Fluency Intervention Lesson Plan Template
Name: Hanna Keisler
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: 6th grade
Date: 10/01/2023
Planning
Punctuation inside a sentence: L 6.6 Appropriately use and explain the intended purpose in conventions with: a.
commas, parentheses, and dashes,
This one went with writing but I feel they need to know the importance of why those punctuation marks are
there.
Reading like a storyteller: R.6.4 Determine the meaning of words and phrases, including figurative and
connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words
with multiple meanings within a text.
I can read a text and find the commas.
Students will be able to look ahead of the reading and determine when they need to take a breath/pause when
there are commas.
I can read like a storyteller.
Students will read a text and be able to make their voice match what they are reading.
Both lessons will be individual at first then they will work with their assigned partner.
I will make sure the readings are something they have already heard me read so that they are somewhat
familiar with it. When working with a partner I would want someone who is at grade level working with
someone who is below grade level so the one that is at grade level can help the other student.
Assessment
For punctuation inside a sentence. I would see if they highlighted all the commas, dashes, and colons, etc. This
way I can see if they know where they need to take a short pause.
For reading like a storyteller, I will walk around and make notes on who is mastering this lesson and who still
needs more practice.
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)
Instruction
Punctuation Inside a Sentence
The student will get a reading passage filled with commas, dashes, etc. They will need to skim through the text
and find those things and highlight them. This will then help them when they are reading where they need to
take a short pause. I would want to give them a reading passage that they are already familiar with. Maybe
something I used in a guided reading lesson, so they heard me read it to them. Students will individually mark
up their passage then when they have completed it, they will read it to themselves quietly. After they will read
it to a partner to see if the partner hears anything that they missed.
Before I pass out the reading to the students, I will read it aloud to them first. Once I have passed out the
readings to all students, I will explain to them they will be highlighting where they think they will be taking a
short pause. As a class we are going to come up with terms (commas, dashes) and I will write them on the
whiteboard, where students think they will take a pause during their reading. We will do the first and/or
second line together as a whole class, then I will have the students finish it independently. Once they are all
done and have read it to themselves, we will end the lesson by having them read it to a partner to see if their
partner can hear anything they missed. They will be able to compare their papers and see if the highlighted the
same markings.
If I feel a student is struggling to complete this, I will encourage them to use the list we made as a class.
Otherwise, I will ask them to read it to me and see if they are taking those short pauses while they are reading.
I could also read it to them again, to see if they can hear where I am taking the short pauses and if there is a
common theme as to why I am taking those pauses.
Read Like a Storyteller
Student will again get a different story with quotes throughout the story. Again, I would want to make sure
that it is something they have already heard me read to know the story better and how it should sound when a
character is talking or when the narrator is. I would want them to go through the story and highlight when the
character is talking. I would also like them to keep in mind if there are any exclamation points. After students
are done, I would want them to read the story twice to themselves and then work with a partner to see if the
partner can notice when the character is talking and when it is the narrator.
I will pass out the readings to the class. I will explain that they need to decide when a character is speaking
and when the narrator is speaking. I will first read the story to the whole class so they can hear the difference
in my voice when it is the character/narrator. They will then go through the story and highlight the quotation
marks to help them when they know a character is talking. Once they have finished, they will practice their
character and narrator voice with a partner. If a group of students are struggling, I will echo read with them.
This way they can mimic what I will be saying. We will end the lesson by seeing if there is a volunteer to read
the story or if there are two, and one can be the narrator and the other can be the character.
2
Instructional Materials, Students will need the reading passages and highlighters to complete these two mini-lessons.
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.