Whitman Elementary - Tulsa Public Schools

Grade / Instructional Focus: 1st Grade Reading / Language Arts
Groups: _X_ Regular; _X_ IEP; _X_ ELL; _X_ Econ. Disadvantaged; _X_ Race; X_ Gender
Goal: All first grade students will demonstrate reading/language arts proficiency at grade
level or above grade level on Scott Foresman Unit Assessments.
Achievement Objective / Benchmark (median scores or assessment nomenclature):
Standard Objective PASS Current %
or
assessment
nomenclature
Phonological/Phonemic
Awareness
Fluency
Interventions / Strategies:
Isolate phonemes
within words by
identifying the
beginning, middle
and end sounds
Read
independent-level
text
2.5 (SF)
Below
Level
5.1 (SF)
Below
Level
@ least half
will score
__ as %
or
assessment
nomenclature
On Level
On Level
Years as
Issue
The following research-based strategies have been chosen specifically to meet the needs of
students of each gender and race as well as those who are Special Needs or economically
challenged. Female students benefit from verbal interaction, descriptive narration, and
expressing emotional connections/experiences to the information. Male students benefit from
simple, analytic explanation, kinesthetic movement, and visual images to aid in retention of
information. According to Ruby Payne, economically challenged students, need to know the
“why” and “how” of a topic, before they can learn it. With those needs in mind, the following
interventions/strategies have been chosen:
2.5
First grade teachers will use rhyming words and manipulatives to break words in to
beginning, middle, and end sounds.
5.1
First grade teachers will engage students in read alouds, individualized reading, and reading
groups to increase reading fluency.
N/A
N/A
Walt Whitman SIPlan 0910.1 - Page 21