Fluency Intervention Lesson Plan Template

Name: Estreya I. Ricchio Grade Level: 7th grade ESL Reading Enrichment
Target Content/Lesson Topic: Reading Fluency Practice for Smoothness and Pace Date: 3/2/22

Planning
State Learning Standards - R.7.4 Determine the meaning of words and phrases, including figurative and connotative meanings.
Identify relevant grade level standards Analyze the impact of specific word choices on meaning, tone, and mood, including words with
and Learning Outcomes from the State multiple meanings within a text. (RI&RL).
Content Learning Standards, Common
Core Standards, and school learning - RF.5.4 Read with sufficient accuracy and fluency to support comprehension.
outcomes. a. Read grade-level text with purpose and understanding.
- b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
- c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Learning Targets/Objectives (Aligned with Bloom’s Taxonomy)

What should the students know or be
able to do after the instruction? Use a LT:
common format with a measurable verb - Student will be able to recognize where her reading fluency errors are and learn to self-correct.
that matches the cognitive domain
standard. This should be a small piece of - Student will be able to use reading fluency strategies that I teach to improve the reading fluency areas
the standard stated in measurable
of Smoothness and Pace.
terms.

LO: (In Student’s words)

- “I am able to recognize and self-correct when I make a mistake while reading.”

- “I am able to use strategies to help me read words correctly with confidence and understanding.”
Grouping
Describe how and why students will be
divided into groups, if applicable • These Fluency lesson plans will be created with working with my 1 ESL student in mind since she
(homogeneous, heterogenous, random / ultimately benefits from 1 on 1 practice with me and thrives better in this environment than with a
based on ability, interest, social group or whole class. Shree often shies away from participating when I see her work in whole group or
purposes, etc.)
small group. She has admitted to me that she is embarrassed when she misses words or pronounces
words incorrectly since other students have made fun of her pronunciation before. She often confides
in me for support in this as well. Therefore, I will be working 1 on 1 with her to prevent these
challenges and to push her towards a growth mindset and confidence in her reading fluency.

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Differentiation • Both lessons will only comprise of me (the teacher) working with my ESL student in need of practice
If either or both lessons are whole class, with this area of fluency. I will make sure that I find readings that will be at my student’s grade level
how is the lesson(s) differentiated for for challenge purposes but I will also make sure to include culturally relevant texts as well as texts of
the focal student? topics of interest to my ESL student to capture her interest.

Assessment
Assessment Lesson 1:
How will students demonstrate that the - For this Mini Reading Fluency Lesson, I will be taking a summative assessment by writing down my
focal student is making progress in observations and filling in boxes of words that she either mispronounced or omitted from the poem
toward their fluency goals? during our Reading Enrichment session. I will also write self-corrected or did not self-correct next to
these words as well. I will save this assessment to track Shree’s progress in improving her “Pace” as
well as her progress to reaching “grade level proficiency” in the area of “Pace”. After this session is
complete I will send home the “Fluency Assessment Report Letter” to her Parents/ Caregivers to
provide an insight to her family on her Reading Fluency progress over time as well as provide
strategies that can be implemented at home such as the one we did in class today "Slow Down the
Zoom, Zoom, Zoom to Make Sense.”

Lesson 2:
- For this Mini Reading Fluency Lesson, I will be taking a Formative Assessment throughout today’s
session. I will be recording my observations in notes to keep and reflect on to create a lesson for the
next session with Shree in regards to practice reading for “smoothness”. I will use the data gathered
and write notes also on the method I chose to deliver the learning material used for today’s lesson to
decide if I want to continue using this method or other methods of delivery of reading fluency practice
for Shree. (I will take note of…) I will also ask Shree what she thought of the lesson or what other
topics would she like to read about in our Reading Enrichment sessions so that I can tailor the reading
lessons to that they surround her interests. I will also reach out to her teachers to see if they make any
valuable suggestions in this area. I will be taking notes on all these. I will also include steps in the
“Fluency Assessment Report Letter” to her Parents/ Caregivers to provide insight to Shree’s progress
in this area as well as provide this reading fluency activity that we are doing in class today “Read It
Like You’ve Always Known It.”

Instruction
Minilesson One 1.) Shree and I will be working 1 on 1 for her Reading Fluency enrichment sessions. I will work at least 30
to 40 minutes with her on the following fluency activity and I will first model and guide her to do this
activity until I feel confident enough with the assessment data that I collect on her progress that she

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1. Introduction (including setting can do this activity independently through self-monitoring. This an activity that will enable Shree to
expectations and establishing work on her “Pace” during reading fluency since I noticed from the data I gathered during the last
procedures and instructions) assessment I took that she often displays hesitation when she comes upon an unfamiliar word. Shree
2. Activate/Connect To Prior also reads with pauses upon unknown words and also appears to have false starts.
Knowledge
3. Fluency Activity (including
modeled, guided, and independent - First, I will meet with Shree in the reading resource room connected to the reading enrichment
practice, as needed) classroom so that this prevents distractions that may make her nervous. Shree is an ESL student and I
notice that she becomes even more nervous if her classmates listen to her read. She has told me this is
because she doesn’t always know the words in the text and she has been teased about this before. This
is why I conduct my reading practice sessions with her in the resource room that is adjacent to the
reading enrichment room. Then, I will present a grade level passage for Shree to challenge her level of
reading and then have her write the words down that she is having challenges reading. I will be taking
notes on her doing this to add to my weekly notes for the Reading Fluency Assessments I will take
every week on her to track her growth and help me plan following Reading Fluency Lessons and
Assessments.

2.) To get the wheels turning I will have a small conversation with Shree like this, “Remember last time
when I checked your reading, remember there were several challenging words that you came upon? I
noticed that sometimes these challenging words would make you pause, question, or change the word
to another word that started with the same letter (substitution). Well today we are going to read a
poem called, “Without You” by Joanna Fuchs. I selected this poem since Shree has discussed that her
relationship with her mother is strong, yet she lives in her home country of India. Shree told me that
her father will bring her mother to join them in 2 years and she is very grateful that even though her
mother is half way around the world, their connection is very strong. I strongly feel that this poem will
pull in Shree’s interest to practice the reading fluency area of “Pace” since she can strongly relate to the
feelings the child is expressing to their mother in this poem.

3.) “Slow Down the Zoom, Zoom, Zoom to Make Sense” from The Reading Strategies Book by Jennifer
Serravallo is the activity that will be presented first. I will first have Shree read through the entire
poem. (Without timing her like I do on assessment days) I will pay attention to hesitation or deletion of
challenging words. When this happens I will say “Slow down, Stop and Think!” and then prompt,
“Does that make sense?” Or “Does that sound right?” Then I will have Shree go back to where she
made her reading error and sound out the sounds she knows within the word to help her fix her own
mistakes.
- I will continue to practice this with Shree throughout the entire poem and have her re-read the poem a
2nd and possibly a 3rd time reading and encourage her to self-monitor her reading to correct her own
reading mistakes. My goal is to get Shree to the point where she will learn to self-monitor and correct
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 her own mistakes without me having to prompt her to correct her own mistakes. The second and main
goal for Shree is to also learn to correctly read and retain the challenging words in her 3rd language to
make for better “Pace”. Shree speaks Gujarati, Hindi, and English, English is her 3rd language upon
coming to the United States 2 years ago with her father and brother.

Minilesson Two 1.) For this lesson, like the first Minilesson for Reading Fluency, I will also meet 1 on 1 with Shree to
1. Introduction (including setting provide comfort on her part with the practice as well as build self confidence in growing in the area
expectations and establishing mostly focused on this lesson, “Smoothness”. Today we will meet again in the Reading Resource Room
procedures and instructions) and I will work the entire 53 minutes (whole Reading Enrichment class period) with Shree in reading
2. Activate/Connect To Prior to improve “Smoothness”. I will also introduce the use of a bookmark hand-held poster for Shree to use
Knowledge
during our reading sessions that will put a spotlight focus on “Smoothness”.
3. Fluency Activity (including
modeled, guided, and independent
practice, as needed)
2.) For this second Minilesson for Reading Fluency “Smoothness” I have selected an article with directions
on how to make “Princess Slime”. Shree told me that she and her 2 friends that she sits with in Science
class love to make Princess Slime at home and trade it at school, Shree makes the slime with the help of
her brother since he loves slime too. Because of this relevancy, I chose the “Princess Slime” article by
the website https://www.thebestideasforkids.com/princess-slime/ so that Shree can also see the
pictures of the slime and choose one to create at home. I will print the directions for her so that she can
make it at home with the help of her brother. I also chose this type of text “recipe or directions” since
this type of text will be used a lot as Shree gets older and learns to cook, bake, build, or fix things in a
step-by-step process as well as in Science class during labs. The benefits are endless!

3.) “Read It Like You’ve Always Known It” from the Reading Strategies Book by Jennifer Serravallo is the
second activity that I will use with Shree. This activity will help Shree with practicing “Smoothness”
while reading directions/ a recipe on how to make Princess Slime. If we have some time I will ask her
to show me the Slime she traded this week with her friends from Science class as well as the specifics
of it. I cannot bring a topic of interest and not go all the way with it ! Knowing that Shree will ask
me for the recipe to make these different Princess slimes I will print out the recipe for her to take
home. I will also have the “Read It Like You’ve Always Known It” bookmark for Shree to utilize
during this session of reading for improving Smoothness. When I see that Shree starts to read
laboriously or stops when she gets to a challenging word, I will prompt and point to her bookmark and
ask her to attack the word then go back and re-read it like she’s always known it! I will say these
prompts to guide her reading and learning, “I notice you’re stopping to figure out that word.”,
“Read it again with that word you just learned.”, “Make sure that’s the right word; go back and
reread the whole sentence.” I will repeat these prompts and actions for guidance since I want Shree
to continue to encourage Shree to use these strategies as she reads to get her to “At grade level” in the

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 area of Smoothness. (The helpful bookmark for this lesson will also be sent home on the Fluency
Report Letter to Parents/ Caregivers)

Instructional Materials, • 7th grade reading passage for both days Lesson 1: Reading “Without You” poem by Joanna Fuchs
Equipment and Technology https://theshinningsirius.wordpress.com/2010/05/08/without-you-by-joanna-fuchs/
List equipment or technology that needs , Lesson 2: Reading the “How to make Princess Slime Article”
to be available. Attach a copy of ALL https://www.thebestideasforkids.com/princess-slime/
materials the teacher and students will
use during the lesson; e.g., handouts,
• Paper to record words that are challenging for more practice use both days.
questions to answer, overheads,
PowerPoint slides, worksheets. • Pencil or pens to write down the words and for me to write down notes of my assessment both days.
• Assessment checklist both days.
• Day 2, Shree’s chrome book to access the website on how to make Princess Slime plus school Internet
Wifi.

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 Shree -7th grade Teacher: Mrs. Ricchio
“An explanation of the two types of energy:
K-6 Fluency Rubric potential and kinetic (3/1/22)
2 (Approaching Grade
4 (At Grade Level) 3 (Almost at Grade Level) 1 (Below Grade Level)
Level)
• Reads with great expression • Makes text sound like natural • Begins to make text sound • Seldom or never makes
• Shows enthusiasm language for most of the passage like natural language text sound like natural
Expression and

throughout the text • Occasionally reads with • Focus remains largely on language
Volume

• Varies expression and volume enthusiasm pronouncing words • Reads words just to get
to match his/her interpretation • Generally, voice volume is • Reads in a quiet voice them out—robotically
of the passage appropriate • Reads in some or mostly
in an inaudible voice

• Generally reads with good • Reads with a mixture of run-ons • Reads in two or three word • Reads word by word in a
(Within Sentences)

phrasing • Mid-sentence pauses for breath phrases resulting in choppy monotone voice
• Adheres to punctuation stress and some choppiness reading • Exhibits no sense of
Phrasing

and intonation • Reasonable stress and • Does not adhere to phrasing or expression
• Adequate attention to intonation punctuation, stress, and
phrasing for expression intonation (fails to mark ends
of sentences and clauses)
• Reads smoothly with some • Reads with occasional breaks in • Reads with extended pauses • Frequently hesitates
breaks but word and structure rhythm or hesitations while reading, sounds out
difficulties are resolved • Reads larger more meaningful • Reads with frequent breaks words, and repeats words
(Whole Text)
Smoothness

• Reads with no or rare breaks phrases in smoothness which are the or phrases
since difficulties are resolved • Reads with occasional breaks in result of difficulties with • Reads with frequent
quickly most often through smoothness that are the result of specific words extended pauses,
self-correction difficulties with specific words hesitations, false starts,
sound outs, and
repetitions
• Consistently reads at a • Maintains an inconsistent pace • Reads slowly throughout the • Reads slowly and
conversational pace (fast and slow) throughout the reading or reads quickly laboriously or reads
Pace

throughout the reading reading throughout the reading quickly with or without
inaccuracies

Modified June, 2015, from Rasinski, R. (2004). Creating Fluent Readers. Educational Leadership, 61, 14-18.
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Fluency Reflection

Through my experience as of teaching reading fluency I have met both advantages and

challenges in the practice and classroom environment. From a true view point I have had sound

experience teaching reading fluency to ESL students. This can present even more challenges,

especially when the child is acquiring English as a second, third, fourth…etc. language. My most

recent work and routine assessments on Shree who is learning English which is her 3rd language

next to Gujarati and Hindi being 1st and 2nd respectively presented quite the challenges especially

in meeting weekly goals since most of the practice that Shree got was when she would practice

with me at school on a daily basis since her father is a single parent and has to work two jobs to

keep the family afloat. This also meant that practice that I would send home with her in regards

to reading fluency would often go unpracticed. To see growth in fluency over a quick timeline,

you must also have a parental figure or caregiver implement the reading fluency activities at

home. Also, the English language and Gujarati and Hindi languages have NO cognates,

therefore, some words were very hard to acquire on Shree’s part and took lots of effort and

repetition for her to finally “Read it like you’ve always known it!” This also was a challenge

because Shree is learning 2 languages currently (English and Hindi) and practicing both at the

same time as well. Because the languages she speaks are so different from each other, I could see

an expression of uncertainty in Shree’s eyes when she would want to give it her best shot but she

was afraid of being incorrect. As far as advantages go, I let Shree decide what topics she would

like to read about next during our Reading Enrichment sessions. She was the leader in deciding

the type of text I would bring for her to read. I appreciated that she trusted me in doing this for
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her since she felt very comfortable with me and telling me about her interests and daily life and

family. With this background knowledge I was able to apply what I knew about my student and

their interests into the reading fluency curriculum that I would present to her. I can also tell that

this made Shree feel in control of her education as well and how she would learn her 3rd

language.

While I assessed Shree, she would often start out with this nervousness about her and she

would always check in with me to make sure that we would not do the reading fluency practice

around other classmates. Her biggest fear was being teased or judged because she was not at the

same reading level as most of her peers. I would always assure her that we would go into the

reading resource room to practice and do assessments and this would put her at ease with great

enthusiasm to read. By me displaying this compassion, Shree knew she could trust me to make

sure to provide that sense of comfort and confidence in her at school. In the beginning reading

fluency assessment that I conducted on Shree she read only 23 out of 31 words correct per

minute. With the second round, she read 11 out of 17 correct words per minute. Because of this

gap, I wanted to support Shree and close this gap in future assessments. Therefore, I suggested

the two reading strategies to help with the areas Shree scored the lowest in which were: Slow

Down the Zoom, Zoom, Zoom to Make Sense for improvement in Pace and Read It Like You’ve

Always Known It to help with her Smoothness. Shree scored in the Reading Fluency Assessment

in this fashion: Expression (Almost at grade level) still behind her other 7th grade peers which is

expected of ELL students, Phrasing (was also almost at grade level), Smoothness (she scored

below grade level) and Pace (she also scored below grade level). With Smoothness and Pace

being her lowest scored areas below grade level, this data came to me as a call for help to teach,
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guide, and give Shree the reading strategies that would help her become a more fluent reader.

These strategies gave me hope after hearing and seeing Shree omit words she didn’t know and

some complete sentences which took me by surprise to not see her try. She would sometimes

substitute, use nonsense words to fill in for those words or completely omit the entire word or

sentence.

After completing this assessment and creating mini lessons to benefit Shree and her

reading fluency level across the 4 areas, I have come to realize the importance of possessing

good reading fluency. When an individual possesses good reading fluency across all areas of

assessment, the reader gets the most out of their practice and reading without being robbed. The

moment a reader pauses and omits words or sentences because of fear or the unknown, this poses

as a great loss since SO much information is missed. It’s like if you only put half of the puzzle

together and leave the other half, there are still missing pieces that prevent you from

understanding the entire picture. Same goes with reading, when a reader lacks fluency, they miss

out on processing and comprehending the entire text and its purpose. The building on of prior

knowledge through reading also stops since the tracks that connect knowledge together are not

laid down yet. This is why we as teachers should not only teach reading fluency in the traditional

way but by providing culturally relevant texts and texts of interest to our students. By providing

these gateways we allow for our students to make concrete connections to the texts and enjoy the

practice of reading fluency through innovation of new methods that reach our students’ interests

which will encourage fluid practice of strategies for growth in reading fluency. This claim that I

make is not only relevant to ELL students but to all students who will practice reading fluency

strategies inside and outside the classroom.

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Assessment Fluency Checklist #1
Student: ______________________________ Grade: __________
Teacher: ______________________________ Date: _____________
Reading Fluency Area Focus: “Pace”
Word(s) in the text Substituted as… Omitted

Pace Level: (highlight student’s “Pace” Level)

At Grade Level Almost at Grade Level Approaching Grade Level Below Grade Level

Teacher’s Notes/ Observations:

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Assessment #2 in Reading Fluency

Student: _____________________________ Grade: ________
Teacher: _____________________________ Date: ____________
Reading Fluency Focus Area: “Smoothness”

Observation Notes: Possible Reading Fluency Strategies

to Implement.
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Fluency Assessment Report

March 5th, 2022
Dear Parents/ Caregivers of Shree,

Hello, my name is Mrs. Ricchio, I am the designated ESL reading specialist teacher for all

7th grade ESL students at Gifford Elementary School including your daughter Shree. I have

recently conducted a reading fluency assessment on your daughter in accordance with grade

level reading content. In the following letter I will share Shree’s strengths and areas in need of

extra practice based off of the data that I have collected from my assessment session with her this

past week. I will also include some at home activities that you or a family member can practice

with Shree at home for enrichment purposes in regards to benefitting her overall reading fluency.

After conducting the 7th grade level reading fluency assessment, I observed that Shree had

strengths in the following areas: “Expression and Volume”, and “Phrasing”. When I

introduced the assessment to Shree she was a little nervous but I noticed as she started to read

she read with appropriate volume and with great enthusiasm (expression) to demonstrate her

reading skills while reading the at grade level passage. I also noticed that as Shree was reading,

she also read the words she knew in a natural style of voice as if the words were being use in a

form for natural conversation. The second observation I made during the reading fluency

assessment that I conducted on Shree was that she had reasonable stress and tone with the words

that she knew best. These two strong areas of Expression and Volume and Phrasing will help

Shree’s reading become more accurate with sound by applying appropriate tone and stress and

through expression by making her reading sound like natural language. Currently Shree is
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“Almost at Grade Level Reading Fluency” in the areas of Expression and Volume. With practice

I am confident that Shree will score “At grade level” by the middle of 4th quarter in late April.

Out of the four areas that I assessed Shree’s reading fluency on, I noticed that she scored

below grade level in the areas of “Smoothness” and “Pace”. In the area of “Smoothness” I

noticed that Shree read with hesitation when she came upon a word that was challenging to her. I

specifically noticed that she did this when she came upon the words that contained 3 or 4

syllables like: “Vibration” and “Proportional”. She tried to attempt to read the word

“Vibration” but only said the first letter sound of “/v/”. And when she came upon the word

“Proportional” she stopped and paused for a long time and eventually skipped over it entirely.

Another area of concern was “Pace”. I noticed as I analyzed Shree’s reading, that when she

would come upon a word that was challenging she would go from reading at an appropriate

speed to a slower speed and then make a complete stop at the challenging word. When this

happened, she would either try to correctly read the word in a stretched out and slower pace or

she would do a complete skip over the word and the following words in that same sentence. For

example, when she came upon the sentence with the word “Proportional” the text presented the

following words in this order: “Kinetic energy is directly proportional to the mass of an

object.” Shree read this sentence like this: “Kinetic energy is dependent _______________.”

With the evidence I have gathered from Shree’s reading fluency assessment I can confidently say

that the areas of “Smoothness” and “Pace” of are the highest priority when it comes to

implementing practice so that Shree can confidently grow in these areas from her current

position in reading fluency “Below grade level” to “At grade level” by the end of April.
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Starting next week I will be working routinely with Shree during the reading enrichment

period of the school day to provide beneficial instruction and practice for Shree to grow in all

areas of reading fluency but especially in the areas where she scored below grade level. My goal

is to get Shree to grade level in all areas by the end of next month of April, 2022. I will conduct

reading fluency assessments at the end of each week to monitor her progress at school and to

help me gather appropriate and engaging texts that challenge her on to grow in these areas.

I will suggest these two activities that you or a family member can do with Shree to

promote growth in the reading fluency areas of “Smoothness” and “Pace” that most needed for

practice at home. These strategies are completely free and only require a half hour to an hour of

practice each day at home.

1.) “Slow Down the Zoom, Zoom, Zoom to Make Sense”

- Any form of text can be used for this activity, a book, a newspaper article, an article

online, directions for cooking or baking on boxes or recipe cards, directions for

putting together or fixing an object, a poem, or a short passage! I can also provide

these items to you by sending them home with Shree in her “Reading Enrichment

Folder” where I will be sending progress notes every Friday notifying you with her

progress in reading fluency. When Shree comes up on a word at a natural and faster

pace then slows down or stops or mispronounces the word, prompt her with questions

like: “Did that make sense?” “Why did you stop? What stopped you? Or what

did you notice?” After these prompts encourage her to slowly read each part of the

word and then have her start from the beginning of that sentence. I would encourage

that someone is there to guide Shree during this practice in the beginning stages of
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implementing this activity so that she can eventually learn to self-monitor herself by

correcting her reading errors on her own and eventually reading with no errors. I will

also be practicing this strategy with her during the Reading Enrichment Class Period

at school during 1st hour.

2.) “Read It Like You’ve Always Known It”

- This second activity can also be done at school and at home and again, at no cost to

you! The only materials needed for this activity are one of the following: a book,

newspaper article, online article, directions on a recipe card, directions on a “how to

step by step”, directions to a game, a passage from a book, poem, etc. and the “Read

It Like You’ve Always Known It” bookmark! That I will send home with Shree in

her Reading Fluency Take Home folder. I will also include one at the end of this

letter. This practice can be done with just Shree or with Shree and another family

member to become group practice. First have Shree start reading when she comes up

on a word, she can either just point to the word and sound out each part of the word or

write it on a piece of paper to make a list of words to practice after for extra practice.

Then have her read the word at a slow pace, then the second time around at a faster

pace like she always knew it all long! Also prompt her with the following prompts:

“Make sure you go back and reread the sentence once you figure it out.”, “Now

you know the word, go back and reread.”, “Read it again, with that word you

just learned.”, and “Make sure that’s the right word; go back and reread the

whole sentence.”
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If you have any other questions or are in need of other resources to give Shree,

more practice with this or any literacy skill in reading or writing please contact me at:

[email protected]

Kind Regards,

Mrs. Estreya I. Ricchio

7th Grade ESL Reading Specialist Teacher

Gifford K-8 Campus

Read It Like You’ve

Always Known It!

Step 1: ATTACK THE

WORD!
“Vi-bra-tion”,
Vibration!

Step 2: Go back

Re-read it like you’ve

always known the word!
“Own Your Reading!”