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DAY 5
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: 80–90 WCPM
  • Year-End Goal: 120 WCPM
Fluency Coach CD To develop fluent readers, use Fluency Coach.
MORE READING FOR
Fluency
Decodable Reader 1: A Winter Picnic To practice fluency with text comprised of previously taught phonics elements and irregular words, use Decodable Reader 1. 
Whole Group
Revisit the Question of the
Week.
Group Time
Differentiated Instruction
Reread this week's Leveled Readers. See pp. 12f–12g for
the small group lesson plan.
Reading
Language Arts
Use pp. 41d–41h, 41k–41n.
Whole Group
Use pp. 41b–41c.
DAY 5
Grouping Options
OBJECTIVES
Test
Selection Test: Unit 1
Benchmark Test: Unit 1
Reteach/
Review
TE: 3.1 41b, 115b, 125, 133 DI•52, DI•55, 3.2 183
PB: 3.1 3, 7, 33, 37, 46, 66
Practice
TE: 3.1
12–13, 86–87
Introduce/
Teach
Realism and Fantasy
Skills Trace
Target Skill Distinguish realism from fantasy.
Identify setting
ELL
Access Content Reteach the skill by reviewing the Picture It! lesson on realism and fantasy in the ELL Teaching Guide, pp. 1–2.
Practice Book
Practice Book 3.1 p. 8
with | without Answers
Words Correct Per Minute: SUCCESS PREDICTOR
ACCURACY
Fluency
DAY 1
DAY 2
DAY 4
DAY 3
Model Reread "Prairie Town" on p. 12m. Explain that you will read with
accuracy—you will read without omitting or substituting any words, and you
will identify words correctly as you read the selection. Model for students
as you read.
Choral Reading Read aloud p. 18. Have students notice that you read all of the words as written and that you do not omit or substitute any words. Have students practice as a class doing three choral readings of p. 18.
Model Read aloud p. 21. Have students notice how you identify and read every word correctly without omitting any words. Practice as a class by doing three choral readings.
Partner Reading Partners practice reading aloud p. 21, three times. Students
should read with accuracy and offer each other feedback.
Assessment
Individual Reading Rate Use the Fluency Assessment Plan and do a one-minute timed reading of either selection from this week to assess students in Week 1. Pay special attention to this week's skill, accuracy. Provide corrective 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: 80–90 words correct per minute. End-of-Year Goal: 120 words correct per minute.
If… students cannot read fluently at a rate of 80–90 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 120 words correct per minute,
then… they do not need to reread three to four times.
RETEACH
Target Skill Realism and Fantasy
TEACH
Review the definitions of a realistic story and fantasy on p. 12. Remind students to
ask themselves, "Could this really happen?" to distinguish a realistic story from
a fantasy. Then have students complete Practice Book 3.1, p. 8 on their own, or you
can complete it as a class. You may wish to provide definitions for difficult words,
such as loom, bobbin, and spools. You may also want to pause after each paragraph
to review the events and to test whether each event could really happen.
ASSESS
Have partners use p. 32, paragraph 1, in their books to determine whether the events
depicted are realistic. (Students should note that all the events described in the story
are realistic; thus, the paragraph supports the conclusion that the story is an example
of realistic fiction.)
For additional instruction of realism and fantasy, see DI•52.
EXTEND SKILLS
Setting
TEACH
The setting is the time and place in which a story occurs. Setting can be real or
imaginary. Some writers describe a setting. Other writers reveal the setting
through details.
  • Identify the setting by listing the time and place in which the story occurs.
  • Use details to help understand how the writer implies elements of the setting.
Work with students to identify the setting described on p. 20.
ASSESS
Have students work alone to write a description of the setting from p. 33. Ask:
  1. Is the setting shown real or imaginary?
  2. How does the setting change as the story is told?