Fluency Intervention Lesson Plan

Name: Hannah Carls Grade Level: 2nd

Target Content/Lesson Topic: Reading Fluency Date: September 22, 2020

Planning
State Learning Standards Grade 2 CCS, 4. Read with sufficient accuracy and fluency to support comprehension.
Identify relevant grade level standards
and Learning Outcomes from the State a. Read on-level text with purpose and understanding.
Content Learning Standards, Common
Core Standards, and school learning
outcomes. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Learning Targets/Objectives Students will be able to use fluency strategies to execute smoothness while reading…
What should the students know or be I will be able to read smoothly after using fluency strategies…
able to do after the instruction? Use a
common format with a measurable verb
that matches the cognitive domain
Students will be able to use fluency strategies to execute appropriate phrasing while reading…
standard. This should be a small piece of I will be able to read with good phrasing after using fluency strategies…
the standard stated in measurable
terms.
Grouping Minilesson 1: Students will work alone to ensure phrasing improves.
Describe how and why students will be Minilesson 2: Students will work in partners to hold each other accountable and review the content.
divided into groups, if applicable
(homogeneous, heterogenous, random /
based on ability, interest, social
purposes, etc.)
Differentiation The lessons are differentiated for the focal by using a strategy of an area he is improving on as well as
If either or both lessons are whole class, the other students in the class. These lessons are done in small groups.
how is the lesson(s) differentiated for
the focal student?
Assessment
Assessment For the 1st lesson, students will be formatively assessed as I walk around the room and hear each
How will students demonstrate that the student read their scooped up words as well as their papers with the phrases and “smileys” on them.
focal student is making progress in
Teacher will also ask how students thought about it and students will respond thumbs up, sideways,
toward their fluency goals?
down. For the 2nd lesson, students will be assessed by me listening with their partner. After these
minilessons are taught, I will complete another fluency rubric check with the focal student.
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Minilesson One
1. Introduction (including setting
expectations and establishing
procedures and instructions)
2. Activate/Connect To Prior
Knowledge
3. Fluency Activity (including
modeled, guided, and independent
practice, as needed)
Minilesson Two
1. Introduction (including setting
expectations and establishing
procedures and instructions)
2. Activate/Connect To Prior
Knowledge
3. Fluency Activity (including
modeled, guided, and independent
practice, as needed)
Instruction
“Say Good-Bye to Robot Reading”
Teacher will begin by asking students if they remember doing their fluency check. Teacher will let
them know that they will be doing a strategy today that will improve the phrasing part of fluency.
Teacher will tell students that they are to be working alone for this activity. Teacher will explain that
she will be walking around the room checking in on every student’s project and listening to their
reading. Teacher will activate prior knowledge by asking the students if they remember what
phrasing is. Teacher will remind students that phrasing at grade level includes adhering to
punctuation stress and intonation, has adequate attention to phrasing for expression, and generally
reads with good phrasing. Teacher will then pass out the passage with the directions sheet. Teacher
will explain that students will write one phrase at a time on their sheet of paper. They will use
another color writing utensil to then draw a “smiley” underneath the parts of the phrase that should
be scooped together. Teacher will explain the strategy by stating instead of reading word by word,
try to scoop up a few words at a time. Read all the words in one scoop or smiley together, in one
breath, before pausing. Then scoop up the next words. Teacher will be using prompts for each
individual student such as; What words will you scoop together?, Scoop under those words., Now
read all those words in one breath., Try it again, read all of those words without pausing., Good, now
that you have the words go back and try to read a few together., Repeat after me. Students will work
for the majority of the class period. When teacher has checked in with all students, she will bring the
group back together and ask how students felt about the activity (thumbs up, thumbs sideways,
thumbs down) and will ask students to take this home and try with their parents/guardians.
“Partners Help to Smooth It Out”
Teacher will begin by asking students if they remember doing their fluency check. Teacher will let
them know that they will be doing a strategy today that will improve the smoothness part of fluency.
Teacher will let students know this activity is to be worked on with a partner and she has assigned
those partners. Teacher will activate prior knowledge by asking if students remember what reading
at grade level smoothness means. Grade level smoothness readers include reading smoothly with
some breaks but word and structure difficulties are resolved, reads with no or rare breaks since
difficulties are often resolved quickly most often through self-reflection. Teacher will explain the
strategy; Partners can help one another read in a smooth voice. When you meet in partner time, put
one book or in this case passage, between the two of you. Look at the words, listen to yourself, and
listen to your partner. Try to read in one voice, pausing at the same places and using the same
expression. Teacher will prompt; What can you tell your partner to help him or her with fluency?,
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Instructional Materials,
Equipment and Technology
List equipment or technology that needs
to be available. Attach a copy of ALL
materials the teacher and students will
use during the lesson; e.g., handouts,
questions to answer, overheads,
PowerPoint slides, worksheets.
Tell your partner, “Go back and try that again!”, Tell your partner, “That sounded very smooth!”, Tell
your partner, “The way you read that helped me picture it.”, What do you think?, What will you tell
your partner?, and Make sure you are listening carefully and be ready to give your partner advice.
Students will work for the majority of the class period. When teacher has checked in with all partner
pairs, she will bring the group back together and ask how students felt about the activity (thumbs up,
thumbs sideways, thumbs down) and will ask students to take this home and try with their
parents/guardians/siblings.
Minilesson 1: Paper, markers, pencil, handout (attached below)
Minilesson 2: Directions paper (attached below), reading prompt (attached below)
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