Scott Foresman Reading Street

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: 80–90 WCPM
Year-End Goal: 120 WCPM

To develop fluent readers, use Fluency Coach.


MORE READING FOR
Fluency
	To practice fluency with text comprised of previously taught phonics elements and irregular words, use Decodable Reader 3.

Whole Group
Revisit the Question of the Week.

Group Time

Reading

Differentiated Instruction

this week's Leveled Readers. See pp. 64f–64g for the small group lesson plan.

Whole Group
Use pp. 85b–85c.

Language Arts
Use pp. 85d–85h, 85k–85n.

Grouping Options

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

Sequence

	Identify sequence.
	Examine the narrator's use of the first person point of view.

Access Content Reteach the skill by reviewing the Picture It! lesson on sequence in the ELL Teaching Guide, pp. 15–16.

Practice Book 3.1 p. 28

with | without Answers

CHARACTERIZATION

Fluency

Model Reread "Zach the Yard-Sale Whiz" on p. 64m. Explain that you will
read Zach's quotes as if you were the character. Model for students as
you read.

Choral Reading Read aloud p. 74. Have students notice that you are pretending to be Alexander. Now encourage students to imagine themselves in the place of the character. Have students practice as a class, doing three choral readings of p. 74.

Model Read aloud p. 79. Have students notice how you read and express
yourself as if you were Alexander. Practice as a class by doing three choral
readings.

Partner Reading Partners practice reading aloud p. 79, three times. Students should read with characterization, as if they were Alexander, 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 3. Pay special attention to this week's skill, characterization. Provide corrective feedback for each student.

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

Sequence

TEACH

Review the definition of sequence on p. 64 and review examples of typical time clue
words used to indicate sequence. Students can complete Practice Book 3.1, p. 28 on
their own, or you can complete it as a class. Point out that the information on the time
line is incomplete until students fill in the missing amounts of money. Then students
may use their understanding of the sequence of events to help them predict the next
possible event.

ASSESS

Have partners write the events in sequence on p. 77, paragraph 1, in their books.
(Last Sunday Alexander found a candy bar; then he ate it; then he had to pay,
Anthony eleven cents for the candy bar.)

For additional instruction of sequence, see DI•54.

Narrator/Narration

TEACH

All authors write from a particular point of view. When the first person point of view
is used, the narrator is a character in the story who uses I or we.

Authors may choose to tell a story in the first person in order to make the
narrator more interesting.
When a story is narrated in the first person, the reader does not always need
to trust everything that the narrator says.

Work with students to identify the point of view shown on p. 77, paragraph 1.
Discuss how the author's point of view contributes to the reader's interest
in the main character.

ASSESS

Have students write about the point of view on p. 76. Ask:

From which point of view is the story on this page told?
Which words indicate the point of view of the narrator?