Fluency Intervention Lesson Plan Template

Name: Hannah Lisiecki Grade Level: 6th

Target Content/Lesson Topic: Phrasing (punctuation) and pace Date: 2/22/2024

Planning
State Learning Standards RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
Identify relevant grade level a. Read grade-level text with purpose and understanding.
standards and Learning Outcomes b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
from the State Content Learning c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Standards, Common Core
Standards, and school learning
outcomes.
Learning Milestone 1
Targets/Objectives LT: I can express and pause at punctuation inside of a sentence
What should the students know or LO: Students will be able to pause and use correct inflection at punctuation marks in a passage
be able to do after the instruction?
Use a common format with a Milestone 2:
measurable verb that matches the LT: I can read at an appropriate rate
cognitive domain standard. This LO: Students will be able to read at an appropriate grade level pace (150 WPM)
should be a small piece of the
standard stated in measurable
terms.
Grouping
Describe how and why students Students will be grouped based on the results of the reading fluency test. Students who had similar goals will be in
will be divided into groups, if the same group.
applicable (homogeneous,
heterogenous, random / based on
ability, interest, social purposes,
etc.)
Differentiation These are small group mini lessons already differentiated to meet the needs of the students in that particular
If either or both lessons are whole group.
class, how is the lesson(s)
differentiated for the focal student?
Assessment

1
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)
Milestone 1 Assessment: For this assessment the teacher will read sentences in a passage (the first chapter of
Peter Pan that was used for the fluency assessment) with punctuation and phrasing wrong and the student must
correct the teacher and read the sentence with correct phrasing and punctuation.
Milestone 2 Assessment: Students will be given a passage to read for the teacher. The students will read for one
minute and teacher will mark where they ended to see if students can reach the recommended 150 words per
minute for sixth grade students. This will allow the teacher to not if the students are still reading too slow or too
fast (For the targeted student: too slow)
Instruction
To begin teacher will give a short review of what each punctuation means using a PowerPoint, to activate prior
knowledge. Then teacher will introduce the strategy of looking ahead in sentences for punctuation, especially
quotation marks. Students will be given a passage about a trip to an amusement park. The first things students will
do is go through and highlight all the punctuation they see in the passage, so they are aware of the punctuation
that is found in this passage to help them with their phrasing. Once they have highlighted the passage the teacher
will read the text out loud emphasizing the punctuation pauses and inflection. The students will then work with a
partner taking turns reading the passage, if no partner is available student will read with teacher. Teacher will
check in with each student guiding them as they read as needed.
Prompts:
“Read all the words up to the comma in one breath.”
“Where did you read up to before pausing?”
“The way you read that matched the punctuation on the page.”
Teacher will introduce what pace is, the speed at which we read, to the students and explain that we want to read.
The teacher will explain that is important that we read at an appropriate pace for fluency and comprehension of
the text. The teacher will model how to read with a good pace using the amusement park passage. The teacher will
explain that while they are reading their eyes are pushing forward to the end of the sentence and then the next
sentence. The students will then engage in echo reading where the teacher will read a line then the students will
read a line with a gradual release to where students are reading on their own. The teacher will listen as student
reads out loud making comments such as:
“I heard two pauses in that line, try it once more but don’t stop until the end of the line.”
“Show me where you are going to pause.”
The comments are based on how the students are reading and their pace. Once students feel comfortable with this
text they will try with another text, “The New Puppy”.
An additional scaffolding that may be used to help with pacing is a metronome going as they read, they student
should read in time with the metronome to keep them on pace.
2
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, questions to answer,
overheads, PowerPoint slides,
worksheets.
Milestone 1:
Passages - https://www.henryanker.com/Language/Reading_Fluency/27_The_Amusement_Park.pdf
https://www.henryanker.com/Language/Reading_Fluency/30-2_Peter_Pan_Ch1.pdf
Slides -
https://docs.google.com/presentation/d/1GK5HqJSsEpbRsMP3h4Zlw_yYRNSa_6JgrTidFEIbYCo/edit?usp=sharing
Textbook page 115-Punctuation inside a sentence
Milestone 2:
Passages: - https://www.henryanker.com/Language/Reading_Fluency/27_The_Amusement_Park.pdf
https://www.henryanker.com/Language/Reading_Fluency/28_The_New_Puppy.pdf
Textbook page 124-push your eyes
Link to idea for milestone 1 Assessment: https://relay.libguides.com/language-comprehension/phrasing
3
 Assessing and teaching Fluency- Assessment report

February 13, 2024

Dear Parent,

This past week as a part of our literacy class I gave each student a fluency assessment to
gage where each student was with their reading and fluency skills. During this assessment I had
your student read a passage from chapter 1 of “Peter Pan” by J.M Barrie. As students read, I took
notes on what I noticed in the areas of Expression and volume, phrasing (within sentences),
smoothness (of the overall text) and pace. Based on a rubric your student scored the following in
each area:

Expression and Volume- 2

Phrasing (within sentences)-2
Smoothness (whole text)-3
Pace- 2

The highest your child could possibly score on this rubric was a 4 which was on grade level. As
a result of this assessment, I noticed that your child had difficulties and would benefit from extra
support in the following areas: Pace and Phrasing.
To begin, I noticed that your student would benefit from support in phrasing. When it
comes to phrasing, I was looking for if the student paused at correct times within sentences and
did they express punctuation marks. This means did the student pause at commas or periods, and
did the student add inflection for exclamation marks, question marks or quotation marks. As your
child read, I noticed that they are missing or skipping the inflection at punctuation. For example,
on line 101 of the passage there was an exclamation mark at the end of a sentence but instead of
correctly expressing the exclamation mark with their voice going up and getting louder. In
addition, your student missed the expression of quotation marks on line 101. There was no
change or pause to indicate the quotation marks as they read. In saying this I would like to
implement a strategy called punctuation inside a sentence to help your student improve with their
phrasing. In this lesson your child will look ahead in a sentence for the punctuation, that tells
them when to pause (commas, dashes, semi colons) and read up to this punctuation, taking a
short break then reading the next group of sentences. In doing this your child is getting used to
looking for punctuation and pausing when they get to it. Another strategy that you can do with
your child at home is reading aloud with your student. You can have your student read a book or
a passage that they are interested in out loud to you and you can listen to your student and hear if
they are using punctuation correctly. You could also read the passage out loud to your student
first modeling how to properly use punctuation and then have them read the same passage back
to you as you listen for the punctuation expression or pauses. These are just a few ways that may
help your student improve when it comes to phrasing.
In addition to support in phrasing your child may benefit form addition support or
practice in pace. Pace means the rate or speed at which your child reads. The student read slowly
throughout the passage, but it was more noticeable on line 221 when the student read “the many
gentlemen who had been boys when she was a girl discovered simultaneously that they loved
her, and they all ran to her house to propose to her except Mr. Darling, who took a cab and
nipped in first, and so he got her.” The students pace as stated before was noticeably slow
throughout the text, one strategy I plan to implement to support your student is get your eyes
ahead of the page. This strategy has your student, start to get comfortable looking ahead in the
text to preview what is coming up. This strategy will be used with a text your student is familiar
with to help them practice this strategy and get comfortable looking ahead to the next sentence as
they are reading. This is a hard skill to master, so it is important to use repetition and read as
much as possible out loud and in their head. You can help your student practice their pace at
home as well by having them read out loud to you. You can help your student notice when they
are reading too fast or too slow by listening to them read. The best strategy to help your child
with their pace is simply practice, practice, practice. The more they are reading the more
comfortable and confident they are which helps them find the right pace when they read.
Overall, I will start implanting these strategies to help your student during our station
time. I will retest your student when they feel they have a better understanding of phrasing and
pace and feel confident in the new skills they learned to support them. The scores can always
improve, and I will adjust for your students learning throughout this year based on their scores.
Please feel free to call or email me with any questions, comments or concerns you have.

Sincerely,

Hannah Lisiecki

Sixth grade teacher

 Fluency Assessment and Teaching- Reflection

This whole process has taught me a lot about teaching and assessing fluency from the beginning
of picking a passage to planning interventions and informing parents.

When I was first finding a passage for this assessment, I was having a hard time finding a
passage I thought would be interesting to a sixth grader especially since my mentor teacher did
not have a specific student in mind and let me pick but that meant I had the extra challenge of
finding a piece that could work for multiple reading levels. In addition, my mentor teacher did
not know the students’ reading levels as she does primarily math and social studies which
brought me back to the dilemma of choosing a piece that could work for multiple students. I
ultimately chose a fluency passage from chapter 1 of the Peter Pan book because I thought that if
I did this assessment with a girl, they would be familiar with the story of Peter Pan and this
assumption was correct.

I gave this assessment to a sixth-grade girl in the first period of the day, I gave this assessment in
the hallway during class time to try and avoid the noise of the classroom and her getting nervous
her peers were listening. At first, she did not want to read the passage for me but ultimately
agreed when I explained that all she must do is read about a page and a half for me how she
would normally read. I told her that I have my own copy of the passage and as she reads, I will
be marking the page, but it has no impact on her or any grade this is strictly for me to practice
giving a fluency assessment and analyzing it. As she read, I marked the passage which is a lot
harder for me to do in real time because I felt a lot more pressure to notice things right away
since I couldn’t go back and listen to her read again like we did in class for practice. In saying
this I did surprise myself with how much I caught as she was reading. As a result of this fluency
assessment, I noticed this student had trouble in pace and phrasing. I did note she read quietly
but again I chalked this up to her being uncomfortable and not wanting to read for me as I hear
her read out loud in class before at an appropriate volume.

I then took the results of this assessment and created a parent letter informing her parents of what
I did, the results and the interventions I have planned for in the classroom and what they can do
at home. I thought this was going to be very difficult but that was not the case. I found that
writing this letter was easy for me and I could tell the parents what I wanted in terms they would
understand all while justifying/explaining my interventions. I then took those interventions and
created two mini lessons one on phrasing and one on pace. The textbook was a big help in
finding activities that would help my student in their goals. I pulled my two mini lessons from
the book and expanded on them from my experience in other classes and in the field. I think in
using the rubric and having specific goals in mind it really helped me gear my lesson towards the
needs of the student I gave the fluency assessment to.

Finally, if I did not assess the student, I would not have known what they needed when it comes
to fluency which I think is big. I see now that giving these fluency assessments everyone so often
is crucial in determining where our students are at and making sure we can help them in areas
where they may not have scored as high. I also feel that these assessments are important because
it is important to comprehension. If students can read fluently and accurately more of their
attention can be on what the text means and make those connections to their own background
knowledge.

Overall, this was a very valuable experience in giving a fluency assessment, communicating
those results to parents, and creating lessons to help students meet the goals that the assessment
rubric helped me pinpoint would best benefit the student and their fluency.
Reading Passage and Rubric