READING INTERVENTION LESSON PLAN 

Megan Knight 

STUDENT/PSEUDONYM​: Anna (8th grade) 

DATE​: 11/17/2020 

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

with fluency to accurately decode the passage. 

RATIONALE​: Based on the results of the QRI, this student struggles with oral 

reading fluency, especially in the area of accuracy. More specifically, one pattern 

that I noticed is that this student has a difficult time reading words with suffixes. 

She often reads the root word, but omits or mispronounces the suffix of the word. 

Because of this, I thought that it would be beneficial to teach an intervention 

lesson about suffixes. In this lesson, the student will complete a suffix scavenger 

hunt where she will read a passage and highlight words that contain common 

suffixes in order to help her pay close attention to these words as she reads. 

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. 
 - Standard - CC.1.3.8.I: ​Determine or clarify the meaning of unknown and 

multiple-meaning words and phrases based on grade-level reading and 

content, choosing flexibly from a range of strategies and tools. 

STEPS OF EXPLICIT INSTRUCTION​:  

Materials:  

- Suffix Scavenger Hunt 

https://www.pdesas.org/ContentWeb/Content/Content/241/Activity  

- “Casey Saves the Play” 

https://www.readworks.org/article/Casey-Saves-the-Play/621464cd-f0f3-4

57b-ae2a-9450905bed7b#!articleTab:content/  

- Suffix Scavenger Hunt graphic organizer 

Steps: 

1. Review suffixes: A suffix is a letter or group of letters that is added to the 

end of a root word to change its meaning (examples: -ed, -ing, -ly, -ful, 

-able).  

2. Assign the student three common suffixes (-ed, -ing, -ly) 

3. Explain what each suffix means: 

a. -ed​: past tense of a verb/an action that happened in the past 

(examples: laughed, smiled, climbed). 

 b. -ing​: means that an action is currently happening (examples: swimming, 

running, writing). 

c. -ly​: the manner in which something is done/describes how something 

is done or the characteristic of something (examples: simply, slowly, 

quietly). 

4. Model identifying a root word and its suffix by highlighting the root word 

yellow and the suffix orange.  

a. Example: laughed (root word = laugh; suffix = ed) 

5. Have the student read through the passage “Casey Saves the Play” silently 

and find words that contain the suffixes -ed, -ing, and -ly. 

6. As the student comes across a word that contains each suffix, she will use a 

highlighter to highlight the root word in yellow, and the suffix in orange. 

7. After the student has highlighted each word that contains a suffix, I will 

have the student write each word into the Suffix Scavenger Hunt graphic 

organizer. 

8. Together, the student and I will briefly discuss the meaning of each word.  

9. Finally, I will have the student read the passage out loud, paying careful 

attention while reading each word that contains a suffix.  

ASSESSMENT​: 
 - I will collect the student’s highlighted passage and completed graphic 

organizer in order to determine if she could correctly identify root words 

and suffixes.  

- During the student’s oral reading of the passage, I will use running records 

to determine whether the student was able to accurately read each word 

that contains one of the suffixes we talked about.  

REFLECTION​: 

Overall, I feel like this lesson went really well! The student seemed to really 

grasp the concept of suffixes and did a great job identifying the three different 

suffixes (-ed, -ing, -ly) in the context of a passage. She also did really well sorting 

the words with suffixes into the graphic organizer. The biggest improvement that 

I saw was in her oral reading of words with suffixes. After having the student 

highlight the root words and suffixes in the passage and complete the graphic 

organizer, I had her read the passage out loud. I could tell that she was paying 

close attention to read each suffix, and I think that it really helped that she had 

them highlighted because those words caught her attention. The student correctly 

read each word that contained a suffix (-ed, -ing, -ly). In past readings, the 

student would frequently omit or read the wrong suffix at the end of a word, so 
this was a great improvement! Because of this, I feel like this lesson went really 

well and was beneficial for the student. 

*Work sample must follow the intervention lesson plan* 

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

instruction** 

Cooperating teacher approval:____________________________ 

Date:___________________