Scott Foresman Reading Street

Fluency Assessment Plan

Week 1 Assess Advanced students.
Week 2 Assess Strategic Intervention students.
Week 3 Assess On-Level students.
Week 4 Assess Strategic Intervention students.
Week 5 This week 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

Provide opportunities for English language learners to read aloud to younger children. This allows them to practice their oral reading and improve their fluency.

To develop fluent readers, use
Fluency Coach.

Assessment, 133a

Writing

Grammar

Fluency

Clauses and Complex
Sentences, 133f

Posttest, 133j

Connect to Unit
Writing, 133h

Spelling

Fluency and Language Arts

Test

Selection Test:
17–20, 37–40,
93–96;
Benchmark Test:
Unit 2

Reteach/
Review

TE: 4.1 75, 133b,
TR16; 4.2 225, 259b, TR16; 4.4 475; 4.5 607b, TR15
PB: 26, 86, 186

TE: 119, 123, 247,
251, 589, 595
PB: 43, 47, 48, 93,
97, 98, 233, 237,
238

Practice

TE: 4.1 112–113;
4.2 240–241; 4.5
582–583

Introduce/
Teach

Main Idea and Details

	Determine main idea and supporting details.
	Identify point of view.

Access Content Reteach the skill by reviewing the Picture It! lesson on main idea and supporting details in the ELL Teaching Guide, pp. 29–30.

Practice Book p. 48

with | without Answers

PHRASING

Fluency

Model Read aloud "The Volcano Wakes" on p. 112m. Explain that you will use phrasing to keep related words grouped together. Point out how phrasing makes sentences easier to understand. Model for students as you read.

Echo Reading Read aloud the last paragraph of "Badger Pass," p. 120. Have students notice how you group words in phrases, pausing briefly after clauses and punctuation marks. Practice as a class by doing three echo readings.

Model Read aloud "Lyell" on p. 127. Have students notice how you use commas that set off clauses as clues to grouping related words within sentences. Practice as a class by doing three echo readings of "Lyell."

Partner Reading Have partners practice reading aloud "Lyell," p. 127, three times. Students should read with careful phrasing and offer each other feedback. Use the information provided below and the Fluency Assessment Plan to assess students in Week 5.

Assessment
Individual Reading Rate Do a one-minute timed reading of either selection from this week. Pay special attention to this week's skill, phrasing. 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

Main Idea

TEACH

Review the definitions of topic, main idea, and supporting details on p. 112. Students can complete Practice Book p. 48 on their own or as a class. Point out that students should add phrases or sentences to complete each box on the Practice Book page. For example, Yosemite is a topic. To become a main idea, it needs to be stated as a complete sentence.

ASSESS

Have pairs determine the main idea and supporting details of p. 124, paragraph 1. (Main idea: There are more than 240 species of birds in Yosemite. Supporting details: willow flycatcher, great gray owl, bald eagle, and Steller's jay)

For additional instruction on main idea and supporting details, see TR16.

Point of View

TEACH

The point of view of a story is the perspective from which readers see the action.

In first-person point of view, words such as I and me show that the narrator is a character in the story.
In third-person point of view, the narrator is not a character in the story. The writer uses words such as he, she, it, and they to tell about characters.

Work with students to identify the point of view on p. 118, paragraph 1. (first person) Have students support their answers by identifying clue words.

ASSESS

Have students write several sentences about an event at school, using firstperson point of view. Ask:

Did you use words like I and me?
Did you tell what happened from the narrator's perspective?