Fluency Intervention Lesson Plan Template

Name: Katelyn Czoschke Grade Level: 2nd

Target Content/Lesson Topic: Phrasing/ Smoothness Date: 9/24/20

Planning
State Learning Standards RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
Identify relevant grade level standards
and Learning Outcomes from the State
Content Learning Standards, Common
Core Standards, and school learning
outcomes.
Learning Targets/Objectives - Student will know how to read with correct fluency to help with meaning.
What should the students know or be
able to do after the instruction? Use a
common format with a measurable verb
that matches the cognitive domain
standard. This should be a small piece of
the standard stated in measurable
terms.
Grouping
Describe how and why students will be N/a
divided into groups, if applicable
(homogeneous, heterogenous, random /
based on ability, interest, social
purposes, etc.)
Differentiation N/a
If either or both lessons are whole class,
how is the lesson(s) differentiated for
the focal student?
Assessment
Assessment - Students will be assessed by being able to do the strategies that were taught to them with little to no
How will students demonstrate that the guidance from the teacher. They will be able to see improvement when they reread and continue doing
focal student is making progress in the strategies that were taught to them.
toward their fluency goals?

Instruction
Minilesson One - Student will be given the passage, “Riding the Bus to School”.
1. Introduction (including setting - Student will participate in the strategy, “Make the Bumpy Smooth”.
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 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)
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.
K-6 Fluency Rubric for Prosody – Common Core State Standard, Reading Foundational Skills #4
- This is helping the student with smoothness in their reading.
- Teacher will explain to the student that reading smoothness is a difficult task for everyone. Also,
explain that their brain has a lot to do while reading. It has to remember all of the letters and sounds
that they make. Their brain also has to remember what is going on in the story as well.
- Teacher will ask the student to read one sentence.
- Student will read and then go back and try one more time.
- Student will reread after they are confident with all of the words that they just read.
- Student will reread the sentence to make it sound smoother.
- Student will repeat this process throughout the entire passage.
- Teacher will help if necessary.
- Student will be given the passage, “Twins”.
- Student will participate in the strategy, “Punctuation Inside a Sentence”
- Teacher will explain that student is looking ahead for punctuation.
- Student will read all the way up to a punctuation mark in one breath.
- Teacher will ask questions like, “Do you see any punctuation in the middle of the sentence?” or “Where
will you read up to before pausing?”
- Student will do this throughout the entire passage.
- After they do this, then they will reread the passage and see if they improved.
- “Riding the Bus to School” passage
- “Twins” passage
Fluency Assessment
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4 3 1
2 (Approaching Grade Level)
(At Grade Level) (Almost At Grade Level) (Below Grade Level)
   Reads with great    Seldom or never makes
   Makes text sound like
expression text sound like natural
natural language for most of    Begins to make text sound like natural
   Shows enthusiasm the passage language
language
throughout the text    Reads words just to get
   Occasionally reads with    Focus remains largely on pronouncing
   Varies expression and enthusiasm words
them out—robotically
volume to match his/her    Reads in some or
   Generally, voice volume is    Reads in a quiet voice
interpretation of the passage mostly in an inaudible
appropriate
 voice

   Generally reads with good  Reads with a mixture of run-ons

   Reads in two or three word phrases  Reads word by word in a
phrasing
resulting in choppy reading monotone voice
   Adheres to punctuation
 Mid-sentence pauses for breath and    Does not adhere to punctuation, stress,
stress and intonation
some choppiness and intonation (fails to mark ends of
   Adequate attention to  Exhibits no sense of phrasing or
sentences and clauses)
phrasing for expression expression
 Reasonable stress and intonation
   Frequently hesitates
   Reads smoothly with    Reads with occasional
while reading, sounds out
some breaks but word and breaks in rhythm
   Reads with extended pauses or words, and repeats words
structure difficulties are    Reads larger more hesitations or phrases
resolved meaningful phrases
   Reads with frequent breaks in    Reads with frequent
   Reads with no or rare    Reads with occasional smoothness which are the result of extended pauses,
breaks since difficulties are breaks in smoothness that are difficulties with specific words hesitations, false starts,
resolved quickly most often the result of difficulties with sound outs, and
through self- correction specific words repetitions

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 Consistently reads at a
 Maintains an inconsistent pace (fast
conversational pace throughout the  Reads slowly and laboriously
and slow) throughout the reading
reading

 Reads slowly

*This Fluency Rubric for Prosody should be used when students are approaching grade-level accuracy and automaticity levels.
Modified June, 2015, from Rasinski, R. (2004). Creating Fluent Readers. Educational Leadership, 61, 14-18.

Assessment Report

Your child was given the passage titled, “Last Afternoon (Party for Ben)” to read. He was asked to read to me for 1 minute straight without stopping.

During this 1-minute time span I assessed his fluency by using a Fluency Rubric. This rubric helps me understand what types of standards he meets. First off, I

assessed his expression and volume. Expression and volume help to reflect meaning by varying pitch, using rhythm, and tone. He did very well on this as his
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volume was clear enough for me to fully understand him. Good volume when reading is important so that others can hear what they are reading and that they

don’t develop a habit of mumbling. His expression was also very good. He often made the text sound like a natural language and was not monotone. I would say

that he is doing very well in the expression and volume category of the Fluency Rubric. Next, I assessed his phrasing. His phrasing is good however he often reads

in two- or three-word phrases that results in choppy reading. He occasionally does not adhere to punctuation, stress, and intonation. In other words, he fails to

mark the ends of sentences and clauses. This is not throughout the whole reading. I would say only a handful of times does he fail to mark the ends of sentences.

The next thing I assessed is smoothness. He often reads with frequent breaks which are the result of difficulties with specific words. I am developing a lesson

plan that can help him read with little to no or rare breaks. One strategy that can help him with his smoothness in reading is, “Make the Bumpy Smooth”. This

strategy has him go back and reread after they know the words to try to smooth out the reading. I would have him pause once every few words instead of after

every word. This helps the child understand all of the words before they go back and reread to make the reading go more smoothly. Lastly, I assessed his pace.

His pace is good but he does read at a fast pace at times. I feel like this makes it hard for him to understand the words and pronounce them smoothly because he

is so focused on moving on to the next word. He maintains an inconsistent pace while he is reading. I would focus on helping him slow down his reading. He

needs to take his time and not rush through it. This also helps with his smoothness. Something that you can do at home is have him model your reading or have

him echo your reading. This will help him to follow your pace of reading and not his own. This is beneficial to help him with stopping at punctuation as well so

that he doesn’t fail to mark the ends of sentences and clauses. As I look back at the rubric, I am able to give him a number score in the expression/volume,

phrasing, smoothness, and pace categories. In the expression/volume category I gave him a 3 because he makes the text sound like natural language and his

voice volume is appropriate. In the phrasing category I gave him a 2 because he reads in two- or three-word phrases which results in choppy reading. He does

not adhere to punctuation, stress, and intonation. In the smoothness category I also gave him a 2 because he reads with frequent breaks in smoothness which

can the result of trouble with specific words. He also reads with extended pauses or hesitations. Lastly, in the pace category I gave him a 3 because he maintains

an inconsistent pace. He is usually very quick with his reading. His overall score was 10/16. This is not a bad score at any means. He is on track to be a very good

reader! There are two main goals that I have for him. As mentioned throughout this report, he needs help with phrasing, smoothness, and pace. But my main
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goals are to help with focus on phrasing and smoothness. A strategy that could be used at home to help him with his phrasing is a strategy called, “Snap to the

Next Line”. This strategy has the child snap ahead to every sentence and stop only at punctuation or and end of a clause. Another strategy that can help meet

these goals could be using the strategy called, “Get Your Eyes Ahead of the Words” to help with smoothness. This teaches the child to look ahead while they are

reading to help the reading sound smoother. See if he can read a whole part of a sentence in one breath, and his eyes move ahead on the line. Then have him

reread to smooth it out even more. This way, his brain starts to preview what’s coming next so he’ll know where the natural pauses are.