Develop a comprehensive 750-1,000-word early reading plan based on the following case scenario and the tasks that follow the scenario:

Student: Amanda
Age: 6.5
Grade: 1

Amanda has just transferred to a new school. It is the middle of the school year and her new teacher is concerned about Amanda’s reading skills. Her school records have not arrived from her old school, but her parents reported that her previous teacher had asked to meet with them. They moved before the meeting could occur and are not sure what was going to be addressed. English is Amanda’s second language. Her parents struggle with speaking English and need an interpreter during meetings.

Amanda completed some assessments for her new teacher, who noted some skill deficits. Most of Amanda’s peers recognize sight words like “and,” “has,” “is,” “a,” “the,” “was,” “to,” “have,” and “said.” Amanda has difficulty when she encounters these words. Amanda’s oral reading is slow and labored. She often says the wrong letter sound or guesses at words. Amanda is unable to answer simple comprehension questions (e.g., main idea, main characters) after she has listened to a passage read aloud. Her teacher has scheduled a meeting with Amanda’s parents to discuss the assessments.

The teacher developed the following instructional goals for Amanda:

1. Given a letter or letter combination, Amanda will say the corresponding sound.
2. Given a brief reading passage on her instructional level, Amanda will read the passage and be able to retell the main ideas.
3. Given a CVC (consonant-vowel-consonant) word prompt, Amanda will be able to say the word “slowly” (sounding it out) and then say it “fast” (reading as a whole word).
4. After listening to a story, Amanda will recall three or four sequenced events.
5. Shown sight words, Amanda will state the word automatically.                                                            
6. MUST USE WEBSITE Source: The IRIS Center for Training Enhancements, http://iris.peabody.vanderbilt.edu/