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AFTER READING
Fluency Assessment Plan
  • Week 1 Assess Advanced students.
  • Week 2 Assess Strategic Intervention students.
  • Week 3 Assess On-Level students.
  • This week 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
ELL
English learners benefit from assisted reading, with modeling by the teacher or by a skilled classmate. When the English learner reads the passage aloud, the more proficient reader assists by providing feedback and encouragement.
Fluency Coach CD  To develop fluent
 readers, use
 Fluency Coach.
Assessment, 111a
Writing
Grammar
Fluency
Compound Sentences, 111f
Posttest, 111j
Connect to Unit Writing, 111h
Spelling
DAY 5
Fluency and Language Arts
OBJECTIVES
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
Target Skill Author's Purpose
Skills Trace
Target Skill Identify the author's purpose.
Understand and recognize examples of regional dialect.
ELL
Access Content Reteach the skill by reviewing the Picture It! lesson on author's purpose in the ELL Teaching Guide, pp. 22–23.
Practice Book
Practice Book p. 38
with | without Answers
Words Correct Per Minute: SUCCESS PREDICTOR
VOLUME
Fluency
DAY 1
DAY 2
DAY 4
DAY 3
Model Read aloud "Growing Up in the Old West" on p. 88m. Explain that you will match the volume of your voice to the size of the room so everyone can hear easily and maintain a steady volume. Model for students as you read.
Echo Reading Read aloud p. 96. Lower your volume to show how the toad speaks in a "small voice." Have students practice as a class using story cues to adjust their volume, doing three echo readings of p. 96.
Model Read aloud p. 99. Have students notice how your volume increases slightly when the toad cries out and drops slightly when he speaks in a small voice. Practice as a class by doing three echo readings.
Partner Reading Have partners practice reading aloud p. 99, three times. Suggest they use an appropriate volume for a small group and use story cues to adjust their volume for dramatic effect. Use the information provided below and the Fluency Assessment Plan to assess students in Week 4.
Assessment
Individual Reading Rate Do a one-minute timed reading of either selection from this week. Pay special attention to this week's skill, volume. Provide feedback for each student.
DAY 5
Monitor Progress
SUCCESS PREDICTOR
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
Target Skill Author's Purpose
TEACH
Review the description of author's purpose on p. 88 and the four common purposes for
writing. Students can complete Practice Book p. 38 on their own or as a class. Remind
students to consider what happens and how the author tells about the events and
characters. Ask, for example, if the ending of the passage is sad, funny, or scary and
which purpose matches this ending.
ASSESS
Have students read p. 107 and determine its purpose. Have them consider the title of
the page (Meet the Author and the Illustrator) and its content before deciding on the
purpose. (to inform)
For additional instruction on author's purpose, see TR15.
EXTEND SKILLS
Dialect
TEACH
Dialect helps readers gain a sense of how characters from a particular group or region
speak. Dialect differs from standard English in pronunciation, vocabulary, and grammar.
  • Reading dialect may be difficult because words may be spelled in unconventional ways.
  • Dialect gives a story a sense of realism and makes the characters more colorful.
Have students tell the meaning of "howdy" on p. 100, paragraph 3. (It's a greeting like
"hello.") Ask them to identify the region of the father's dialect. (the Southwest) List
greetings from other dialects.
ASSESS
Have pairs read p. 102, paragraph 3, and write answers to these questions:
  1. Which word in the last line is an example of dialect? (cooties)
  2. What do you think cooties means? (annoying bugs or germs)