Reading Intervention Lesson Plan

Student: Egyp t

Date: 11/29/23

Goal: The student will learn how to chunk phrases in sentences to be able to read smoothly.

Rationale: This lesson that is working on vowel teams is rational because the student is
struggling with decoding words that have vowel teams in the word.

State Standard: Standard - CC.1.1.4.E: Read with accuracy and fluency to support
comprehension: • Read on-level text with purpose and understanding. • Read on-level text orally
with accuracy, appropriate rate, and expression on successive readings. • Use context to confirm
or self-correct word recognition and understanding, rereading as necessary.

Steps of Explicit Instruction:

1. Write this sentence on the board: “We ran for shelter as the rain fell”.

a. Read the sentence pausing at each / mark: “We ran/ for/ shelter as/ the/ rain/ fell”

b. Read it a second time pausing at each / mark: “We ran for shelter/ as the rain fell”

c. Ask the student which way sounded the best

2. Explain to the student that the way you read affects how it sounds out loud. When you
pause after every word, it does not sound as nice as when you pause at natural breaks in
the sentence.

a. Write the following sentences on the board and practice with the student scooping
the sentence.

i. The lazy cat slept all day.

ii. My favorite sport is tennis.

iii. My aunt is a police officer.

iv. I fell and my knee hurts now.

3. Connect-a-Dot worksheet: Complete the worksheet with the student.

Assessment: I collected the Connect-a-Dot worksheet and graded it for accuracy. I was also
formatively assessing the student while we were working together.

Reflection: This lesson went very well. The student enjoyed the activity. He seemed to
understand the concept of scooping the sentence. When he was reading these sentences after
scooping it, his fluency improved.

Co-Op Signature: