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: 115–125 WCPM
Year-End Goal: 130 WCPM

Read intresting sentences aloud to English language learners frequently, adding think-aloud comments to explain how cues such as letter patterns in words, phrases and other "chunks" of words, and punctuation can help you understand and read fluently.

To develop fluent
readers, use
Fluency Coach.

Assessment, 559a

Writing

Grammar

Fluency

Comparative and Superlative Adjectives, 559f

Posttest, 559j

Connect to Unit Writing, 559h

Spelling

Fluency and Language Arts

Test

Selection Test:
61–64, 65–68,
85–88; Benchmark Test: Unit 4

Reteach/
Review

TE: 4.2 197; 4.3 283; 4.4 415b, 439b, 499, TR12, TR13; 4.5 559b, TR13 PB: 76, 106, 196

TE: 399, 407, 423, 431, 545, 549 PB:
153, 157, 158, 163, 167, 168, 213, 217, 218

Practice

TE: 4.4 392-393, 416-417; 4.5
538–539

Introduce/
Teach

Compare and Contrast

	Recognize and make comparisons and contrasts.
	Paraphrase a passage.

Access Content Reteach the skill by reviewing the Picture It! lesson on comparing and contrasting in the ELL Teaching Guide, pp. 148–149.

Practice Book p. 218

with | without Answers

Words Correct Per Minute: SUCCESS PREDICTOR

PHRASING

Fluency

Model Read aloud "The Incas" on p. 538m. Explain that you will group words that go together and correct yourself if you make mistakes to help listeners understand the selection better. Model as you read.

Echo Reading Read aloud the last paragraph on p. 544. Have students note how you use phrasing to help convey meaning. Have students practice as a class by doing three echo readings of the paragraph.

Model Read aloud p. 546, paragraphs 1–3. Have students notice how you break up long sentences by grouping related words into meaningful phrases. Practice as a class by doing three echo readings of these paragraphs.

Partner Reading Partners practice reading aloud p. 546, paragraphs 1–3, three times. Students should group words into meaningful phrases and offer each other feedback. Use the information provided 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 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: 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

Compare and Contrast

TEACH

Review the definition of compare and contrast on p. 538. Students can complete
Practice Book p. 218 on their own or as a class. Students will complete the left
column of the organizer to form sentences showing how clothing today is like
ancient clothing. They will complete the right column to form sentences telling
how clothing today is different from ancient clothing.

ASSESS

Have pairs use p. 545, paragraph 1, to compare and contrast the building of ancient
Inca walls with the building of walls today.

For additional instruction on compare and contrast, see TR13.

Paraphrase

TEACH

To paraphrase something is to put it in your own words. A paraphrase should keep the
same main ideas as the original, but it should be simpler to read.

Paraphrase to check your understanding of a piece of writing.
Paraphrase when taking notes from reference sources to be sure you don't copy the
words exactly.

Work with students to paraphrase p. 553, paragraphs 1–2. Students can talk through it in
small groups before agreeing on the wording that they write.

ASSESS

Have students write a paraphrase for p. 553, paragraph 3. Ask:

1.	Does your paraphrase include all the ideas in the original paragraph?
2.	Did you use your own words and write original sentences?