First Grade Intervention Plans
2008-2009
AIMS Web

Letter Naming – introduce letters as partners (AaBbCc), alphabet strip on student
desk, give student individual letter cards that she can keep once she can name the
letter so she eventually “owns” the alphabet, flashcard practice with teacher or
peer

Letter sound Fluency – have student say the sounds as he writes the letters, give
student individual letter cards that she can keep once she can name the sound so
she eventually “owns” the alphabet, flashcard practice with teacher or peer, have
the student make sentences with words that begin with only one targeted letter
(Tongue twisters tease Tootsie’s tonsils)

Phoneme Segmentation – there are many interventions available in the
Intervention Guide from Imagine It! – especially in the first 2 units, kinesthetic
approach using fingers (claps, pats, etc.) to segment the phonemes

Nonsense Word Fluency – review individual sounds to ensure fluency (see sound
fluency above), use manipulatives (letter cards, magnet letters, etc.) to practice
manipulating sounds and building words, use “blending boxes” or chalkboards to
allow the student to write the sounds and “slide” them together to make words

Oral Reading Fluency – working with fluency passages from SRA Early Reading
Tutor, fluency passages from Reading A-Z online, offer reading materials of highinterest to the student, reading with eSkills from Imagine It! Online resources

Comprehension – use a variety of graphic organizers (such as ones from Imagine
It and Thinking Maps), have students answer who-what-where-when-how-why,
teach new vocabulary prior to reading selection, build their sight word
vocabulary, record the student reading and allow him to listen to it again

Oral Counting – daily repetition, number line on the desk, use Math games to
practice counting fluency, focus on small sets of numbers at one time (10),
provide many concrete experiences for counting (popsicle sticks, pom-poms,
buttons, etc.)

Number Identification – number line on the desk, daily flashcards, playing Math
games using numbers, focus on small sets of numbers at one time (10), have
student identify numbers in “real world” situations (cafeteria, calendar, etc.),
provide many concrete experiences for counting (popsicle sticks, pom-poms,
buttons, etc.)

Quantity Discrimination – use number flashcards to scramble and re-order
numbers, focus on a limited number set at one time, use manipulatives (can keep a
small set at their desk), number line or hundreds board on the desk, provide many
concrete experiences for counting (popsicle sticks, pom-poms, buttons, etc.)

Missing Number – number line or hundreds board on their desk, practicing oral
counting and number recognition to automaticity, practice ordering numbers with
flashcards or movable numbers, Week By Week Essentials has many Math games
to target specific skills, provide many concrete experiences for counting (popsicle
sticks, pom-poms, buttons, etc.)

Math Computation – have student keep a small set of manipulatives in her desk to
add in computation, allow student to use scrap paper to draw out the problem,
practice Math facts daily (e.g. flashcards), allow the student to use a calculator to
practice problems, practice skip counting to reinforce multiplication facts, provide
many concrete experiences for counting (popsicle sticks, pom-poms, buttons, etc.)
Imagine It Benchmarks – Reteach activites followed by the Intervention Guide from the
Imagine It program are the main resources used!!!
 Comprehension – see AIMS Web
 Vocabulary – have student sequence a real-life event such as a field trip or
holiday with special emphasis on vocabulary, make a personal “dictionary” of
vocabulary words the student knows, have the student choose a “word of the day”
to try to incorporate into conversation that day, label the classroom, use pictures
to help the student understand, review previously learned vocabulary, use visual
aids whenever possible
 Grammar – have students edit their own work and the work of peers, review
Grammar rules prior to Writing assignments, have student correct sentences with
errors, play concentration to match subject-verb agreement, highlight punctuation
in a newspaper article
 Letter Recognition and Phonemic Awareness – see AIMS Web
 Phonics – Letter Sound – see AIMS Web
 Phonics – Words – drill sandwich, pocket words, memory game, PIG game, other
resources available from www.fcrr.org
 Spelling – cut apart words letter by letter and allow student to “build” the word,
Rainbow Words, limit number of Spelling words, review phonics rules, pre-teach
new words to be learned
Math
 Number Sense – See AIMS Web

Addition – see Math Computation, teach steps to solve word problems including
clue words, color code Math symbols if needed, use calculator to check work,
provide “real-life” situations (buying things in the cafeteria and getting change,
etc.), timed drills, use graph paper to line the problems up correctly

Subtraction – see Math Computation, color code Math symbols if needed, use
calculator to check work, use calculator to check work, provide “real-life”
situations (buying things in the cafeteria and getting change, etc.), timed drills,
use graph paper to line the problems up correctly

Time – make sure student understands all concepts in telling time (counting by 1s,
5s, 10s, big, little, etc.), have the student set the hands on a clock as the teacher
indicates the times of the day, use manipulative clock face at her desk, have a
watch that the student can “borrow” to wear at school, begin with time to the hour

Measurement – allow for “real world” measurement such as cooking, have a
measurement reference sheet at the student’s desk, Math games

Geometry (2D and 3D shapes) – allow student to manipulative shapes (pattern
blocks, etc.), look for examples in the classroom, play a Jeopardy-like game using
clues about the different shapes

Data Analysis (line plots, tallies, charts, graphs)– provide blank graphic
organizers, practice with a peer, utilize familiar charts and graphs (weather chart,
seating chart, etc.), use manipulatives to help count and sort

Sort and Classify - provide blank graphic organizers, use manipulatives for
hands-on practice

Patterns – look for patterns in the natural world and in the classroom (student’s
sweater, bricks in the wall, etc.), daily practice, use manipulatives and common
objects to “build” patterns