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DAY 5
DAY 5
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: 80–90 WCPM
  • Year-End Goal: 120 WCPM
Fluency Coach CD To develop fluent readers, use Fluency Coach.
MORE READING FOR
Fluency
Decodable Reader 2: Lunch at the State Park To practice fluency
with text comprised
of previously taught phonics elements
and irregular words, use Decodable
Reader 2.
Whole Group
Revisit the Question of the Week.
Group Time
Reading
Differentiated Instruction
Reread this week's Leveled Readers. See pp. 42f–42g for
the small group lesson plan.
Whole Group
Use pp. 63b–63c.
Language Arts
Use pp. 63d–63h, 63k–63n.
DAY 5
Grouping Options
OBJECTIVES
Test
Selection Test: Unit 1
Benchmark Test: Unit 1
Reteach/
Review
TE: 3.1 63b, 85b, 103, DI•53, DI•54; 3.2 165; 3.4 21; 3.5 219b, DI•54
PB: 3.1 13, 17, 23, 27, 36, 56; 3.2 6, 73, 77, 78
Practice
TE: 3.1 42–43,
64–65; 3.5
194–195
Introduce/
Teach
Target Skill Sequence
Skills Trace
Target Skill Identify sequence.
Increase vocabulary by examining how the author uses words.
ELL
Access Content Reteach the skill by reviewing the Picture It! lesson on sequence in the ELL Teaching Guide, pp. 8–9.
Practice Book
Practice Book 3.1 p. 18
with | without Answers
Words Correct Per Minute: SUCCESS PREDICTOR
APPROPRIATE PACE/RATE
Fluency
DAY 1
DAY 2
DAY 4
DAY 3
Model Reread "The Story of Money" on p. 42m. Explain that you will read at
an appropriate rate—not too fast and not too slow. Model for students as
you read.
Choral Reading Read aloud p. 49. Have students notice the rate at which
you are reading. Have students practice as a class doing three choral
readings of p. 49.
Model Read aloud p. 50. Have students notice how you pause at punctuation and read at a good pace—not too fast and not too slow. Practice as a class by doing three echo readings.
Partner Reading Partners practice reading aloud p. 50, three times. Students should read at an appropriate rate 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 2. Pay special attention to this week's skill, appropriate pace/rate. 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 Sequence
TEACH
Review the definition of sequence on p. 42. Students can complete Practice
Book 3.1, p. 18 on their own, or you can complete it as a class. Remind students
that they should write the events in proper order before they write a summary. To
transform the sequence list into a summary, students need to identify the most
important events and tell the order in which they occurred.
ASSESS
Have partners write the events in sequence on p. 51 in their books. (The boy
comes to the goatkeeper and tells him his needs, then the goatkeeper tells the
boy that he needs goats to give the boy goat hair, then he commands the boy
to get goats to buy knowledge.)
For additional instruction of sequence, see DI•53.
EXTEND SKILLS
Word Choice
TEACH
Authors choose their words wisely. Their choice of words often contributes to the
tone of the story. Additionally, readers benefit by learning new words.
  • Pay attention to words the author uses and how they add to the writing.
  • Use the reading experience to increase vocabulary.
Together examine the author's word choice on p. 49, paragraph 3. Have students
discuss how word choice adds to the story and to their vocabulary.
ASSESS
Have students examine the author's word use on p. 53, paragraph 1. Ask:
  1. How does the author's use of words make the writing more interesting?
  2. How has reading this paragraph helped you to increase your vocabulary?