Scott Foresman Reading Street

Fluency Assessment Plan

Week 1 Assess Advanced students.
This week assess Strategic Intervention students.
Week 3 Assess On-Level students.
Week 4 Assess Strategic Intervention students.
Week 5 Assess any students
you have not yet checked
during this unit.

Set individual goals for students to enable them to reach the year-end goal.

Current Goal: 95–105 WCPM
Year-End Goal: 130 WCPM

Oral fluency depends not only on reading without halting but also on word recognition. After students read passages aloud for assessment, help them recognize unfamiliar English words and their meanings. Focus on each student's progress.

To develop fluent
readers, use
Fluency Coach.

Assessment, 65a

Writing

Grammar

Fluency

Imperative and Exclamatory Sentences, 65f

Posttest, 65j

Connect to Unit Writing, 65h

Spelling

Fluency and Language Arts

Test

Selection Test:
5–8, 13–16,
81–84; Benchmark Test: Unit 1

Reteach/
Review

TE: 4.1 31, 65b, 111b, TR13, TR15; 4.3 369; 4.5 537b, TR12; 4.6 695
PB: 6, 146, 276

TE: 47, 57, 95, 103, 523, 529
PB: 13, 17, 18,
33, 37, 38, 203,
207, 208

Practice

TE: 4.1 40–41,
88–89; 4.5
516–517

Introduce/
Teach

Author's Purpose

	Determine the author's purpose for writing.
	Identify imagery and sensory words in a passage.

Access Content Reteach the skill by reviewing the Picture It! lesson on author's purpose in the ELL Teaching Guide, pp. 8–9.

Practice Book p. 18

with | without Answers

PAUSES

Fluency

Model Read aloud "Johnny Appleseed" on p. 40m. Explain that you will pause in certain places as you read to make the reading easy for listeners to follow. You may also wish to model reading some text without pauses or using inappropriate pauses so students better understand effective use of pauses.

Echo Reading Read aloud paragraphs 1–4 after the introduction on p. 46. Have students notice how periods, dashes, and commas provide clues for pausing. Practice as a class by doing three echo readings of the paragraphs.

Model Read aloud p. 50. Have students notice how punctuation divides sentences into meaningful phrases and provides clues for pausing. Practice as a class by doing three echo readings.

Partner Reading Partners practice reading aloud p. 50, three times. Students should pause at commas, dashes, and at the ends of sentences. Have partners offer one another feedback. Use the information below and the Fluency Assessment Plan to assess students in Week 2.

Assessment
Individual Reading Rate Do a one-minute timed reading of either selection for this week. Pay special attention to this week's skill, pauses. Provide feedback for each student.

Check Fluency WCPM

As students reread, monitor their progress toward their individual fluency goals. Current Goal: 95–105 words correct per minute. End-of-Year Goal: 130 words correct per minute.

If… students cannot read fluently at a rate of 95–105 words correct per minute,
then… make sure students practice with text at their independent level. Provide additional fluency practice, pairing nonfluent readers with fluent readers.

If… students already read at 130 words correct per minute,
then… they do not need to reread three to four times.

RETEACH

Author's Purpose

TEACH

Review the definitions of author's purpose on p. 40. Students can complete Practice
Book p. 18 on their own or as a class. Discuss the graphic organizer on the Practice
Book page. Point out that students should answer questions 1–2 before they read the
passage, questions 3–4 as they read, and question 5 after reading. For questions 2–3,
students will complete phrases.

ASSESS

Have individuals read p. 54 and determine the author's purpose for including the last
paragraph on that page. (to inform, because the paragraph gives information about
Newfoundlands and how they differ from the Indians' dog)

For additional instruction on author's purpose, see TR13.

Imagery/Sensory Words

TEACH

Imagery, or sensory words, are words or phrases that help the reader experience the
way things look, smell, taste, sound, or feel.

Imagery can make characters and settings seem real by appealing to the reader's senses.
Imagery may help establish the mood or dramatize the action.

Help students identify sensory words used to describe Lewis on p. 46, paragraphs 4 and
5, and describe how the words appeal to their senses.

ASSESS

Ask pairs to read p. 51, paragraph 3 ("I saw...."). Have them find two examples of imagery
in the paragraph and write answers to these questions:

To which sense does each example appeal? (sight and touch)
How does the imagery help you better understand what you are reading? (Possible response: It helps me picture the action of the scene.)