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AFTER READING
Fluency Assessment Plan
  • This week assess Advanced students.
  • Week 2 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: 115-125 WCPM
  • Year-End Goal: 130 WCPM
ELL
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.
Fluency Coach CD  To develop fluent
 readers, use
 Fluency Coach.
Assessment, 537a
Writing
Grammar
Fluency
Adjectives and Articles, 537f
Posttest, 537j
Connect to Unit Writing, 537h
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 Determine author's purpose.
Recognize author's viewpoint.
ELL
Access Content Reteach the skill
by reviewing the Picture It! lesson
on author's purpose in the ELL
Teaching Guide, pp. 141–142.
Practice Book
Practice Book p. 208
with | without Answers
Words Correct Per Minute: SUCCESS PREDICTOR
PAUSES
Fluency
Day 1
Day 2
Day 4
Day 3
Model Read aloud "The Sea" on p. 516m. Explain that you will pause after phrases and complete thoughts and between stanzas to help listeners understand the poem's rhythm and meaning. Model for students as you read.
Choral Reading Read aloud p. 525, paragraphs 1–3. Have students note where you pause. Point out punctuation cues you use to determine logical breaks. Practice as a class by doing three choral readings.
Model Read aloud the last paragraph on p. 527. Discuss where you pause and how reading without pauses could change meaning or make the story harder to understand. Practice as a class by doing three choral readings.
Partner Reading Partners practice reading aloud the last paragraph on p. 527 three times. Students should pause at logical breaks in the text and offer each other feedback. Use the information in the chart below and the Fluency Assessment Plan to assess students in Week 1.
Assessment
Individual Reading Rate Do a one-minute timed reading of either selection from this week. Pay special attention to this week's skill, pauses. Provide feedback for each student.
Day 5
SUCCESS PREDICTOR
Monitor Progress
Check Fluency WCPM
As students reread, monitor their progress toward their individual fluency goals. Current Goal: 115–125 words correct per minute. End-of-Year Goal: 130 words correct per minute.
If… students cannot read fluently at a rate of 115–125 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 information about author's purpose on p. 516. Students can complete
Practice Book p. 208 on their own or as a class. Discuss the chart on the Practice Book
page. Studentsshould preview the passage, make predictions about the author's purpose,
and complete the first two columns of the chart. As students read, they should check their
predictions and look for supporting evidence. After reading, they complete the rest of the chart.
ASSESS
Have students review the description of the Christmas party on pp. 530–531. Ask why
they think the author included this part in the story. (Possible response: It shows how
the family lived an ordinary life, even while at sea.)
For additional instruction on author's purpose, see TR12.
EXTEND SKILLS
Author's Viewpoint
TEACH
The author's viewpoint is the way an author looks at a subject he or she is writing about.
It is the author's attitude toward the subject.
  • You can sometimes determine the author's viewpoint by thinking about the words the
    author uses.
  • Look for an author's viewpoint on setting or characters as you read a story.
Have students reread p. 529 and describe the author's viewpoint toward the storm.
(It is frightening.) Have them find words that show the author's viewpoint.
(Examples: gigantic waves, ripped to shreds, screaming winds)
ASSESS
Have students write a paragraph on the author's viewpoint toward life on a sailing ship.
Remind them to support their ideas with examples from the story or the Afterword.
Students should recognize that the author has a positive viewpoint of the Madsens' way
of life.