Fluency Intervention Lesson Plan Template

Name: Lilly Mayberry Grade Level:6th grade

Target Content/Lesson Topic: English language arts Date: Oct.3, 2021

Planning
State Learning Standards R.L6.10, “By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the
Identify relevant grade level standards grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.”
and Learning Outcomes from the State
Content Learning Standards, Common
Core Standards, and school learning
outcomes.
Learning Targets/Objectives #1LT: I can reread a sentence that my parents or guardian just read by reading with the same fluency.
What should the students know or be #1 LO: Student can read at grade level fluency
able to do after the instruction? Use a
common format with a measurable verb #2 LT: I can read my favorite book over and over again
that matches the cognitive domain #2 LO: student can read at grade level fluency
standard. This should be a small piece of
the standard stated in measurable
terms.
Grouping
Describe how and why students will be #1: Student works with a parent
divided into groups, if applicable
(homogeneous, heterogenous, random / #2: Student works independently
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?
Since students struggle with both phrasing and expression/volume they can have an extended amount of time
to work since their striving fluency ability stems from needing to decode as they read.
Assessment

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Assessment A fluency rubric assessment Assessing and Teaching Fluency Assignment Sheet and Rubric.pdf
How will students demonstrate that the From Dr. Prince
focal student is making progress in
toward their fluency goals?

Instruction
Minilesson One 1.) Read the Learning Target and Standards together
1. Introduction (including setting 2.) Discuss the activity and connect to previous reading activities
expectations and establishing 3.) Read a passage to a student with as much fluency as possible then have the student read the passage
procedures and instructions) with the same fluency as you
2. Activate/Connect To Prior
Knowledge
3. Fluency Activity (including
modeled, guided, and independent
practice, as needed)
Minilesson Two 1.) Read learning target and standards together
1. Introduction (including setting 2.) Discuss activity and connect to a similar activity
expectations and establishing 3.) Have the student select a book they enjoy that they have read before. Continue to have the student
procedures and instructions) reread the book until their fluency improves.
2. Activate/Connect To Prior
Knowledge
3. Fluency Activity (including
modeled, guided, and independent
practice, as needed)
Instructional Materials, Assessing and Teaching Fluency Assignment Sheet and Rubric.pdf
Equipment and Technology
List equipment or technology that needs A book of students choosing
to be available. Attach a copy of ALL
materials the teacher and students will A fluency passage to asses
use during the lesson; e.g., handouts,
questions to answer, overheads,
PowerPoint slides, worksheets.

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Lilly Mayberry
Oct.3rd, 2021
Assessment Report
EDU 443
Dr. Prince

It only makes sense to assess where a student's skill level is at in order to help them develop their skills. While performing a fluency

assessment with your 6th grader, Cynthia, I marked my own copy of the passage with my own code that would help me understand where she was

performing. A fluency assessment measures a student's ability to read fluently. There are four parts to fluency and your student was tested on all.

The four parts of fluency are expression and volume, phrasing, smoothness and pace. Expression and volume refers to varying pitch and stress as

well as tone and rhythm to reflect meaning. Phrasing means that a student uses punctuations as cues to pause, such as pausing for a period or comma.

Smoothness is how well the student uses strategies to decode words. If they are good at decoding then the way they speak what they read will sound

like a talking voice. Finally there is pace. The pace refers to how fast or slow a student is reading. Cynthia seemed to be struggling most with pace

and expression while reading but was a bit better at her smoothness and phrasing. Since she was struggling most with pace and expression we will

focus on strategies to help with those two areas.

There were a couple indicators that Cynthia's pace was a 2 out of 4. A 2 indicates that she is approaching grade level reading. The first thing

I noticed was how slowly she read. The reason why this is an indicator is because it shows that more time was being spent trying to decode and

pronunciate words than to speak them at a normal talking rate. The student is at a more rudimentary reading level than where she should. For

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example, in the text it states, “He is a five year old boy.” When she spoke it aloud as reading it was much slower than a normal speaking pace. There

are many

To help with the students pace I suggested that she read a book that she has read before. It should be a book that Cynthia enjoys reading. By

having her read a book she has read before, she will be more familiar with the words in the passage. Each time she reads this book she will then have

to spend less time figuring out how to say the words on the page and more energy will be put into reading at an appropriate pace. Right now I

noticed that Cynthia has been reading the “Dear Dumb Diary” series by Jim Benton. I would suggest finding out exactly which one in the series is

her favorite and either buying a copy or getting it from the public library. Typically at a public library you can put a book on hold so you know you

can get it for her. When she is finished with the book you can also renew it at the library so she can continue to read it over and over again.

Cynthia also struggled with expression and volume. She read in a quiet voice and was focused on pronouncing words. When she was reading

from the text I selected she had to work on sounding out unfamiliar words. For example, when she came across the words, “tyrannosaurus,

stegosaurus, brontosaurus, and pterodactyl.” She spent quite a bit of time sounding out each word. I especially noticed that she pronounced the “p” in

“pterodactyl”. When a student has to put more energy into figuring out how to read a word aloud by sounding it out, they are putting more energy

into the basic aspects of fluency, like their pace. However she did show promise of developing more expression in her voice as she was beginning to

make text sound like natural language.

In order to help her with this I suggested that she listen to a book read aloud with a lot of expression and then she rereads the same book with

the same amount of expression. The person reading the book should model at grade level fluency. For expression and volume this would involve

reading with greet expression, enthusiasm, and varying expression and volume to match the interpretation of the text. If this is difficult for the parent

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then a youtube video can also be sourced to use as a model instead. The point is just to show the student how to read fluently. It doesn’t hurt that

parents are usually a child's role model and by seeing them read, they know they can do it too!

Overall, Cynthia scored 2’s for her expression and volume, as well as pace. For the other section of fluency she scored 3’s. Cythia is not

quite reading at a 6th grade level yet. She is closer to a sixth grade level with her phrasing and smoothness. If we continue to catch her expression

and volume, and pace up to grade level, then her phrasing and smoothness will follow.

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