Fluency Intervention Lesson Plan Template
Name: Natalie Martinez
Target Content/Lesson Topic: Fluency
State Learning Standards
Identify relevant grade level standards and
Learning Outcomes from the State Content
Learning Standards, Common Core
Standards, and school learning outcomes.
Learning Targets/Objectives
What should the students know or be able
to do after the instruction? Use a 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
divided into groups, if applicable
(homogeneous, heterogenous, random /
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?
Grade Level: 7th Grade
Date: 3/5/23
Planning
Read with sufficient accuracy and fluency to support comprehension.
a. Read Grade-level text with purpose and understanding.
b. Read Grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
I will be able to read proficiently orally at an appropriate rate with little to no extended breaks through the successive
readings.
The student will be able to read with sufficient accuracy and fluency to support comprehension and read at grade
level with accuracy, expression, and at an appropriate rate.
Independent: No grouping is necessary for this lesson as we are focusing on one student.
The differentiation for this lesson is that the student will be working one on one to continue the practice.
- Working one on one allows for the students to practice their fluency skills without the feeling of
embarrassment in working in a small group with other students. This allows for the student to engage with
the teacher and ask questions if possible.
Assessment
After further practice the student will be reassessed with the same short story to see the improvement that was
implemented through practice working on his skills.
Rubric
1
Short Story

2
3
 Instruction
Minilesson One Introduction: We are making a smoothie!
- Student and teacher will be working together in a center.

4
1. Introduction (including setting - Expectations:
expectations and establishing - Ensuring student is engaged throughout the lesson by implementing hands on learning for this lesson
procedures and instructions) - Instructions:
2. Activate/Connect To Prior Knowledge - Student will create a “Smoothie” which are words cut up and student will pick out words to
3. Fluency Activity (including modeled,
create a sentence using expression.
guided, and independent practice, as
needed) Activate Knowledge:
- Read Goals
- Notice the story we read and since this student is older we will ensure that the assessment is open to note
their score.
Fluency Activity:
- Making a smoothie:
- There is a fake blender;
- This student will have multiple cut out words in each blender the student dumps out the
words to create a sentence/story and reads it out loud with expression. This helps the student
create a story and notes where punctuation is needed in the story.
Minilesson Two Introduction: Note it!
1. Introduction (including setting - Student and teacher meet again in the classroom at a small group table.
expectations and establishing Expectations:
procedures and instructions) - Ensuring the student is engaged by having the student lead this assignment.
2. Activate/Connect To Prior Knowledge - Instructions:
3. Fluency Activity (including modeled,
- Student will write up a story with no punctuation and correct the reading.
guided, and independent practice, as
needed) Activate Knowledge:
- Read Goals
- Note the story we read and the activity we did prior from the last time we met.
Fluency Activity:
- Note it, the student will have the story with no capitalization or punctuation. The student will evaluate how
the story makes no sense when it continues on. This helps the student note when to take frequent pauses and
read the story smoothly.
Instructional Materials, Equipment - The New Puppy Story
and Technology - blender
List equipment or technology that needs to - Highlighter
be available. Attach a copy of ALL - Pens
materials the teacher and students will use - Word Mash Cut up
during the lesson; e.g., handouts, questions
to answer, overheads, PowerPoint slides,
worksheets.
Post-Reflection:
5
 Personally I believe that assessing a student was difficult because for my student he read the story fast or at least tried to, which caused many

errors that I could not keep up with. The student was very cooperating and even enjoyed the story due to the personal connection with my puppy and

finally being able to meet him. It was exciting to know that he personally stated after the story, “Sorry for stuttering and messing up a lot.” I

responded that it's normal that I do it too. Sometimes we need to take a break while reading and read it carefully, not rush ourselves! I believe that

although it's challenging it is extremely beneficial for us to assess oral fluency. This is a huge step that students need to perform to have a full

understanding of the concept of comprehension. For example my student read fast and caused errors in his reading which caused him to not even pay

attention to the story or comprehend it until we read it again together. The student I worked with is in middle school and sometimes it's difficult to

engage that age group within a lesson. Taking into consideration that this age group needs to have independence and having him lead the mini lessons

will help the student realize that he is doing this for himself and achieving these goals through an exciting lesson. That is what I took into

consideration when planning a mini lesson along with that the student at this age group needs to have engaging lessons not just note taking or

listening. Its students led. Overall I believe that the assessing portion went great, and if I implemented the lessons in the future I would expect to see a

growth in his reassessment.

6
March 5th, 2023

To the Parents/Guardians of Alfredo Martinez;

Alfredo partook in an assessment for fluency on March 4th 2023. We read a short story

called, “The New Puppy,” and within this reading I assessed four components of a rubric that

contained; “Expression and Volume, Phrasing, Smoothness, and Pace.” Overall the highest score

in each criteria is 4 (At Grade Level). Three are almost at grade level, two are approaching grade

level, and one is below grade level, meaning that the highest score is 16 total. Alfredo scored a 3

in Expression and volume which means he makes text sound like natural language for most of

the passage, occasionally read with enthusiasm and generally choose volume is appropriate. He

scored a 3 as well in phrasing meaning he read with a mixture of run-ons, mid-sentence pauses

for breath and some choppiness. Alfredo then scored a two in smoothness for as he read with

extended pauses or hesitations and reads with frequent breaks in smoothness which are the result

of difficulties with specific words. Overall Alfredo scored a four on pace; he consistently read at

a conversational pace throughout the reading. His score was a 12. Alfredo’s score does not

determine any concerning challenges as we will continue to work with him and achieve certain

goals that we will practice with.

Examples are below on certain pieces of the reading that processed his score:

● The story read: “My little brother Mario wanted a dog for his birthday.” Alfredo read

“My little brother Mario wanted a dog for his birthday.”

 ● The story read: “When we got to the pet store, we saw snakes, birds, mice, and fish.”

Within that sentence Alfredo did not read with pauses to expose that there were commas

in the reading.

● Frequently he read certain words wrong such as: Spraying for Spaying, Although for

Altogether, and Wiggled for Wagged. When he read these he did not correct one word

mistakes.

● On the contrary, many of the longer sentences he read he corrected when he mixed up

words. He would start from the beginning of the sentence again and correct himself.

With this information Alfredo and I were able to conform to goals that can improve his reading

skills in fluency. To activate further knowledge on the topic, fluency is being able to speak and

write quickly or easily in a given language this helps with developing word recognition skills and

allows for decoding. Decoding is an ability to apply knowledge of letter-sound relations to

correctly pronounce written words. The goals we created are:

● I will be able to improve my reading fluency by working on smoothness. The way I will

focus on smoothness is by applying pauses when punctuation is given.

● I will be able to improve my reading fluency by working on expression. The way I will

focus on expression is by practicing and interpreting the way the story is to be told to

understand how my expression should be given.

I have attached activities for Alfredo to practice at home:

1. Punctuation at the End of a Sentence:

a. This is a strategy to pay attention to ending punctuation. Look Ahead to the end of

the sentence. Give several prompts with different punctuation at the end of the

sentence.
 2. Say Good-Bye to Robot Reading:

a. Create prompts that are to group together and allow him to read them.

To conclude, I will follow up with elaborate details on his success in improving with this skill.

Thank you so much for your time and If you have any questions please do not hesitate to reach

out!

Sincerely,

Mrs. Martinez