Scott Foresman Reading Street

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

English language learners may be
able to decode some English words
but still not know the meanings. Help
students recognize that they will
understand sentences better and
read more fluently as they learn
more English words.

To develop fluent readers, use Fluency Coach.

Assessment, 607a

Writing

Grammar

Fluency

Comparative and Superlative Adverbs, 607f

Posttest, 607j

Connect to Unit Writing, 607h

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 steps in a process.

Access Content Reteach the skill by reviewing the Picture It! lesson on main idea and supporting details in the ELL Teaching Guide, pp. 162–163.

Practice Book p. 238

with | without Answers

EMOTION

Fluency

Model Read aloud "The Eskimo Woman and Her Strange Son" on p. 582m.
Explain that reading with emotion keeps listeners interested in a story and
helps them understand characters better. Model as you read.

Echo Reading Read aloud from the last paragraph on p. 598 to the third
paragraph on p. 599. Have students note how you use tone, volume, pitch,
and tempo to convey the author's fear. Practice by doing three echo readings.

Model Read aloud the last three paragraphs on p. 600. Have students notice
how you convey the author's feelings about the splendor of the icebergs and
her yearning to ride them. Practice as a class by doing three echo readings.

Partner Reading Partners practice reading aloud the last three paragraphs on
p. 600 three times. Students should read with appropriate emotion and offer
each other feedback. 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, emotion. 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

Main Idea

TEACH

Review the definitions of topic, main idea, and supporting details on p. 582.
Students can complete Practice Book p. 238 on their own or as a class. Point
out that students must complete the phrases in items 1–4. Remind them the
main idea is often the first sentence of a passage and the supporting details
are the examples that tell more about the main idea.

ASSESS

Have pairs determine the main idea and supporting details of p. 598, paragraphs 1–2.
(Main idea: The author left the station in the middle of the night to climb the glacier trail.
Supporting details include the time, signing out, how she was dressed, and how it looked
outside.)

For additional instruction on main idea and supporting details, see TR15.

Steps in a Process

TEACH

Telling the steps in a process means telling the order of steps needed to complete
an action.

Identifying the steps in a process helps you understand exactly what you need to do
to complete a task.
Look for clue words such as first, next, then, and last to help you identify and order
steps in a process.

Have students read p. 596, starting at paragraph 3. Work with students to write the steps
the author used to prepare krill for eating.

ASSESS

Have students write the steps needed to complete a task of their choice, such as making
a peanut butter and jelly sandwich or getting ready for school. Ask:

1.	Did you include every step? Are the steps in the right order?
2.	Could someone easily follow your steps to do the task?