Fluency and Phonics Intervention Development Template

I. Name of Text:

The Day Gogo Went to Vote

II. Brief (a paragraph) Summary of the Story:

This book is about an elder from Africa named Gogo. It’s the first time that the
black population can vote in African history. Gogo sets off on her journey to vote for
the soon to be president Nelson Mandela.

III. Brief Description (a paragraph) of How the Story Connects to Students’ Cultural
Background:

This book connects to the students cultural background because this is part of their
history. Their grandparents were part of this historical movement. Nelson Mandela
still plays a big role in the children of Hout Bay today as a role model and a historical
figure. This book gives them a text to self connection.

IV. Fluency Intervention Name:

Paired reading (can be used with any book) PG. 298



V. Complete Description of How to Carry Out the Intervention with (a) one student
and one tutor; (b) a small group of students and one tutor; (c) a small group of
students and two tutors – Please write out as a detailed numbered list that can
easily be picked up and followed by a tutor.

a. One Student/One Tutor

Materials:
• Reading book
Steps in Implementing This Intervention:

Step 1: The tutor will sit with their student in a semi quiet area. The book should be
positioned so both tutor and student may follow the text.

Step 2:  The tutor will say "We are going to read aloud together for a little while.
Whenever you want to read alone, just tap the back of my hand like this
[demonstrate] and I will stop reading. If you come to a word you don't know, I will tell
you the word and begin reading with you again.”

Step 3:  The tutor will begin reading aloud with the student. If the student misreads a
word, the tutor will stop the student point to the word and pronounce it. Then have
the student repeat the word. When the student reads the word correctly, resume
reading through the passage.

Step 4:  When the child delivers the appropriate signal to the tutor (a hand tap), stop
reading aloud and instead follow along silently as the student continues with oral
reading.

Step 5:  If, while reading alone, the child either has a reading error or hesitates for
longer than 5 seconds, point to the error-word and pronounce it. Then tell the
student to say the word. When the student pronounces the error-word correctly, begin
reading aloud again in unison with the student.

Step 6:  Continue reading aloud with the student until he or she again signals to read
alone or finishes the book.

Helpful hints:

• Be sure occasionally to praise the student in specific terms for good reading.
• “I really like how you stopped and sounded that word out”
• “Great job with that word”

Fluency Intervention Name:

Buddy Reading. Pg. 297

b. Small Group of Students/One Tutor

Materials:
• Reading book (Any reading book that interests the students on their reading
level)

Steps in Implementing This Intervention:

Step 1: The tutor will establish a pattern in which the students will read. For
example, left to right or right to left.

Step 2: The students will take turns reading by pages. For example, student 1 will
read page 1, student 2 will read page 2, student 1 will read page 3 and so on.

Step 3: The tutor will assist the students with a word if needed by pausing and
sounding the word out loud the student will the repeat the tutor.

Helpful hints:

• Be sure occasionally to praise the student in specific terms for good reading.\
• “I really like how you stopped and sounded that word out”
• “Great job with that word”

Fluency Intervention Name:

Coral Reading Pg. 297

c. Small Group of Students/Two Tutors

Materials:
• Reading book (Any reading book that interests the students)

Steps in Implementing This Intervention:

Step 1: The whole group with tutors and students will read the text together.

Step 2: Tutors will make sure to point to words while reading so students can
associate text to speech.

Helpful hints:

• Be sure occasionally to praise the students in specific terms for good reading.
VI. List of High-Frequency Words Found in Text (Please list 5 – 10 high-frequency
words that appear multiple times in the text The Day Gogo Went to Vote). Pg.
285

The Was Will

Than And Has
If To
Is That

VII. High-Frequency Word Development – Step by step, in a clear numbered list

format, explain how these high-frequency words can be taught to develop sight
word fluency. Include One Student/One Tutor, Small Group/One Tutor, and Small
Group/Two Tutors variations.

a. One Student/One Tutor

Fluency Intervention Name:

Flash Cards

Materials:
• Reading book (Any reading book that interests the students)
• List of sight words
• Index cards

Steps in Implementing This Intervention:

Step 1: Pre-write index cards with high frequency words.

Step 2: The tutor will go over each card with the student saying the words aloud.

Step 3: The tutor will then flip each card on by one and have the students read the
word aloud.
 b. Small Group of Students/One Tutor

Fluency Intervention Name:

Match the sight words

Materials:
• Reading book (Any reading book that interests the students)
• List of sight words
• Index cards 2 of each word for each child

Steps in Implementing This Intervention:

Step 1: Pre-write index cards with high frequency words.

Step 2: The tutor will go over each card with the students saying the words aloud.

Step 3: The tutor will then mix up the cards and lay them face down in front of each
student.

Step 3: The students are then challenged with matching the frequency words with
their pair.

Helpful hints:

• Be sure occasionally to praise the students.

• Have the students say the words aloud every time they flip over a card.

Writing Prompts: The Day Gogo Went to Vote

After reading pg. 8:

“Why do you think they are just now voting for the first time?”

After reading pg. 20

“Why do they only want people to vote once?”

After reading pg. 25

“The little girl was so happy she cried. Has anything ever made you so happy?

(Yes) Write about it.

(No) Write about what would make you that happy.

At the end of the book:

“This was a big accomplishment for South Africa, is their anything you have
accomplished that was very important?”

“Will you vote when you are older? Why or why not?”

X. Closing Activity: Create a closing activity that will is hands-on, collaborative,

and may increase students’ comprehension.

Readers theater: Pg. 299

Need at least 1 student:

Students will act out the voting process from page 19-24 using the book as a script.

If students do not want to act they may write down the steps and number them.