Fluency Intervention Lesson Plan Template

Name: Jessie Dahms Grade Level: 6

Target Content/Lesson Topic: Fluency Date: 10/8/23

Planning
State Learning Standards RF.5.4
Identify relevant grade level standards Read with sufficient accuracy and fluency to support comprehension.
and Learning Outcomes from the State a. Read grade-level text with purpose and understanding.
Content Learning Standards, Common b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
Core Standards, and school learning c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary
outcomes.
Learning Targets/Objectives Lt- I can read a text fluently with the correct expression, intonation, and pace
What should the students know or be Lo- Students will be able to read fluently and accurately with the appropriate prosody and pace.
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 For the mini lessons students will be able to do these by themselves for the most part. If they chose to do so
Describe how and why students will be they can work with adults, teachers, peers, etc. Students will be able to read to themselves is the main goal of
divided into groups, if applicable this lesson as far as grouping.
(homogeneous, heterogenous, random /
based on ability, interest, social
purposes, etc.)

Differentiation Students that need more support:

If either or both lessons are whole class, - Read with a teacher beside them to help out
how is the lesson(s) differentiated for - Use finger to follow the text
the focal student? - Circle where there needs to be voice changes or pauses or any “special” punctuation
Students that need more challenge:
- Will be encouraged to try a higher grade level
- Read with a partner/older buddy
Assessment

1
Assessment
How will students demonstrate that the
focal student is making progress in
toward their fluency goals?
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)
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
Students will be assessed with the assessment that was first given to them. The passage will be different than
the initial one given to prevent students from memorizing where the steps of fluency need to take place.
Instruction
From the reading strategies book: Lesson 4.20
This lesson focuses on phrasing which in my opinion, can also help with pace.
The student will begin by choosing a text at their level that is interesting for them to read. Then the teacher
and student will walk over the instructions together and review when appropriate pausing is. Appropriate
pausing is when you are supposed to pause naturally. This is usually caused by punctuation but can also be
caused when tension in a story builds up. To begin the lesson, I would have the students start by marking
where all of the punctuation is and where THEY think pauses should be. I will model this by reading the first
couple of sentences of the passage then ask the student prompts such as “did it sound right when I stopped
there?” or “did the pause match the meaning of the text when I read it”. I would ask the student to continue
reading the passage while I listen. When I hear something off like read to fast or intentionally pausing in the
wrong place, I would ask the students the same prompts as before. After the student and I are finished. The
student will be able to choose another passage or practice the same passage by themselves for independent
practice.
From the reading strategies book: Lesson 4.16
This lesson focuses on intonation and expression. This also will help with pacing while reading.
The student will start out by choosing a text at their level that is interesting for them to read. The teacher and
student will walk over the instructions together and review the different punctuation and what they mean. I
will start the lesson by modeling a section of the reading where there is a lot of expression. I will ask the
student what I did to match the character and how I knew that I needed to change my expression to match the
story. Once the student correctly answers that, the student will begin to read the story aloud to me. The
objective here is to read like a storyteller so the student must put themselves in the shoes of a storyteller to an
audience looking to enjoy the story. The student will begin to read and throughout I will pause them and ask
what the character is feeling, how they should be reading, and what is making their expression the way it is. At
the end of the lesson, we will review the key components on how to expressively read. The student will be
able to do this with a partner or by themselves, either way the student choses, they can chose another passage
or keep the passage for independent or partner practice.
Copies of different grade level text the students can use to practice with
Writing utensils/highlighters to mark up text
2
use during the lesson; e.g., handouts,
questions to answer, overheads,
PowerPoint slides, worksheets.

3
Jessie Dahms

EDU 443

10/8/23

Reading and Assessing Fluency Assessment Report

Dear Parents,

Today, October 5, 2023, your child and I read a piece of text for a fluency assessment. Fluency is

the ability to read with speed, accuracy, and proper expression and volume. Teachers do these

reports and assessments for students to ensure that they are ready for the next step in being able

to read, comprehension. I based my assessment off four key components that students need to

accomplish to be considered fluent. These include phrasing, expression and volume, smoothness,

and pace. Each of these components is rated on a 4-point scale with 4 being at grade level and 1

being below grade level. In this report, I will describe each score your child received in each of

the categories as well as two major goals your child should focus on. I will also include two

strategies you can take to improve on these specified goals.

The first component of fluency that was on the rubric was expression and volume. When a child

reads with expression and volume, they show enthusiasm within the text and varies their tone to

match their interpretation of the passage. I have chosen to give your child a 3 for this component.

In the text were a few sentences with exclamation points as ending punctuation. Most of the

time, these were expressed through his reading. Out of the four exclamation points, three of them

were apparent. Also, on the second page of the passage, were quotations because another

character in the story was speaking. Ashton did a magnificent job at recognizing this and

adjusting his voice and volume to match what was happening in the story. One of Ashtons
weaknesses would be keeping at a consistent, strong volume. In some parts of the story, I noticed

his voice get slightly softer when he was unsure of what he was reading and what was going on

in the story. This is why I gave your child a score of three. A three is considered almost at grade

level. If Ashton can maintain a strong volume throughout the text and recognize and adjust to the

correct punctuation right away, he will be golden.

The second component of the rubric is phrasing. Phrasing is defined by the grouping of words

into meaningful phrases. This includes when a student reads with run on sentences or reads in a

very choppy manner. I chose to give your child a 3 in this category as well primarily because he

read with a heavy amount of run on sentences. Multiple times throughout the passage, Ashton

disregarded the natural pauses from the periods or commas. In the beginning, while Ashton was

reading, he had skipped the first two periods of the passage. This caused for a run on sentence of

half the paragraph. Another example was at the end of the second paragraph. Ashton missed the

paused and continued onto the third paragraph without the natural break that needs to happen

between paragraphs. One of Ashtons strengths were his intonation while he reads. He stressed

most of the exclamation points and quotations to really depict what the story is about.

The third component of fluency is smoothness. Smoothness refers to when the student

accomplishes word recognition that is appropriate for grade level and can self-correct when

something goes wrong. I decided to give your student a 4 in this category. I think he did a

wonderful job with self-correction and his word recognition. For example, in the fourth

paragraph of the passage, Ashton stated the wrong word, recognized it, went back, and reread it

with his self-correction. This was a prime example of self-correction. With the exception of

needing to work on phrasing and pace, which I will explain in a little bit, the smoothness of the
overall passage was impressive. It flowed very nicely, and the student hardly had any difficulty

with words.

The last category in the fluency rubric was pace. Pace refers to the rate of reading or the speed of

the reader. To get a four, we aim for the student to have a conversational pace with consistency

and an appropriate speed. For this section, I am giving your child a 2. Throughout the passage,

Ashton reads very quickly. This is what I believe to have caused him to miss the ending

punctuation of most sentences. If Ashton could slow down his pace throughout the reading, he

would most likely improve every other category in the fluency rubric. I would say that it is better

for him to read quickly rather than laboriously because when he is reading slower, it is harder to

understand if he is struggling with decoding words or understanding the story. When he reads

quickly, I know that he is quick with word recognition.

From these results, I have concluded two different goals for your child. These goals are pace and

expression and volume. Working on these two goals will also help improve the phrasing of the

reading. With this being said, there are things that you and your child can do at home to help

improve these areas of fluency to help get your child on the correct path in reading. I have

provided two separate activities for your students to take part in that will target these areas to

make progress. One of these activities is called Make the Pause Match the Meaning. This activity

focuses on the aspect of pace. Since pace has to do with appropriate pausing, this activity would

help the student learn when to pause within a passage such as at periods and will improve the

pace. When the reader can pause at the right time, it is easier to think about the meaning of the

story. The other activity is called Read Like a Storyteller. This activity is mainly focused

expression and intonation. I would consider this fun and engaging, and a student can do a ton

with this activity. This is one activity that will also help with pace and phrasing since the reader
is supposed to be reading like the storyteller which means the reader needs to also slow down to

fully understand the story and help the audience understand it too.
Jessie Dahms

EDU 443

10/8/23

Assessing and Teaching Fluency Reflection

In my work of doing a fluency assessment, it opened my eyes to where 6 th grade students really

are in terms of reading aloud. Previously I had a fifth-grade classroom as a placement but was

never able to see reading lessons since they had been taught at the end of the day. Being able to

actively engage with my students one on one was awesome. Especially since these students can

read and understand a piece of text as well as my feedback for their assessment. During this

assignment I was able to also connect with one of my students and get to know more about them,

which was awesome. I chose to do my two major goals as prosody and pace before phrasing

because pace and phrasing are similar, not the same, but working on pace will help the student

with phrasing. I chose prosody as a goal as well because I felt like the student would be able to

hit it out of the park if he had nailed it in expression and volume. I felt that if the student can

maintain a confident, strong volume, he would be able to feel more confident in his reading. The

student also knew that this was an assessment of some sort, so I think his anxiety might have

been raised which caused him to read quickly. I chose the activities I did for this student because

they are engaging. They might seem silly for a middle school student, but sometimes it’s the silly

stuff that’s the most memorable and engaging. I also chose lesson 4.16 (reading like a storyteller)

because the students can do this one with a partner. Each student would take turns reading to

each other. They could also do this by reading in different tones to depict different story tellers. I

chose 4.20 also because I felt like it is extremely easy for pause to change the meaning of a story.
When I found this activity, it made me think of the meme of why punctuation is important (lets

eat grandma vs lets eat, grandma). Pausing in a story is very effective to create a mood in a piece

of writing, which is what students would be learning later in school. Overall, this was a cool

assignment and it helped me to engage with my students and make them a little bit more

comfortable with me. Fluency is an important part of reading and students need to have

accomplished this to read to learn.