Fluency Intervention Lesson Plan Template
Name: Beven Yuhas Grade Level: 8th
Target Content/Lesson Topic: Fluency Date:
Planning
State Learning Standards Present claims and findings, emphasizing significant points in a focused, coherent manner with relevant
Identify relevant grade level standards evidence, sound valid reasoning, and well-chosen details. Communicate clearly and in an engaging manner,
and Learning Outcomes from the State considering the audience, purpose, and situation. Explain purpose of language choices.
Content Learning Standards, Common
Core Standards, and school learning
outcomes.
Learning Targets/Objectives Students will be able to use punctuation accurately and effectively to indicate the meaning of a sentence.
What should the students know or be I will be able to identify which punctuation is in a sentence and use different tones and inflictions to dictate the
able to do after the instruction? Use a meaning of the sentence.
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 This will be done in small groups with whom they are sitting by (or who they usually work with, depending)
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 was specifically picked for the student to practice expression, volume, and phrasing. However, it is
If either or both lessons are whole class, targeted at the whole class, not to single the student out. The whole class is practicing fluency; however, this
how is the lesson(s) differentiated for was chosen specifically for this student, and he will be able to hear his peers and have people helping him
the focal student? along the way.
Assessment
Assessment Students’ final assessment will be a short presentation on song lyrics will be presented in front of the class.
How will students demonstrate that the Students will use their recently learned skills and present a song that showcases those skills. This
focal student is making progress in demonstrates an understanding of the topic and the ability to use it in real-world applications.
toward their fluency goals?
Instruction
1
Minilesson One The first lesson will introduce reading with expression and the volumes and keeping it consistent. Students
1. Introduction (including setting will be in small groups or paired up, each given a different passage.
expectations and establishing The goal is to have one student read it properly with correct smoothness and punctuation while the other is
procedures and instructions) completely messing it up and skewing the meaning.
2. Activate/Connect To Prior They will have time to work and collaborate with other groups and me to ensure both sides sound good before
Knowledge
presenting.
3. Fluency Activity (including
modeled, guided, and independent We will have a small contest with whoever would like to participate and judge who is the most skewed and
practice, as needed) who said the original one is the best.
Students will be given a rubric for each contestant and have to provide specific examples of why they got that
score.
This lesson is based on the strategy of “bumpy” reading and making it smooth. I will use the diagram provided
to help explain the lesson's purpose and help me understand the directions.
Minilesson Two For the second mini lesson, the students will work alone but can collaborate with other students.
1. Introduction (including setting They will pick a song they like and pull the lyrics for it. (this should be school appropriate)
expectations and establishing If multiple students pick the same song, they may be grouped or at least collaborate, so they don’t all pull the
procedures and instructions) same lines.
2. Activate/Connect To Prior
Knowledge
{depending on the students and how well the class works with technology, the first part will either be
3. Fluency Activity (including
modeled, guided, and independent homework so the songs can be printed or done right on the computer that day}
practice, as needed)
Students will go through their lyrics and circle all punctuation that would change the meaning of a sentence. I
will use 2-3 students as examples and have them read a sentence with the proper punctuation. During this
time, the students will determine what punctuation it should have based on how the student (or I) read it.
After students have been given examples, they will find two sentences that meet the above requirements (that
were not just stated) and practice reading aloud the small section that it comes from. They should focus on
reading, making it sound natural, and watching their punctuation. It should be about 15-20 seconds. They only
need to read one sentence with correct punctuation aloud; the second will serve as a backup.
Students will then share what song they picked and why. And read their section. They will then show what
part they circled and why it changed the meaning. This will be shown on the overhead. For students with
presentation anxiety, they may give a friend or classmate a script on what to say.
Instructional Materials, Students will need the following:
Equipment and Technology Internet access, word, or some other document editor, writing materials.
List equipment or technology that needs
to be available. Attach a copy of ALL The teacher will need the following:
materials the teacher and students will
use during the lesson; e.g., handouts,
2
questions to answer, overheads, Passages or poems (can be modified for many classes), some way to present a physical piece of paper
PowerPoint slides, worksheets. (overhead, Elmo, etc…)
