Go to page
DAY 5
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: 80–90 WCPM
  • Year-End Goal: 120 WCPM
Fluency Coach CD To develop fluent readers, use Fluency Coach.
MORE READING FOR
Fluency
Decodable Reader 5: Clint's Clam Chowder To practice fluency
with text comprised
of previously taught phonics elements
and irregular words, use Decodable
Reader 5.
Whole Group
Revisit the Question of the
Week.
Group Time
Reading
Differentiated Instruction
Reread this week's Leveled
Readers. See pp. 116f–116g
for the small group lesson plan.
Whole Group
Use pp. 141b–141c.
Language Arts
Use pp. 141d–141h, 141k–141n.
DAY 5
Grouping Options
OBJECTIVES
Test
Selection Test, Unit 1;
Benchmark Test, Unit 2
Reteach/
Review
TE: 3.1 25, 141b, DI•56, 3.2 197b, 207, 215, 259, DI•53
PB: 3.1 16, 43, 47, 48, 63, 67, 76, 96
Practice
TE: 3.1 116–117, 123; 3.2 174–175, 181, 189
Introduce/
Teach
Character and Setting
Skills Trace
Target Skill Identify character and setting.
Identify and interpret similes.
ELL
Access Content Reteach the skill by reviewing the Picture It! lesson on character and setting in the ELL Teaching Guide, pp. 29–30.
Practice Book
Practice Book 3.1 p. 48
with | without Answers
Words Correct Per Minute: SUCCESS PREDICTOR
APPROPRIATE PHRASING
Fluency
DAY 1
DAY 2
DAY 4
DAY 3
Model Reread "Village Market" on p. 116m. Explain that you will use punctuation to help you know where to pause at appropriate places as you read the selection.
Model for students as you read.
Echo Reading Read aloud p. 125. Have students notice how you pause at
commas. Have students practice as a class doing three echo readings of
p. 125.
Model Read aloud p. 134. Have students notice how you pause at commas
and how you read chunks of words between commas. Practice as a class
by doing three echo readings.
Echo Reading Students practice echo reading aloud p. 134, three times.
Students should read the page with appropriate phrasing.
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 5. Pay special attention to this week's skill, appropriate phrasing. 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 Character and Setting
TEACH
Review the information about character and setting on p. 116. Students can complete
Practice Book 3.1, p. 48 on their own, or you can complete it as a class. Point out
that the information in the first four boxes is incomplete until students fill in the
information about the character Kelly and the setting in which the passage takes
place. Then students may need to reread the passage to write a description
of Kelly's character.
ASSESS
Have students read p. 131 in their books. Ask them to write about what they have
learned about the tall man's character. (Possible response: The tall man laughs
at the narrator for not having enough money to buy the bike; the man's laughter
shows that he is uncaring and rude.)
For additional instruction on character and setting, see DI•56.
EXTEND SKILLS
Simile
TEACH
A simile is a comparison of two unlike things that are alike in some way. A simile
uses like or as ("her eyes shone like diamonds") or a comparative adjective and
than ("Jay was happier than the sunniest day").
  • Look for the clue words like, as, or than.
  • A simile should not be taken literally; it is a figure of speech used to show a comparison.
Work with students to identify the simile on p. 125, paragraph 3 ("like a cheetah on wheels"). Have students write what it shows about Saruni.
ASSESS
Have students locate and explain in writing the simile on p. 130, paragraph 3
("feeling like a king"). Ask:
  1. How do you know this is a simile?
  2. What is the meaning of this simile?