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DAY 5
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: 80–90 WCPM
  • Year-End Goal: 120 WCPM
Fluency Coach CD To develop fluent readers, use Fluency Coach.
MORE READING FOR
Fluency
Decodable Reader 4: Goat Art To practice fluency
with text comprised
of previously taught
phonics elements
and irregular words,
use Decodable
Reader 4.
Whole Group
Revisit the Question of the Week.
Group Time
Reading
Differentiated Instruction
Reread this week's Leveled Readers. See pp. 86f–86g for the small group lesson plan.
Whole Group
Use pp. 115b–115c.
Language Arts
Use pp. 115d–115h,
115k–115n.
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.
Examine graphic sources.
ELL
Access Content Reteach the skill by reviewing the Picture It! lesson on realism and fantasy in the ELL Teaching Guide, pp. 22–23.
Practice Book
Practice Book 3.1 p. 38
with | without Answers
Words Correct Per Minute: SUCCESS PREDICTOR
EXPRESSION/INTONATION
Fluency
DAY 1
DAY 2
DAY 4
DAY 3
Model Reread "Where Do You Keep Your Money?" on p. 86m. Explain that you
will use different tones of voice and pitch as you read the selection. Model for
students as you read.
Choral Reading Read aloud p. 101. Have students notice how you chunk the
money combinations. Have students practice as a class doing three choral
readings.
Model Read aloud p. 106. Have students notice how you read the passage
with a steady rhythm and how you chunk the words that begin with the same
letter. Practice as a class by doing three echo readings.
Partner Reading Partners practice reading aloud p. 106, three times. Students should read with proper intonation 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 4. Pay special attention to this week's skill, expression/intonation. 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. 86. Make sure students
understand why a realistic story may contain fantastic elements. Students can
complete Practice Book 3.1, p. 38 on their own, or you can complete it as a class.
Point out that the information in the boxes is incomplete until students write words
to complete the sentences. Students should then be able to use this to determine
that the passage is nonfiction.
ASSESS
Have partners use pp. 92–93 in their books to determine whether the events depicted
are realistic and whether the writing is fantasy or nonfiction. (Students should note that
all the events are made up, but they are used to convey facts; the writing is nonfiction
but includes fantastic events.)
For additional instruction in realism and fantasy, see DI•55.
EXTEND SKILLS
Illustrations
TEACH
Graphic sources include pictures and illustrations. They can be used to show
information in a way that the reader can see.
  • Look at illustrations before reading to get an idea of what the reading will
    be about.
  • Look at illustrations as you read to help increase your understanding.
Work with students to examine the illustrations on p. 91. Discuss with students
how graphic sources can convey information efficiently and effectively.
ASSESS
Have students write about the graphic source on p. 94. Ask:
  1. What does the illustration show you?
  2. How are illustrations like this useful for giving the reader information?