPENING IN IT. FOR EXAMPLE, IF SHE CHOOSES THE PICTURE OF THE DOG RUNNING IN THE WATER, SHE MIGHT SAY, “THIS DOG IS BEING CHASED BY ITS OWNER. THEY JUST CAME TO THE BEACH BECAUSE THEY’RE HAVING A PICNIC. THE DOG IS HAPPY BECAUSE HE LOVES TO PLAY AND GET WET.” WHATEVER SHE SAYS, WRITE IT DOWN BENEATH THE PICTURE.THEN IF SHE’D LIKE, LET HER CHOOSE ANOTHER PICTURE AND RECORD EXACTLY WHAT SHE SAYS, WORD FOR WORD, WITHOUT EDITING IT. THIS IS A QUICK AND EASY ACTIVITY, BUT IT TEACHES KIDS HOW A BOOK’S ILLUSTRATIONS AND TEXT ARE RELATED. IT ALSO GETS THEM WORKING ON HOW TO TELL A STORY AND ORDER ITS BEGINNING, MIDDLE, AND END… A SKILL THAT TAKES YOUNG KIDS A LOT OF PRACTICE! SURE, IT BUILDS READING COMPREHENSION, BUT MORE THAN THAT, IT PUTS YOUR CHILD IN THE AUTHOR’S CHAIR.

ILLUSTRATE A FAMOUS BOOK WHAT YOU NEED:PICTURE BOOKPAPERPENCILCRAYONS OR MARKERS.STAPLER, STRING, OR BRASS CLIPSWHAT YOU DO:PULL OUT AN UNFAMILIAR BOOK AND SIT DOWN SOMEWHERE COMFORTABLE WITH YOUR STUDENT. WITHOUT OPENING THE BOOK, LOOK AT THE COVER.  ASK YOUR STUDENT WHAT THE PICTURE MAKES HER THINK OF.  WHAT’S HAPPENING IN IT? LOOKING ONLY AT THE PICTURE, ASK HER TO PREDICT WHAT SHE THINKS THE STORY WILL BE ABOUT.NOW TELL STUDENT YOU’RE GOING TO READ HER A STORY, BUT JUST THIS ONE TIME, SHE WON’T BE ABLE TO LOOK AT THE PICTURES. INSTEAD, ASK HER TO USE HER IMAGINATION, AND COME UP WITH IMAGES IN HER MIND WHILE YOU READ. DURING THE READING, STOP PERIODICALLY AND ASK QUESTIONS.  FOR EXAMPLE, “WHY DID SALLY GO OUTSIDE WHEN HER MOTHER SAID NOT TO?”  TRY TO INCORPORATE QUESTIONS THAT REQUIRE KIDS TO MAKE PREDICTIONS AS TO WHAT WILL HAPPEN NEXT. ONCE YOU’VE FINISHED THE BOOK, TELL YOUR STUDENT SHE IS GOING TO ILLUSTRATE IT! NOW’S THE TIME FOR DISCUSSION.  WHILE ADULTS CAN OFTEN REMEMBER WHAT HAPPENED IN A STORY LONG AFTER THEY’VE FINISHED READING IT, THIS IS A SKILL THAT YOUNG KIDS NEED HELP DEVELOPING. GIVE YOUR STUDENT SOME PROMPTS. ASK WHAT HAPPENED FIRST AND THEN LET HER DRAW IT. ASK WHAT HAPPENED NEXT, LET HER DRAW IT, AND SO ON. AS SHE FINISHES EACH PICTURE, HELP HER BY WRITING SOME TEXT BELOW HER ILLUSTRATION, USING THE WORDS YOUR STUDENT USED WHEN SHE RETOLD IT TO YOU.  BIND THE STORY AND MAKE A COVER. YOU AND YOUR STUDENT COMPARE HER VERSION TO THE ORIGINAL AND SEE WHAT’S DIFFERENT.

STORY BALLWHAT YOU NEED:BEACH BALLPERMANENT MARKERPICTURE BOOKPENCILLINED PAPERWHAT YOU DO:USING THE MARKER, GRAB THE BEACH BALL AND ASK STUDENT TO WRITE ONE OF THE FOLLOWING QUESTIONS IN EACH OF THE COLORED SECTIONS OF THE BALL: "WHERE?" "WHO?" "BEGINNING?" "MIDDLE?" "END?" AND “FAVORITE PART?"ONCE THE BALL IS MARKED UP, GET READY FOR A GAME OF CATCH. IN THE GAME OF STORY BALL, EACH TIME YOU TOSS YOUR STUDENT THE BALL, SHE MUST ANSWER THE QUESTION WRITTEN ON THE COLOR WHICH LANDS UNDER HER RIGHT HAND. WHERE DID THE STORY TAKE PLACE? WHO WERE THE MAIN CHARACTERS? WHAT HAPPENED IN THE BEGINNING, IN THE MIDDLE, IN THE END? WHAT WAS HIS FAVORITE PART? TOSS THE BALL BACK AND FORTH—THE QUICKER, THE BETTER, SINCE THAT MAKES ANSWERING IN TIME MORE FUN AND SILLY. IF YOUR STUDENT CAN’T RECALL AN EVENT FROM THE STORY GIVE HER SOME CLUES.PLAY CONTINUES UNTIL ALL THE QUESTIONS HAVE BEEN ANSWERED. IF YOU’D LIKE TO EXTEND THE ACTIVITY, ASK YOUR STUDENT TO WRITE DOWN WHAT SHE HAS SAID ALOUD ON PAPER, THEN ILLUSTRATE IT. THIS IS ANOTHER GREAT WAY TO HELP HER RECALL THE EVENTS OF A STORY AND UNDERSTAND WHAT SHE’S READ.