Scott Foresman Reading Street

Fluency Assessment Plan

Week 1 Assess Advanced students.
Week 2 Assess Strategic Intervention students.
This week 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

English language learners may be able to decode some English words but still not know the meanings. Help students recognize that they will understand sentences better and read more fluently as they learn more English words.

To develop fluent
readers, use
Fluency Coach.

Assessment, 87a

Writing

Grammar

Fluency

Subjects and Predicates, 87f

Posttest, 87j

Connect to Unit Writing, 87h

Spelling

Fluency and Language Arts

Test

Selection Test:
1–4, 9–12, 89–92; Benchmark Test: Units 1, 5

Reteach/
Review

TE: 4.1 39b, 87b, 97, TR12, TR14;
4.5 531, 551,
581b, TR14
PB: 36, 206, 216

TE: 25, 27, 73,
77, 567, 571
PB: 3, 7, 8, 23, 27, 28, 223, 227, 228

Practice

TE: 4.1 18–19,
66–67; 4.5
560–561

Introduce/
Teach

Sequence

	Determine sequence of events.
	Paraphrase text.

Access Content Reteach the skill
by reviewing the Picture It! lesson on
sequence in the ELL Teaching Guide,
pp. 15–16.

Practice Book p. 28

with | without Answers

TEMPO AND RATE

Fluency

Model Read aloud "Going Places" on p. 66m. Explain that, because the text has many statements of fact and details, you will use a slower tempo and rate to help listeners understand it better. Model for students as you read.

Choral Reading Read aloud p. 76 at a moderate tempo, pausing after phrases and between sentences. Have students notice how your tempo matches the slow, thoughtful pace of the writing. Have students practice as a class, doing three choral readings of p. 76.

Model Read aloud p. 81. Have students notice how your tempo matches the mood of the writing. Practice as a class by doing three choral readings.

Partner Reading Have partners practice reading aloud p. 81, three times, using appropriate tempo and rate. You might have them read quickly once so they hear how an inappropriate tempo affects meaning. Use the information provided below and the Fluency Assessment Plan to assess students in Week 3.

Assessment
Individual Reading Rate Do a one-minute timed reading of the first selection from this week. Pay special attention to this week's skill, tempo and rate. 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

Sequence

TEACH

Review the definition of sequence on p. 66. Students can complete Practice Book p. 28 on their own or as a class. As they read the passage, have them look for clue words such as then, later, and after to help them understand the order of events. They can also ask themselves questions, such as: What happened first? Then what happened? What happened last?

ASSESS

Have students reread pp. 78–79 and tell what happened to the grandfather from the time
the narrator was born until the grandfather died. (He planned a trip to California but didn't
go because the war began. During the war, his house was destroyed. After the war, he and his wife moved back to their childhood village.)

For additional instruction on sequence, see TR14.

Paraphrase

TEACH

When you paraphrase, you put something in your own words.

Paraphrasing should keep the ideas and meaning of the original text, but be simpler to read.
A paraphrase should not include the reader's opinions.

Ask students to paraphrase pp. 73–74 in small groups. Students can discuss the text
before agreeing on what they write down.

ASSESS

Have students write a paraphrase for pp. 76–77. They can ask themselves:

Does my paraphrase show a good understanding of the pages?
Have I used my own words?