Scott Foresman Reading Street

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: 85–95 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 6.

Whole Group Revisit the Question of the Week.

Group Time
Differentiated Instruction

this week's Leveled Readers. See pp. 150f–150g
for the small group lesson plan.

Reading

Language Arts
Use pp. 173d–173h and
173k–173n.

Whole Group
Use pp. 173b–173c.

Grouping Options

Test

Selection Test: Unit 2 Benchmark Tests: Units 2, 6

Reteach/
Review

TE: 3.2 173b, 223b, 233, 241, DI•52, DI•54; 3.6 303b, 339, 391, 397

PB: 3.1 53, 57, 58 73, 77, 78, 86;
3.2 103, 107, 108, 126, 146

Practice

TE: 3.2 150–151, 198–199, 3.6
284–285

Introduce/
Teach

Main Idea and Details

	Identify main idea and details.
	Understand graphic sources.

Access Content Reteach the skill by reviewing the Picture It! lesson on main idea and details in the ELL Teaching Guide, pp. 36–37.

Practice Book 3.1 p. 58

with | without Answers

ACCURACY AND APPROPRIATE PACE/RATE

Fluency

Model Reread "Swamp Scramblers" on p. 150m. Explain that you will read for accuracy and at a good rate for understanding—not too fast and not too slow. Model for students as you read.

Choral Reading Read aloud p. 156. Have students notice the pace at which
you are reading. Tell students that they may want to read a nonfiction selection
at slower rate for understanding. Have students practice as a class doing three
choral readings of p. 156.

Model Read aloud p. 160. Have students notice that you read with accuracy and appropriate pace. Practice as a class by doing three choral readings.

Partner Reading Partners practice reading aloud p. 160, three times. Students should read with accuracy 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 1. Pay special attention to this week's skill, accuracy. Provide corrective feedback for each student.

Check Fluency WCPM

As students reread, monitor their progress toward their individual fluency goals. Current Goal: 85–95 words correct per minute. End-of-Year Goal: 120 words correct per minute.

If… students cannot read fluently at a rate of 85–95 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

Main Idea/Details

TEACH

Review the skill instruction for main idea and details on p. 150. Write the following on
the board: Main Idea = the most important idea; Details = little bits of information that
support the main idea. Students can complete Practice Book 3.1, p. 58 on their own, or
you can complete it as a class. Point out that the boxes in the main idea and details
graphic organizer are empty; students must fill in the boxes with information from the
passage.

ASSESS

Have students work in pairs to identify the main idea and one supporting detail on
p. 161. (Main idea: The father penguin takes care of the egg and newly hatched chick;
supporting detail: He keeps the chick warm in his brood patch.)

For additional instruction of main idea and details, see DI•52.

Graphic Sources

TEACH

Graphic sources are any graphic—charts, graphs, diagrams, time lines, scale drawings,
and so on—that accompanies a selection. They can strengthen our understanding of
the text.

Before reading, scan the selection for graphic sources. Have students read the
title of each graphic to determine what it's about and ask themselves what this
tells them about the selection they are about to read.
As they read, use the information in the graphics to help them organize and/or
visualize the information and understand it better.

Point to the time line on pp. 164–165. Discuss the information it contains and how
it helps them understand the selection better.

ASSESS

Have small groups of students create a time line that shows the growth of a human from
1 month to 5 years.