Go to page
AFTER READING
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: 115–125 WCPM
  • Year-End Goal: 130 WCPM
ELL
Fluency, particularly for English
learners reading texts in English,
develops gradually and through
much practice. Focus on each
student's improvement rather than
solely monitoring the number of
words correct per minute.
Fluency Coach CD
To develop fluent readers, use
Fluency Coach.
Assessment, 581a
Writing
Grammar
Fluency
Adverbs, 581f
Posttest, 581j
Connect to Unit Writing, 581h
Spelling
DAY 5
Fluency and Language Arts
OBJECTIVES
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
Target Skill Sequence
Skills Trace
Target Skill Determine sequence of
events.
Recognize the elements
of a short story.
ELL
Access Content Reteach the skill by
reviewing the Picture It! lesson on
sequence in the ELL Teaching Guide,
pp. 155–156.
Practice Book
Practice Book p. 228
with | without Answers
Words Correct Per Minute: SUCCESS PREDICTOR
TONE OF VOICE
Fluency
DAY 1
DAY 2
DAY 4
DAY 3
Model Read aloud "We Can Do It!" on p. 560m. Explain that you will vary your tone of voice as you read to make the text more lively and to convey the author's point of view, or feelings, about the subject. Model as you read.
Choral Reading Read aloud p. 569, paragraphs 1–5. Have students notice how you use inflection to denote questions or excitement in the dialogue. Practice as a class by doing three choral readings of these paragraphs.
Model Read aloud p. 570, paragraphs 1–3. Have students notice how your tone of voice reflects different characters' voices and the intense emotions of their dialogue. Practice as a class by doing three choral readings.
Partner Reading Partners practice reading aloud p. 570, paragraphs 1–3, three times. Have them experiment with different tones of voice for the characters and give each other feedback. 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 either selection from this week. Pay special attention to this week's skill, tone of voice. 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: 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 Sequence
TEACH
Review the definition of sequence on p. 560. Students can complete Practice Book
p. 228 on their own or as a class. Remind them to look for clue words and dates in
the Practice Book passage to figure out the order of events and complete the
sequence diagram.
ASSESS
Have students reread pp. 570–571 and retell the sequence of events after Amelia
suggests they fly. (First, the Secret Service protests. Next, Amelia calls to arrange
a flight. Within the hour, they board a plane. Amelia takes the wheel, and the plane
takes off. They fly over the city and Chesapeake Bay.)
For additional instruction on sequence, see TR14.
EXTEND SKILLS
Short Story
TEACH
A short story is fiction that focuses on a limited number of characters and
describes a single event or closely related series of events.
  • A short story contains all the story elements-setting, characters, plot, and theme.
  • A short story is shorter than a novel.
Ask students why Amelia and Eleanor Go for a Ride can be considered a short story.
(It has only a few characters and describes one event. It is shorter than a novel.)
ASSESS
Have students write a summary of another short story they have read recently.
To assess, check that they have included the main characters, the setting,
and the main plot developments in their summary.