Fluency Intervention Lesson Plan Template

Name: Amanda Marcinkus

Grade Level: Holli second grade
Target Content/Lesson Topic: Punctuation Date: 10/01/2020

Planning
State Learning CCSS.ELA-LITERACY.RF.2.4.B
Standards Read grade-level text orally with accuracy, appropriate rate, and
Identify relevant grade expression on successive readings.
level standards and
Learning Outcomes from
the State Content Learning
Standards, Common Core
Standards, and school
learning outcomes.
Learning I can stop at the end of a sentence when there is punctuation. (Mini #1)
Targets/Objectives I can change my voice when there are different characters. (Mini #2)
What should the students
know or be able to do after Students will be able to acknowledge end punctuation. (#1)
the instruction? Use a Students will be able to adjust their voice to a storytelling voice. (#2)
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 Whole group, then broken into table groups. These groups are from
Describe how and why the assigned seats in the beginning of the year. It was random for the
students will be divided first quarter.
into groups, if applicable
(homogeneous,
heterogenous, random /
based on ability, interest,
social purposes, etc.)
Differentiation There’s the fact that the poster cards are large enough that students
If either or both lessons can see it if they can’t hear me. I will be reading the passage out loud
are whole class, how is the for those who can’t see.
lesson(s) differentiated for
the focal student? They have their table mates to discuss it through if they are
struggling.
Assessment
Assessment Students will be assessed through their raising of their poster cards
How will students with the correct punctuation for mini lesson one but also when they
demonstrate that the focal are assessed for their fluency when reading.
student is making
progress in toward their
fluency goals?
Instruction
Minilesson One Second grade classroom, students know the basis of listening and
1. Introduction waiting to be called on. Students understand the idea of when it is
(including setting okay and when it is not okay to talk aloud.
expectations and
establishing First, we will go through the idea of end punctuation as a group. What
procedures and
is a period and what does it do for a sentence? What is a question
instructions)
mark and what does it do for a sentence? What is an exclamation
2. Activate/Connect
To Prior Knowledge point and what does it do for a sentence? We can open our text and
3. Fluency Activity together look at the passage and make note of the end punctuation
(including modeled, and decide which one it is.
guided, and
independent practice, Using strategy # 4.8 as a guideline.
as needed) Teacher will have poster cards that she has written a few sentences
without any end punctuation. Students will have cards with periods,
question marks, and exclamation points on them. The teacher will
read the couple sentences and ask the students what they think
belongs in the correct spot. Together we will read the statement with
each punctuation and figure out which one sounds the best in that
spot. We will then make note of if we pause when we get to a
punctuation when reading.
Afterward the students will discuss with their tablemates what they
think about the differences between their answers are.

They will then be able to look at more passages from their text and
think and share how they know that the period, question mark, and
exclamation point is in the spot that they are in.

Minilesson Two Second grade classroom, students know the basis of listening and
1. Introduction waiting to be called on. Students understand the idea of when it is
(including setting okay and when it is not okay to talk aloud. Students understand that
expectations and they use the manipulative respectfully, or not at all.
establishing
procedures and
Together we talk about what it means to change out voices when we
instructions)
talk. Asking questions like When should we change our voice in a
2. Activate/Connect
To Prior Knowledge passage? Does a reading sound better when a robot reads or when a
3. Fluency Activity teacher reads?
 (including modeled, Using strategy #4.12 as a guideline.
guided, and Students have a fluency phone, they read their text from the
independent practice, classroom into the phone listening to themselves. They write down
as needed) yes i changed my voice or no i didn’t change my voice. If they didn’t
they need to look at the passage and think about where that change
comes in.

They will then take turns reading with their table mates, listening to
each other students will help each other where they think needs to
have a voice change.
Instructional Mini lesson #1
Materials, Equipment Poster Cards/markers/ text in the classroom/
and Technology
List equipment or
technology that needs to Mini lesson #2
be available. Attach a copy “Fluency phones” / text in the classroom/ paper/ pen/pencil
of ALL materials the
teacher and students will
use during the lesson; e.g.,
handouts, questions to
answer, overheads,
PowerPoint slides,
worksheets.