Fluency Intervention Lesson Plan Template

Name: Jacob Martin Grade Level: 6th

Target Content/Lesson Topic: Reading/Fluency Date: 9-19-2020

Planning
State Learning Standards Language Standard, Grade 6 Knowledge of Language, 3
Identify relevant grade level standards
and Learning Outcomes from the State Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence
Content Learning Standards, Common patterns for meaning, reader/ listener interest, and style. b. Maintain consistency in style and tone.
Core Standards, and school learning
outcomes.
Learning Targets/Objectives Student will be able to identify punctuation before reading by highlighting the punctuation within a text.
What should the students know or be
able to do after the instruction? Use a Student will be able to recognize the highlighted punctuation and take a breath after reading up to the
common format with a measurable verb punctuation before continuing.
that matches the cognitive domain
standard. This should be a small piece of Student will be able to identify the type of punctuation used in a text in order to show expression while
the standard stated in measurable
reading.
terms.
Grouping This lesson plan is based on the needs for one student who is working with me. There will be no grouping.
Describe how and why students will be
divided into groups, if applicable
(homogeneous, heterogenous, random /
based on ability, interest, social
purposes, etc.)
Differentiation This lesson plan is differentiated based on the fluency needs of one specific student. Neither lesson is for the
If either or both lessons are whole class, whole class.
how is the lesson(s) differentiated for
the focal student?
Assessment
Assessment The student will demonstrate they are making progress toward their fluency goals by hitting a percentage
How will students demonstrate that the benchmark in relation to the certain ability.
focal student is making progress in
toward their fluency goals? The student will pause at least 80% of the time while reading when it comes to punctuation within a text.

The student will match her voice to the punctuation at least 80% of the time while reading in order to show
expression.

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
1. Since this is a 1 on 1 minilesson and doesn’t involve the whole group, it is important to give the rest of the
class instructions on what they should be doing during their individual work time. I would give the students
silent reading time here during the duration of the minilesson making sure they have multiple books in case
they get “bored” or “finish” them quickly. This should help avoid interruptions while working with the focus
student. I will establish with the focus student to pay attention to what we are doing and not to the others
within the classroom. At this point, I would give the student the reading passage and a highlighter in order to
begin the minilesson.
2. I will tell the student the importance that punctuation holds in relation to pausing while reading and let her
know that punctuation can not only be at the end of sentence but within the sentence as well. While pointing
out examples in the text, I will discuss the significance of periods, commas, semicolons and dashes and how
they help us read sentences. I will go on to say that in between the punctuation marks are phrases, and those
words are meant to be read together. To read sentences, we must look ahead for punctuation. To practice this,
I’m going to have you do an activity.
3. In this activity, the student will identify the periods, commas, semicolons, and dashes within the text by
highlighting them with a highlighter. Then, while reading, the student will utilize the highlighted punctuation
in order to pause between phrases. To model the activity, we would read the first couple of sentences in the
passage together before letting the student independently move on with the rest of the passage. This is where
you will pay close attention to the student while they are reading, following along with your copy of the
passage. Here, I will be looking for the student to hit their benchmark as mentioned in the assessment section
and making notes of anything else I notice.
1. Since this is a 1 on 1 minilesson and doesn’t involve the whole group, it is important to give the rest of the
class instructions on what they should be doing during their individual work time. I would give the students
silent reading time here during the duration of the minilesson making sure they have multiple books in case
they get “bored” or “finish” them quickly. This should help avoid interruptions while working with the focus
student. I will establish with the focus student to pay attention to what we are doing and not to the others
within the classroom. At this point, I would give the student the highlighted reading passage that we used the
previous minilesson.
2. I will connect this minilesson to prior knowledge by building off the first minilesson. The student will
already have the experience of highlighting punctuation allowing them to do it again in relation to expression.
I will tell the student that ending punctuation gives us a huge clue on how a sentence should be read. For
instance, a question mark represents our voice going up or an exclamation mark means there is a strong
emotion involved like happiness or anger. If we read the sentence with the wrong ending mark voice, it may
change the meaning behind the sentence or the whole story. To practice this, I’m going to have you do an
activity.
2
 3. In this activity, the student will identify the question and exclamation marks and periods within the text by
highlighting them with a highlighter. Then, while reading, the student will utilize the highlighted punctuation
in order to match their voice and expression appropriately. To model the activity, we would read the first
couple of sentences in the passage together before letting the student independently move on with the rest of
the passage. This is where you will pay close attention to the student while they are reading, following along
with your copy of the passage. Here, I will be looking for the student to hit their benchmark as mentioned in
the assessment section and making notes of anything else I notice.

Instructional Materials, -Reading passages and copies for you from packet
Equipment and Technology
List equipment or technology that needs -Highlighters
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.