Veronica Herrero-Velarde

Houston Baptist University

College of Education and Behavioral Sciences
Lesson Plan Format
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Subject: Reading Grade Level: 1 Time Estimate: 30 min.

Unit: N/A (Individual Remediation) Topic: Fluency/Phrasing

Goal(s):
• TSW understand the idea of fluency and improve in her ability to read fluently.
• TSW read in short and long phrases most of the time.

Objective(s):
• TSW practice reading fluently using fluency pyramids.
• TSW practice reading fluently by doing repeated readings.
• TSW read 50-70 words correct per minute (WCPM).

TEKS: ELA.1.4
The student is expected to use appropriate fluency (rate, accuracy, and prosody) when
reading grade-level text.

Materials/Resources/Technology needs:
• Fluency Pyramid
• Straightedge or Paint Sample Card
• Reading Passage (selected by teacher—here is one option, or this website has many
different options)
• Timer
• Recording Device
• Reading Times Recording Chart/Notebook
• Pencil
• Alternative: Tablet and Math Questions Worksheet
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Instructional Procedures
Focusing Event:
• TTW tell the student that we will be working on fluency skills. Ask the student what
she thinks fluency means.
• TTW remind the student that reading fluently means that we read at a good pace (not
too fast but not too slow), we read the words correctly and in appropriate chunks, and
we express the right emotions while we read, paying attention to the punctuation,
which tells us how we should read the sentence.
• TTW tell the student that reading fluently helps us to understand what we are reading.
Teaching/ Learning Procedures:
1. Fluency Pyramids
• I Do: TTW show the student an example of a fluency pyramid and explain that as
you go down the pyramid, more words will be added until you have the whole
sentence at the bottom. Explain that this will help our fluency. Demonstrate
reading this fluency pyramid by getting either a straightedge of some kind or a
paint sample card to track reading. Place the card under the phrase you are
reading and read each phrase, starting at the top and working your way to the
bottom. TTW read through the fluency pyramid as an example.
• We Do: Using the same fluency pyramid, TTW have the student read each phrase
with the teacher chorally to practice.
• You Do: Now, the student will practice independently using the same fluency
pyramid and the straightedge. TTW take note of any miscues. Once finished, the
student can practice with a new fluency pyramid. This activity can be repeated
with different fluency pyramids as needed.

Example of Fluency Pyramid

2. Repeated Reading
• First Reading: TTW introduce a short, reading level appropriate reading passage
to the student. Tell the student the title of the passage and ask what she thinks it
will be about. TTW tell the student to read the passage silently, taking as much
time as she needs.
• Second Reading: TTW model fluent reading by reading the passage aloud,
telling the student to follow along as the passage is read. Ask the student what one
important thing from the passage was.
• Third Reading: Instruct the student to place her finger on the first word and start
reading aloud when she is ready. TTW record the student’s reading as well as
time the student’s reading and write down any errors. When the student has
finished reading the passage, ask her questions about the passage to gauge
understanding. Ask her to retell it or make a personal connection to the text.

Formative Check (ongoing or specific):

• TTW give the child corrective feedback as needed during this one-on-one instruction.
• TTW mark errors as the child is reading.
Reteach (alternative used as needed):
If the student is struggling, encourage her to think of reading with fluency as reading the
way that she would talk. We like our speech to flow and have emotion so that we don’t
sound like a choppy robot. As a different approach to practicing reading fluency that can
be done as an alternative, the teacher can provide the student with a list of math
questions. Have the student use a tablet, such as an iPad with Siri, to ask Siri the question
as clearly as possible. If the student reads the question fluently, she should be able to get
an answer from Siri and can record it on her worksheet.

Closure:
TTW play the recording of the student’s third reading of the passage so that she can hear
her own reading. Ask her what she notices about her reading. Go over the different areas
of fluency and ask the student if she can hear them in her reading. Encourage the student
and point out the improvements and progress she is making to keep up motivation and a
feeling of success.

Assessment/Summative Evaluation:
TSW be formally assessed at a later time upon the next administration of the DRA but
will continually be assessed daily in whole group and small group instruction.
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Modifications/Notes:

N/A, as this lesson was specifically designed for the needs of a particular student.

*Note: This lesson plan is designed to be used in a one-on-one with the student or in a
small group setting.