Fluency Intervention Lesson Plan Template

Name: Yajhaira Vargas Grade Level: 6th

Target Content/Lesson Topic: Reading Fluency, Phrasing and Pace Date: 10.5.2023

Planning
State Learning Standards RF.5.4 Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with
Identify relevant grade level standards purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression on
and Learning Outcomes from the State successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading
Content Learning Standards, Common as necessary.
Core Standards, and school learning
outcomes.
Learning Targets/Objectives LT: I will be able to identify punctuation within a text and read it appropriately and keeping a consistent pace
What should the students know or be as I read.
able to do after the instruction? Use a
common format with a measurable verb LO: Students will be able to read up to identified punctuation and know what it is and how to apply it to the
that matches the cognitive domain text, so it is read smoothly and at a consistent pace with accuracy.
standard. This should be a small piece of
the standard stated in measurable
terms.
Grouping This is an individual lesson plan prepared for one student based on fluency assessment results.
Describe how and why students will be
divided into groups, if applicable
(homogeneous, heterogenous, random /
based on ability, interest, social
purposes, etc.)
Differentiation N/A
If either or both lessons are whole class,
how is the lesson(s) differentiated for
the focal student?
Assessment
Assessment After practicing through out the mini lessons and examples, as well as the at home parent led activities,
How will students demonstrate that the student will be assessed through another reading and graded on the fluency rubric to compare to the first time
focal student is making progress in is was taken in hopes of improvement specifically in the areas chosen for the students goals.
toward their fluency goals?

Instruction

1
Minilesson One
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)
1. As a result from the assessment we worked on last, we will be practicing phrasing. This means that we are
going to look for the punctuation in the body of text one sentence at a time. By doing this, we will be able to
identify what kind of punctuation is being used and then we will practice how to read the sentence with the
given punctuation accurately.
2. Before we start reading, let’s first remember what we know about punctuation.
- With a small whiteboard, the teacher will draw the example of each punctuation mark as it is brought up.
What are the most common punctuation marks that you see in every sentence?
- Looking for: Period (.) At the end of sentences. Comma (,) in between words in the sentences, might see
them when things are being listed. Quotation marks (“ ”) when someone is speaking.
These punctuations mark the different phrases in the sentences that must be read in one breath. When you
come across one of these marks you will have to “act out” what that punctuation mark is telling you to do. You
will read that group of words until you see the next punctuation.
3. We will begin by first looking for all the punctuation marks in the text.
- Sun Facts will be used to begin this activity
We are going to look for all the punctuation marks in the text and use a yellow high lighter to mark them. After
doing so to the entire text, I will begin to read the first sentence to model the punctuation. The student will
then read the same sentence (making sure it was read with accurate punctuation and pace as modeled). We
will do this for the first 5 sentences which is where we come across the first comma. After this, the students
will take over, with no pressure of reading the entire paragraph but first one sentence at a time. Stopping
students when not emphasizing punctuation and pointing out what they may have missed.
The student will then be given another text to mark on their own and read aloud by paragraphs, stopping as
needed by sentence to make comments on how they matched their reading to the punctuation marks or to try
it again.
- Let's Go Skating will be used for the second part of the activity.
1. We are going to continue working with a small body of text, this time to practice our pace. This means that
we are going to try and read at a consistent speed while reading smoothly and emphasizing the punctuation in
the text.
2. Remember that punctuation is important because it helps us read the text smoothly as it tells us how to read
each sentence. Do you remember what we do for each punctuation mark?
- This time, allow student to take over the white board, draw the punctuation mark they recall, and tell you
what it means. This will allow student to explain their understanding of the punctuation marks which is
important as they continue to practice because it will support their smoothness and rate as well as their
prosody.
3. For this activity we will be doing echo reading
2

Instructional Materials,
Equipment and Technology
List equipment or technology that needs
to be available. Attach a copy of ALL
materials the teacher and students will
use during the lesson; e.g., handouts,
questions to answer, overheads,
PowerPoint slides, worksheets.
- New Pearls will be used to read. The purpose of echo reading is to model for the student how to fluently read
the passage and have them repeat it as a way to practice their pace. This is to be done one-on-one.
The expectation for this activity is to follow along with the reading with your finger and read after me. I will
begin by reading the first sentence and you will go back and read that sentence again. Pay close attention to
how I read when I come across punctuation and my tone of voice.
-White board
-Dry erase marker
- Linked text: printed
3
Dear Parents,

I am happy to have got a chance to work with your daughter Sam. During our time together, I introduced
a short informative text to Sam and had her read it to the best of her ability. While she read to me, I was
able to assess her fluency. I would like to add that this was not a timed assessment because I did not
want Sam to feel rushed or feel that extra pressure. The rubric I followed during the assessment was to
score a few areas; expression and volume, which is to see how well she reads with enthusiasm and
volume to interpretate what the text is saying, phrasing, which emphasizes her use of punctuation,
smoothness, which means how well she read without breaks or difficulties, and pace, which means she
was reading at a consistent conversational pace.

At the end of her reading the text, I finalized her score keeping in mind the rubric to be a 7/16. I am
happy to report that Sam is doing a great job reading sight words which the text had a lot of. Though this
was the case, for the expression and volume portion of the rubric she scored a 1 due to the expression
being monotone since she was struggling to identify bigger words, and this caused a lot of pausing and
self-correction. This leads me to her score in phrasing which was a 2 because although the reading was a
bit choppy, those sight words were a good break for her to feel confident to keep going. This section also
let me catch on to her struggling to consider the punctuation. Throughout the reading, most period were
ignored especially in parts where she was confident that she had the following word down (when a
sentence started with “they” or “you” etc.). Her score in smoothness was also a 2 due to the hesitations
when coming across words that may not be common in her vocabulary or perhaps doesn’t read very
often. In this reading that were words like “physical”, “foundation”, and “exercise” to name a few. Finally,
her score for pacing was a 2 because of the struggles mentioned above. She did a great job at identifying
when words were not what she thought at first like when she read the word “fail” as “fall” but went back
and tried again and pronounced it correctly. Her ability to do this is great but it does affect her fluency
because it keeps her from reading smoothly, which is what we are looking for by 6th grade.

After going over the rubric and using my notes that I took as she read, I chose two major goals to focus
on with Sam. Goal 1 is to focus on phrasing and goal 2 is to focus on pace. Even thought expression and
volume was her lowest score, I know that the practice with pacing will directly affect her ability to read
with correct interpretation of the text that we are looking for. With Sam, I understand that she has been
a struggling reader based on Ms. Hernandez own assessments with her. Though she is reading below her
grade level and the text I selected for her to read with me was also indicated for a 6th grade reader, going
forward I will be introducing simpler text to focus on the goals selected. This will allow her to be less
stressed with 6th grade level readings and we will work our way up this way. I took this assessment with
her on October 5th, and I will be working closely with her 2 times a week for the next few weeks to see
how much growth can occur during this time and she has the skills to finish 6th grade strong.

What we do in school is great practice for Sam, but it is also important that when able, she is getting
practice outside of school. Together we can ensure Sam is getting the support she needs to become a
more confident and fluent reader. To do this, one suggestion I have is to read a short book that Sam picks
and interests her and read it repeatedly throughout a couple of weeks. Repetition is good and starting
off by reading it to her first the first few times will be modeling for her what reading out loud should
sound like. This can take up to 10-15 minutes and can be done before bed or whenever time permits. For
those busy schedules that I know exist, I suggest looking into audio books. This is a great way to have
another model for Sam and take a break from reading the chosen text repeatedly! Audio books are also
great because they can be played on car rides, while cleaning, or before bed while following along with
the book.

I look forward to seeing Sam grow with your help and from the practice she will be receiving with the
focused mini lessons I will create for her. If you have any questions about her assessment results or need
any more ideas to participate in reading at home, please reach out!