Fluency Intervention Lesson Plan Template
Name: Ashley Pynaker Grade Level: 2nd
Target Content/Lesson Topic: Fluency Date: 9/20/20
Planning
State Learning Standards RF.2.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings
Identify relevant grade level standards
and Learning Outcomes from the State
Content Learning Standards, Common
Core Standards, and school learning
outcomes.
Learning Targets/Objectives How do I read with expression and give life to the story I am reading?
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 Individual
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 -Student will be given a passage and asked to read it without knowing what it’s about at the end of the lesson
How will students demonstrate that the to see if they understood
focal student is making progress toward -Thumbs up/down during lesson
their fluency goals?
Instruction
1
Mini lesson One I will show a picture on the board of a random animated character, one that is easily recognizable and ask her
1. Introduction (including setting to describe them. After 2 minutes I will then put up a character that is not recognizable, a random character
expectations and establishing not famously known and ask her to describe them. I will ask which is harder or maybe (if I guess right) why
procedures and instructions) the unrecognizable character was described by looks and not characteristics. I will then talk about how giving
2. Activate/Connect To Prior life to a story means even if you don’t know what you are reading (meaning never seen the story before NOT
Knowledge
that they don’t understand the words) you can read with understanding of the words in context. We will then
3. Fluency Activity (including
modeled, guided, and independent
do a small example of Echo reads where I will read a sentence from the book with no expression and have her
practice, as needed) read the sentence back but with expression.
Mini Lesson Two I will do the introduction the same way as before with an animated character Natalie would most likely know
1. Introduction (including setting and ask her to describe them for me, After 2 minutes I will put up a character that isn’t recognizable to her and
expectations and establishing ask her to describe them. Assuming she understood from the last time, she will make up fun things for this
procedures and instructions) character and I will ask why and we can have fun with it. I will then talk about how reading with expression
2. Activate/Connect To Prior means having good pace and understanding what she is reading. I will use a list of common phrases found in a
Knowledge
story and ask her to make up a sentence with it and read it with expression. I will then give her the book the
3. Fluency Activity (including
modeled, guided, and independent
phrases are from and have her record herself while reading. Ill also give her the chance to re record and
practice, as needed) reread if she doesn’t like how she did it. (Fun fluency activity I found online.)
Instructional Materials, 2 separate but easy books
Equipment and Technology A board (or even just printed papers with the characters on them)
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.
