READING INTERVENTION LESSON PLAN 

Megan Knight 

STUDENT/PSEUDONYM​: Anna (8th Grade) 

DATE​: 11/5/2020 

GOAL​: ​Goal 2 (Fluency):​ When given an instructional level passage, Anna will read 

with fluency to accurately decode the passage. 

RATIONALE​: According to the results of the QRI, this student struggles with 

oral reading fluency. More specifically, she struggles with accuracy, or reading 

words correctly. Because of this, I chose to teach an intervention using repeated 

reading, so that the student can reread a text in order to improve her accuracy. 

PENNSYLVANIA STATE CORE STANDARD(S):  

- Standard - CC.1.3.8.J: ​Acquire and use accurately grade-appropriate 

general academic and domain-specific words and phrases; gather vocabulary 

knowledge when considering a word or phrase important to comprehension or 

expression. 

STEPS OF EXPLICIT INSTRUCTION​:  

1. Introduce the ​repeated reading​ activity: Tell the student that we are going 

to do a repeated reading activity to increase oral reading fluency. Explain 

 that fluency means reading words accurately and reading at an appropriate 

speed.  

2. Set a goal with the student to accurately pronounce words and correct 

mistakes. 

3. Introduce the passage “Electricity & Energy- The Light Bulb” 

https://www.readworks.org/article/Electricity-Energy---The-Light-Bulb/97

73d082-c3b6-4c69-8593-f5ecfc5f6d9d#!articleTab:content/  

4. Have the student read the passage out loud. If she gets to a word that she 

doesn’t know, I will read it to her and have her repeat the word after me.  

5. While the student is reading, I will keep running records of any words she 

had a difficult time pronouncing/decoding.  

6. After the student has read the passage one time, I will have her reflect on 

her first reading of the text and identify any words she doesn’t know. 

7. Then I will have the student reread the passage (again I will keep running 

records with a different colored pen). 

8. Finally, I will have the student read the passage for a third and final time (I 

will keep running records using a third colored pen). 

 9. After the student has read the passage 3 times, I will have the student 

reflect on her own reading and ask her if she feels like she met her reading 

goal. 

ASSESSMENT​: 

- I will compare my running records from each of the three readings in order 

to assess whether the student improved her accuracy.  

REFLECTION​: 

I feel like this lesson was alright, but it could have been planned and 

implemented a bit better for this particular student. At the start of the lesson, I 

had the student make a fluency goal for herself. She chose a goal of learning the 

words in the passage. After she made this goal, I had the student read the passage 

one time through. When she got to a word that she didn’t know, I helped her 

pronounce it. For example, she struggled with the words c

​ ommercially, electricity, 

develop, national, strained, comfortable, adequate, and confidence. ​After reading 

the passage once, I asked the student if there were any words that she didn't 

know and wanted to go over together before reading it a second time. The first 

word the student points out was ​ironically​. Even though she had read this word 

correctly, she didn’t know what it meant, so I helped her to understand the 
meaning of the word. The student also pointed out the word ​adequate​. I helped the 

student pronounce this word, and explained what it meant. Once we had gone over 

these words, I had the student read the passage again, paying close attention to 

these words. Finally, for the third reading, I had the student read a passage a bit 

slower because she has a tendency to read very fast, which may cause her to make 

miscues. I recorded each of the student’s readings of the passage, and then wrote 

the student’s miscues for each read through. I have included a table of the 

student’s miscues in the tables below (these tables do not include insertions or 

omissions): 

Trial 1​: 

Word  Miscue 

commercially  commer-sally 

electricity  electric 

develop  devolp 

national  nation 

strained  strained-ed 

comfortably  comfortable 

adequate  The student attempted to sound out 

the word, but struggled.  

easily  easy 

convenience  confidence 
 

Trial 2​: 

Word  Miscue 

commercially  commertically 

electricity  electric-ly 

electricity  electric 

strained  straind-ed 

easily  easier 

convenience  convince 
 

Trial 3​:  

Word  Miscue 

commercially  commersally 

electricity  electric 

distribute  distribuate 

electrical  electric 

entertained  entered 
 

Based on these results of the repeated reading, the student did improve her 

accuracy by the third read through. However, she did repeatedly make some of the 
same errors while reading each time. I feel like maybe it would have been more 

helpful to have her read the passage multiple times over different sessions rather 

than all at once. Besides this, I feel like this lesson did go well. 

*Work sample must follow the intervention lesson plan* 

**Cooperating teacher must sign and date each intervention plan prior to 

instruction** 

Cooperating Teacher Approval:_____________________________ 

Date:____________________________