READING INTERVENTION LESSON PLAN 

 
STUDENT: Student A-6th grade 
 
DATE: 12/6/2022
 
GOAL: Topic (Syntax) 
The student will be able to define and identify subjects and verbs and answer comprehension
questions from a text with 80% accuracy on 4/5 trials.  

RATIONALE: When I assessed the student with QRI passages, he struggled to answer the
comprehension questions without prompting and look backs. To help him develop his ability to
form meaning from a text, we will practice reading a short piece of literature and answer simple
questions about it. The ultimate goal is that the student will soon read to learn. Currently, he is
still learning to read but we are going to utilize the skills he has to glean information from a text
to answer questions.
 
PENNSYLVANIA STATE CORE STANDARD(S):  

Standard - CC.1.2.1.B-Ask and answer questions about key details in a text.

 STEPS OF EXPLICIT INSTRUCTION:  

We will begin by discussing why it is important to know how to read (this student does not like
reading very much).

Reading is a skill that we use every single day. Can you think of a situation where you will need
to read something? (the menu at a restaurant, subtitles on a movie, video games!)

We read so that we can gather information

The lessons we are doing are going to help you to read the things you want to read.

When you answer questions about a text, they usually target the big ideas.

I am going to give you a sentence, and I want you to write the words that you think are the
MOST important (he will be offered a mini whiteboard to write on)

I will give him a total of 3 sentences.

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I will then read him “Spring and Fall” (Pre-Primer 3-narrative) from the QRI book and then
display it in front of him.
He will come up with a comprehension question that he could ask someone to assess their
understanding of the passage.

ASSESSMENT:  

To assess the student’s ability to locate the big ideas of a passage after practice answering and
creating comprehension questions, I have him read a “Lost and Found” (Pre-Primer 3-
expository) from the QRI book and then answer comprehension questions verbally.

When he is finished reading, I will remove the passage as I ask the questions to see if he has
truly comprehended the passage.
 
REFLECTION:  
 The student did very well with this lesson, and I believe that if he had more one-to-one practice,
especially in comprehension work, he would improve significantly. Yes, he needs to work on
decoding and the intricacies of the English language, but he also needs practice not just reading
to get through a passage but reading to gather information. That was the point of this lesson. He
did struggle with coming up with his own comprehension question. But I think it was an
appropriate challenge because it required him to think deeply about what the most important part
of the passage. In the future though I would probably save that for the next lesson and just focus
on gleaning information from a text.
 

M.C. 12/6/2022
Teacher Signature_________________________________________________________