Scott Foresman Reading Street

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: 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 7.

Whole Group Revisit the Question of the Week.

Group Time
Differentiated Instruction

this week's Leveled Readers. See pp. 174f–174g for the small group lesson plan.

Reading

Language Arts
Use pp. 197d–197h and
197k–197n.

Whole Group
Use pp. 197b–197c.

Grouping Options

Test

Selection Test: Unit 2 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, 68, 76, 96

Practice

TE: 3.1 116–117, 123; 3.2 174–175, 181, 189

Introduce/
Teach

Character

	Understand character.
	Understand how to paraphrase.

Access Content Reteach the skill by reviewing the Picture It! lesson on character in the ELL Teaching Guide,
pp. 43–44.

Practice Book 3.1 p. 68

with | without Answers

CHARACTERIZATION

Fluency

Model Reread "The Honest-to-Goodness Truth" on p. 174m. Explain that you will read as if you are Libby and show emotions as you read the selection. Model for students as you read.

Choral Reading Read aloud p. 181. Have students notice voice changes as you read the dialogue of the characters. Have students practice as a class doing three choral readings of p. 181.

Model Read aloud p. 188. Have students notice how you pretend to be the characters as you read what they say. Practice as a class by doing three choral readings.

Partner Reading Partners practice reading aloud p. 188, three times. Students should read with characterization 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. 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

Character

TEACH

Review the skill instruction for character on p. 174. Write the following on the
board: Characters = the people or animals in a story. What do the characters say?
What do they do? What does this tell you about them? Students can complete
Practice Book 3.1, p. 68 on their own, or you can complete it as a class. Point out
that the boxes in the character graphic organizer are empty, so students must read
the passage and fill in the empty boxes with details from the passage.

ASSESS

Have students read the sentences on p. 180 about the first driver who hired workers.
Ask pairs of students to review what he says and does. Then tell them to write one
sentence about what kind of person they think he is. Remind them to use details
about his words and actions to support their ideas. (The man makes the extra workers
get out; he isn't very generous.)

For additional instruction of character, see DI•53.

Paraphrase

TEACH

Paraphrasing is putting the ideas of a story or selection into your own words.
Something that is paraphrased has the author's meaning, but it is simpler to
read than the original text.

After you read a difficult sentence or passage, think about what the writer said
and retell it in your own words.
Be sure not to copy the exact words from a sentence or passage.

Read the last paragraph on p. 184, then paraphrase it. (Francisco showed his
grandfather how to weed by pulling up plants and shaking dirt off the roots.)

ASSESS

Have students pick a sentence from the story and copy it exactly. Then ask them
to paraphrase it. (Responses will vary; check that students have not used the exact
words in their paraphrase.)