Targeted Reading Lesson Plan
Student: Vivienne
Student’s Most Pressing Need: Fluency when sentence reading.
Today’s Plan
Rereading for Fluency (Familiar Texts)
Text Read:
A Day of Firsts Level E (Grade 1)
Goal: Make the reading sound like
talking.
Prompt: “Put your words together
so it sounds like talking.”
Skills/Work Study (Phonemic Awareness/Phonic Decoding/Orthographic Mapping)
Sounds/Letters/Words:
Goal: Make sight words sound
fluent when being read and being
read from their writing too.
(Elkonin)
Reading-Writing Connection
Composed Sentence:
Goal: Use sight words to write a
complete sentence to be read
fluently out loud.
Date: 11/10/20
Assessment of Work Notes for Next Time
I wanted to read this again Find another familiar text and
because last week it seemed do buddy reading again. This
difficult, even though it was not had her hear another voice too
difficult the very first time we which I believed helped with
read it. We did buddy reading her fluency.
where we took turns reading
pages. (She was in the car for
this because they were running
slow at the phone store). She
was able to read fluently and
had less bursts of fluency. It
seemed like a normal read. She
would sound out words still
which is great. Only word she
had trouble with was
“exciting”.
Elkonin boxes were great. She Find bigger words for elkonin
did very well with sounding out boxes. Words from last time
the words and blending them seemed too easy.
back together. She was excited
because she had seen these
boxes before.
She did not have pencil and paper Continue this method and have her
since she was in the car, but I had extend more in her sentences.
her verbally say a sentence for me
using a word from the elkonin
lesson. She said “I had to pick up
the bag.”
Guided Oral Reading:
Text Read:
Amazing Beaches Level I (Grade
1)
Goal: Read with minimal pauses.
Read for accuracy.
Introduce the text: “Your book is
Amazing Beaches. The title tells
you what the book is about. Look
at the picture on the front of the
book. What do you notice on the
cover page? ( Prompt when
needed)
Picture walk to pg. 8
Vocabulary: beaches, gems,
grains, rare, share, tide
Read the text. During reading
prompt to use information from the
pictures and check with the print.
Prompt: “That sounds right. Does
it look right, too? How do we
know?” (pg 6).
Revisit the text: Finish picture
walk to pg 8 (could not complete
last time because of time).
Teaching points: Find and say
beaches, gems, grains, rare, share,
tide on their respective pages.
Fidelity Checklist: Systematic and Explicit Instruction/IRRC
We read up to page 9, so went a Complete the rest of the book
little further than expected. This is using echo reading. This allows her
a difficult text for her with some of to comprehend more by hearing the
the wording. She would have words, reading the words, and
bursts of fluency. Also, she was in saying the words all at the same
the car trying to read on Zoom time.
using a phone so the text was very
small.
I changed the plan of action of
reading and had her do echo
reading. She was fluent in
following along during echo
reading. It was nice for her to see
some larger words being read and
for her to repeat it, while looking at
it too.
We also talked about the bolded
vocabulary words on the pages and
what they may mean and why the
author did that. She understood the
reason since they are important to
the page. Also, she said her class
has talked about them before too so
she was familiar with the concept.
1. Specify objectives
a. Set goal and purpose
b. Review what has been taught

2. Devise instructional strategies and teaching procedures

a. Select examples
b. Sequence skills
c. Introduce new skill/strategy
d. Demonstrate and think aloud

3. Provide practice and review

a. Guided practice
b. Independent practice

Fidelity Checklist: PRESS

1. Articulate objective
2. Explain activity
3. Check for understanding
4. Model
5. Guide practice
6. Specific feedback
7. Independent practice

Instructional Routine/IRRC
1. Specific (positive) feedback
2. Corrective feedback