Fluency Intervention Lesson Plan Template
Name: Emily RIchter
Target Content/Lesson Topic: ELA
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?
Grade Level: 5
Date: September 18th, 2020
Planning
CCSS.ELA-LITERACY.RF.5.4
Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
Student will be able to read with accuracy and fluency.
Student will be able to comprehend text.
I Can…
● Read with accuracy
● Read with fluency
● Comprehend what a text specifically and implicitly says
In both minilesson, students will be divided into pairs of their choice to work on an assigned text together.
They will take turns reading the article aloud, then follow up with the assigned activity.
The lesson will be differentiated for the focal students because I will read the article as a small group with
them in the back aloud. Here, I can tell them to reread, ask questions, and have them “smooth out” their
sentences if they are choppy. This allows them to become familiar with phrasing skills, while at the same time,
practicing it with a small group of their peers. We will be working closely with sentences, and I will have
students work on “scooping” up more words as they read by writing out sentences and having them read more
and more in each breath to aid in their overall smoothness. Then, they will break off into pairs after we have
read the article aloud and finish the assigned activity together after so that they receive additional help in
order to aid their comprehension to move onto the next part of the assignment.
Assessment
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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
use during the lesson; e.g., handouts,
I will be assessing students’ comic strips that they make about the story and if they were able to comprehend
the story well enough to turn it into a comic strip. If the details, characters, and illustrations portray the story
well, I will know that they have comprehended it. Students will be including specific and implicit details within
their comics. If they are missing key information and characters, however, I know that they may need
additional support with their overall comprehension.
Instruction
1. I will assign students short stories to read in pairs of their choice. They must read the text out loud,
taking turns practicing reading it with good intonation, rate and accuracy. I will demonstrate what a
good reader would sound like, versus what a poor reader sounds like, and have a short discussion on
what the differences are between the two.
2. We will be working on connecting our prior knowledge of what it means to be attentive listeners with
our partners, and how to provide each other with helpful feedback. Additionally, we will be working on
reading strategies to use when we stumble on words and sentences, such as rereading, chunking
words into manageable parts, or taking the time to look up the meanings of words. We will also discuss
what “explicit” and “implicit” information is, so that they can look for these details as they read.
3. For this activity, partners are going to read a text out loud with each other, taking turns. As they finish
the story, they are going to be asked to give one strength and one weakness of each other’s reading.
For example, one partner might say “I think you have strength in using expression as you read, and one
thing I think you could work on is slowing down, because you went a little too fast.” I will demonstrate
how to give and receive feedback in a kind, helpful manner as well. They will also be asked to take
notes as they read to recall important details for the next day's lesson.
1. I will assign students to create a comic strip of the story that they read from the previous class. It
should highlight important details, characters, and events through illustrations and short captions.
This lesson will focus on comprehension of the text, and will show students that if they are able to
retell a story, they have comprehended it well.
2. I will provide students with examples of comic strips and how they look, as well as how the author
writes within them. Students will watch a short video about elements included in comics, and we will
discuss each part (characters, dialogue, and caption) together.
3. I will model how I would make a comic strip, then reread it to the class using good expression, rate and
accuracy. Students should do well with this part because they are using their own creative language to
portray a story.
Mini Lesson 1:
● "The Mystery of the Broken Pie" reading.
● "Alex and Amanda's First Concert" reading
Mini Lesson 2:
● How to Create Comics Video
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questions to answer, overheads, ● Blank Comic Strips
PowerPoint slides, worksheets.