Reading Intervention Lesson Plan Template

Instructor: Clio Stearns

Clio has taught education courses at the college level and has a Ph.D. in curriculum and instruction.

Planning intervention lessons can be tricky and confusing. This lesson offers you a template to work with when you are trying to create lessons that will help your struggling readers grow.

Why Plan Reading Intervention Lessons?

With increasing frequency, reading intervention is a regular part of life in elementary schools. If you are responsible for helping struggling readers, it is really important for you to have a strategy that keeps you organized and prepared. These readers benefit from every minute of attention that you give them, so it is particularly important not to waste time coming up with lessons and activities at the last minute. One way to make sure you stay organized and oriented toward the appropriate goals and objectives is to work with a planning template.

A planning template helps remind you of the most important components of a lesson, so you can stay focused on figuring out activities that will meet your students' needs. This lesson offers you a useful template for planning reading intervention lessons. Reading intervention lessons might look slightly different from whole-group lessons because they are often oriented toward small groups, focusing on very specific goals derived from assessment data. This template is not the only way to organize an intervention lesson, but it offers you a starting point to work from.

Reading Intervention Lesson Template


When planning an intervention lesson, it is important to start by stating a clear and specific objective. Usually, your objective will come from assessments that you did at the end of the previous lesson. An objective should state exactly what you hope your students will be able to do at the end of the intervention period. For instance, you could write, 'Students will be able to decode words that contain vowel digraphs in the middle.' You might also write, 'Students will be able to determine the main idea of a short nonfiction text.'


Next, you will want to list the materials that you will need for your lesson. This will include any books you are using as well as anything you will be using for teaching. You can also include any materials that you expect your students to work with, like notebooks and pencils.

Direct Instruction

The first part of the procedure section of your lesson should involve direct instruction. In direct instruction, you will teach your students something explicitly. You might do this via a mini-lecture, a demonstration, or a read-aloud. The nature of your direct instruction will be determined based on your objective.

Guided Practice

The next section of your procedure should give your students a chance to practice what you taught them during direct instruction, but with your help. For instance, they might work with a partner to decode a list of words while you are present to assist, or they might talk with partners about the main idea in a text you read to them. Guided practice gives your students a chance to develop a new skill with the benefit of your scaffolding.

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