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AFTER READING
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.
  • 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: 115–125 WCPM
  • Year-End Goal: 130 WCPM
ELL
Provide opportinities for students to read aloud from their books as they follow an audio recording of the text. As students gain fluency with the text, they can read and reread it independently.
Fluency Coach CD To develop fluent  readers, use  Fluency Coach.
Assessment, 629a
Writing
Grammar
Fluency
Prepositions and Prepositional Phrases, 629f
Posttest, 629j
Connect to Unit Writing, 629h
Spelling
DAY 5
Fluency and Language Arts
OBJECTIVES
Test
Selection Test:
25–28, 29–32,
97–100;
Benchmark Test:
Units 2, 5
Reteach/
Review
TE: 4.2 153, 187b,
211b, TR13, TR14;
4.5 569, 591, 629b,
TR16
PB: 56, 226, 236
TE: 169, 179, 181, 195, 203, 205, 615, 619
PB: 63, 67,
68, 73, 77, 78,
243, 247, 248
Practice
TE: 4.2 162–163,
188–189; 4.5
608–609
Introduce/
Teach
Target Skill Draw Conclusions
Skills Trace
Target Skill Use facts and details to
draw conclusions.
Identify elements of
fantasy.
ELL
Access Content Reteach the skill by reviewing the Picture It! lesson on draw conclusions in the ELL Teaching Guide, pp. 169–170.
Practice Book
Practice Book p. 248
with | without Answers
Words Correct Per Minute: SUCCESS PREDICTOR
TEMPO AND RATE
Fluency
DAY 1
DAY 2
DAY 4
DAY 3
Model Read aloud "Moonbase of the Future" on p. 608m. Explain that students should slow down when reading aloud a text with a lot of scientific details so listeners can make sense of what they hear. Model as you read.
Echo Reading Read aloud p. 618. Have students notice how your quick tempo reflects the feeling of urgency in the story and moves the action along. Practice as a class by doing three echo readings of p. 618.
Model Read aloud p. 621. Have students note how your rate and tempo varies, depending on whether you are reading dialogue or description. Read the last sentence slowly for dramatic effect. Practice by doing three echo readings.
Partner Reading Partners practice reading aloud p. 621 three times. Students should read using appropriate tempos and rates 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, tempo and rate. 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 Draw Conclusions
TEACH
Review the definitions of draw conclusions on p. 608. Students can complete Practice
Book p. 248 on their own, or they can complete it as a class. Remind them to keep their
conclusions in mind as they look for supporting facts and details. Encourage students
to think about what makes sense based on their best thinking.
ASSESS
Have students reread pp. 614–615 and find details that support the conclusion that Vern
is a confident and adventurous boy. (Vern suggests they go outside for a moonwalk, and
he wants to jump over rilles.)
For additional instruction on drawing conclusions, see TR16.
EXTEND SKILLS
Fantasy
TEACH
A fantasy is a story about things that could not happen. Science fiction is one type of
fantasy. A fantasy may have many realistic elements, but the story could not have
happened for one or more of these reasons:
  • The characters or setting are not real and could not be.
  • The action and events of the plot are not real and could not happen or are not yet possible.
Ask students to review pp. 614–615 and tell what makes this a fantasy. (The events are
not real because no one lives on the moon and boys can't go out for moonwalks.)
ASSESS
Have partners review the story and make a T-chart listing elements that make this story
a fantasy on the left and realistic elements on the right. Check that students are able to
distinguish between fantastic and realistic elements.