Educational Setting The teacher teaches in a small rural public school in Crane, Missouri. Class sizes are small and there are approximately 45 students in each class. Crane is a pre-K-12 school and all classes are on the same campus. The teacher teaches first grade to about 17 students in my class. The classroom this student was in has students sitting in small groups with centers scattered around the room. Some centers are dedicated to word art, writing using the word wall, there is a reading center and a maths center. The classroom features visual aids such as the word wall and image prompts to help students with their writing. The student is eight years old. The student has already been supported in kindergarten. This student has made very little improvement over the past two or three years. Some students in the class come from single-family homes, and some students come from low economic status. Audience The audience is a first grade student. The student needs additional assistance with reading. The student in this class has difficulty with reading activities. He is about eight years old and has been held back once in kindergarten. Content Before the student can work on the short “e,” the student must be able to identify the letters of the alphabet from A to Z. He or she also needs to know the consonant letter sounds. Students will need to be able to apply consonant sounds when reading words. The student will be able to apply the short “e” sound to sight words. The teacher will teach the student a mini lesson on the short “e” vowel sound. The teacher and student will stay together for a long period of time on the short "e". The teacher let...... half of the paper......, 116-130.Murawski, WW, & Hughes, CE (2009). Prevent school failure. Response to intervention, collaboration, and co-teaching: A logical combination for successful systems change, 53(4), 267-277. Pereles, D. A., Omdal, S., & Baldwin, L. (2009). Response to intervention and twice-exceptional students: A promising solution. Gifted Child Today, 2009(32), 3.Reynolds, C.R., & Shaywitz, S.E. (2009). Response to intervention: ready or not? or, from waiting to fail to watching them fail. School Psychology Quarterly, 24(2), 130-145.Robler, MD,. (And.). (2003). Learning theories and integration models. Upper Saddle River, NJ: Prentice Hall. Snyder, P. A., Wixson, C. S., Talapatra, D., & Roach, A. T. (2008). Assessment in early childhood: Education-focused strategies to support response-to-intervention frameworks. Evaluation for an effective intervention, 34(1), 25-34.