Fluency Intervention Lesson Plan Template

Name: Sam Watkins Grade Level: 7th

Target Content/Lesson Topic: Expression and Phrasing Date: 10/1/21

Planning
State Learning Standards CCSS.ELA-LITERACY.L.7.1
Identify relevant grade level standards Demonstrate command of the conventions of standard English grammar and usage when
and Learning Outcomes from the State writing or speaking.
Content Learning Standards, Common
Core Standards, and school learning
outcomes.
Learning Targets/Objectives Student will be able to utilize expression and phrasing in fluency.
What should the students know or be
able to do after the instruction? Use a I can determine how to use expression and phrasing in fluency activities.
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 For the first mini lesson on Expression student will be working with the teacher and with a small group of
divided into groups, if applicable students at the back table.
(homogeneous, heterogenous, random / For the second mini lesson on Phrasing, students will be working with just the teacher individually.
based on ability, interest, social
purposes, etc.)

Differentiation
If either or both lessons are whole class,
how is the lesson(s) differentiated for
the focal student?
Assessment
How will students demonstrate that the
focal student is making progress in
toward their fluency goals?
Both lesson are geared towards Timothee’s Fluency goals. The first mini lesson all students will be working
on this, but the focal student will have extended amount of time working on this at home with a parent. The
second mini lesson will only be for the focal student, he will be pulled during guided reading time for extra
assistance to learn Phrasing.
Assessment
Students will demonstrate that the focal student is making progress towards their fluency goal by practicing a
couple days a week with a partner or a small group of students. Addition time spent with teacher as well.

Instruction
Minilesson One To begin, student will be meeting at the back table with 2-3 other classmates at his same reading level.

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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)
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)
First, to refresh the group before reading, I will ask students what it means to have good expression while
reading? What does that mean?
- I will ask for a few responses as they should already know because this is a continuation of a prior
lesson on Expression. They should be able to explain that they both help with comprehension and
understanding of the text.
The fluency activity that connects to the goal of Expression and Volume is called, “Make Your Voice Match the
Meaning”.
I will express to the students that depending on the type of text, and the topic of the passage, you may change
your voice.
- Next, I will hand out their reading book, “The Little Red Hen by Parks and Smith 1989”. We are halfway
through the story already and we have been learning about Expression and Volume.
To start discussion, I will have all students read the page that says, “Then ill plant it myself, said the Little Red Hen”.
-Then, I will ask them to pause and read that again in their head.
-I will ask them what type of tone did you read that sentence? At first they might read it calmly with little to no
expression-which lacks enthusiasm.
As we keep reading, we understand that The Little Red Hen is angry because people turn her down when she asks
for support. Therefore, I would tell students that instead of reading that a calm voice, we would read the sentence
in a tone that is annoyed and frustrated (louder).
I’ll share with students the importance of having a voice in your head saying, “What’s this about?” and make sure
your voice matches the meaning.
To begin, student will meet at the back table with the teacher.
- First, to refresh the student on Phrasing, we will go over how we scoop a few words together. I will hand
out a couple of cut-out sentences and he will read to me the sentence. He will be given markers where he
will be underlining each group of words he says by making a “Bumpy line”. After he has shown me that he
can group words together in a sentence, we will move on to the fluency activity.
-
The Fluency Activity that connects to the goal of Phrasing is called “Make the Bumpy Smooth”.
I will share with Timothee that sometimes it’s hard to read smoothly the first time you see something new, when
the story or information is new and the words are new, too.
In this activity, he will be reading and annotating with markers, a short new passage at his level.
-I’ll be listening for the way he reads the words. I’ll make sure that he smooths out each word even if he read it
correctly.
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 I’ll have him go back and try again, scoop a few words together, as he just practiced.
-Reading things smoothly when we know all the words and know what the story is about is much easier than doing
all those things at the same time.
While reading I’ll be asking him questions such as how did that sound to you? Do you think you should reread that?
Smooth it out.
Instructional Materials, -Two fluency activities
Equipment and Technology -markers
List equipment or technology that needs -books
to be available. Attach a copy of ALL -pencil
materials the teacher and students will -white boards
use during the lesson; e.g., handouts, -dry erase markers
questions to answer, overheads,
PowerPoint slides, worksheets.

Parent Letter

Dear Mr. and Mrs. Chalamet,

I am sending out this reading passage assessment report regarding your son, Timothee..

An important literacy aspect that I have been striving for students to focus on is Fluency. To be a fluent reader is the ability to read with appropriate accuracy

and rate, but also with good and meaningful phrasing and expression. Fluency is also an important indicator of reading comprehension, which is when students

can read and understand the meaning of the text. To determine a student’s fluency level, they are scored on four different components of fluency: Expression

and Volume, Phrasing, Smoothness, and Pacing.

Regarding your son Timothee, I will explain each of the fluency levels and his performance based on the reading passage, “The New Puppy”. First, we will go

over Expression and Volume. His strengths for this portion was being able to verbally say the words correctly, which is very important. However, when speaking,

he reads the text robotically and quality, therefore lacking enthusiasm, or expression. In this level of Fluency, Timothee scored a level one, which Listed below

grade level. This is an area that needs to be worked on as we will discuss later. The next level of Fluency is Phrasing within sentences. Timothee demonstrated

the ability to read in two- or three-word phrases which is a good indicator of approaching grade level. However, these word phrases resulted in choppy reading.

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Also, his voice was monotone while reading, which negatively affected the phrasing expression. Timothee ranked at a level two which means he needs more

practice with speed and word recognition. Third level of Fluency is Smoothness of the whole text. This was a positive level for Timothee as he received a score of

three. He did a good transition between words in sentences. In the passage he read larger, and more meaningful phrases rather than each individual word. He

read the passage with occasional breaks meaning he showed difficulty reading specific words in rhythm. The last Fluency level Timothee was tested on is Pace.

For this portion, he demonstrated a well understanding and received a three for his abilities. While reading he maintains an inconsistent pace where sometimes

he reads fast, but a little too fast. On the other hand, he also read a little too slow to keep the consistent reading flow going. This is a small aspect that can be

fixed as we continue reading and taking our time with each word. Overall, Timothee received a total score of 9 on this Fluency Rubric. In addition to Fluency

levels, our district uses an Oral Reading Fluency Target Rate Norms Chart. This meaning that Timothee was tested on completing this reading passing within a

one-minute time frame . Therefore, his total word count per minute (WCPM) was 153. According to the chart for Fall term of the test, 7 th grade rankings are

generally from 110-153. Thus, Timothee did a great job exceeding the standard amount of wpm. That is something to be proud of and he will only get faster over

time. Next, I will be addressing two major fluency goals that I would like Timothee to work on.

My first goal is for him to work on his Expression and Volume. This is an important goal because as a growing reader, the voice volume makes an influence on

increasing your access to meaning as you read. Also, Expression is a powerful comprehension strategy that helps with reading the text and the grammar of each

sentence. One activity that I plan to use with Timothee is called “Make Your Voice Match the Meaning. I will express to Timothee that depending on the type of

text, and the topic of the passage, you may change your voice. For example, if we read the story, “The Little Red Hen” written by Parks and Smith 1989 and read

the page that said, “Then ill plant it me, said the Little Red Hen”. I would ask Timothee, what is happening? How is The little Red Hen feeling here? As we keep

reading, we see her anger because people turn her down when she asks for support. Therefore, I would tell Timothee that instead of reading this a calm voice,

we would read the sentence in a tone that is annoyed and frustrated (louder). That change in how we read it really matches the meaning of the text. Parents, I

would also like you to practice Expression and Fluency at home with Timothee. The activity you can help to achieve this goal is called, “Read like a Storyteller”.

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In this activity, we will try to sound like a storyteller (narrator). By doing this, we will focus on how a character is speaking, and as readers we are to think about

what’s being said. Also, how a character says something (the tone), and what they characters are feeling. This is a good strategy to bounce off what Timothee

and I practiced, thinking about character feelings, and matching their voice and when they know the difference between narrator and character talking. For

example, while you are reading a story with Timothee remind him to match the characters tone. Do a few check-ins questions while he is reading such as, is that

the narrator speaking or the character? Check the punctuation. How do you think the character said that? Read it like a storyteller. Use your narrator voice

there, etc. These will all be great skills for him to learn and practice with parents

My second literacy goal I would like Timothee to work on is Phrasing. This is an important goal to have because having good Phrasing allows them to

enhance the meaning of the text and problem solve.. One activity that I plan to use to achieve this goal is called “Make the Bumpy Smooth”. I will share with

Timothee that sometimes its hard to read smoothly the first time you see something new, when the story or information is new and the words are new, too. In

this activity, he will be reading a short passage at his level, and ill be listening for the way he reads the words. I’ll make sure that he smooths out each word even

if he read it correctly. Ill have him go back and try again, scoop a few words together, and ask him questions such as how did that sound to you? There is a lot to

keep track of while reading. Parents, I would also like you to practice Phrasing at home with Timothee. The activity you can help to achieve this goal is called

“Partners Help to Smooth It out”. This is a partner activity where you will be helping eachother read in a smooth voice. You will read one book together in one

voice, trying to pause at the same places and using the same expressions. One way to get Timothee to prompt partnership is to become a “ghost partner”. You

can whisper into his ear a phrase or a sentence starter that you want him to repeat to you (the ghost). For this strategy you could whisper, “Go back and try that

again” or “That sounded very smooth”. It is important for both partners to listen carefully and be ready to give your partner advice. It is best to take your time

with your student to practice these goals a couple days of the week. Enjoy! – Ms. Sam

Reflection of Assessing and Teaching Fluency Assignment

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 There are many advantages of assessing and teaching fluency. This is a subject where creativity is used in so many ways. There are so many different

types of Fluency strategies and activities to utilize and support the students. I enjoyed reading and looking up ideas from The Reading Strategies book because

the strategies were not complex or difficult to explain to students. I liked that each type of Fluency gave specific examples of how to practice and teach it. From

my viewpoint, I think teaching fluency with example from this book would be very beneficial for students. By assessing Fluency helps teachers get an idea of

what skills needs to be practiced. By doing this students can flourish in reading comprehension, which is the most important part of literacy. The challenges of

teaching fluency is that not all students will have a good understanding of the passage or text. Therefore, creating fluency goals is important to work on in the

classroom and at home. Reading and understanding the meaning behind the text is what students should be practicing whenever possible. The challenge of

assessing fluency is that each student has their own amount of experience with how much they read, especially outside of the classroom. Therefore, using a

Fluency rubric helps teachers to understand the sections of fluency that need to be practiced for each individual student. My experience assessing one child’s

fluency went pretty good overall. I think having a guide as a teacher is very helpful to see what areas of fluency the student need extra support in. I also like that

I was observing the student read because I picked up on the ways he was understanding the words, vs just reading them. I wonder how well my student would

have comprehended the text if I asked him questions afterwards. There was many things that I was thinking of as a future teacher and ways that I could support

him if he was in my classroom. Overall, I think the purpose of assessing oral reading fluency is to make a connection between the student and the teacher so that

on both ends, they can express what needs to be worked on. Having the student read aloud one vs one can also differ when they are reading with a small group

or whole class. By assessing oral reading helps the teacher to see where the student is ranking grade level wise, and then reflect on ways to help the student

grow and succeed to where they need to be. Reading Comprehension is extremely important to have mastery in fluency and all areas of literacy.

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