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DAY 5
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: 85–95 WCPM
  • Year-End Goal: 120 WCPM
Fluency Coach CD To develop fluent readers, use Fluency Coach.
MORE READING FOR
Fluency
Decodable Reader 8: The Scarecrow To practice fluency
with text comprised
of previously taught
phonics elements
and irregular words,
use Decodable
Reader 8.
Whole Group
Revisit the Question of the
Week.
Group Time
Differentiated Instruction
Whole Group
Use pp. 223b–223c
Reading
Reread this week's Leveled Readers. See pp. 198f–198g for the small group lesson plan.
Use pp. 223d–223h and
223k–223n.
Language Arts
DAY 5
Grouping Options
OBJECTIVES
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
Skills Trace
Target Skill Recognize the main idea.
Recognize onomatopoeia.
ELL
Access Content Reteach the skill by reviewing the Picture It! lesson on main idea in the ELL Teaching Guide,
pp. 50–51.
Practice Book
Practice Book 3.1 p. 78
with | without Answers
Words Correct Per Minute: SUCCESS PREDICTOR
EXPRESSION/INTONATION
Fluency
DAY 1
DAY 2
DAY 4
DAY 3
Model Reread "The Rampanion" on p. 198m. Explain that you will use different tones of voice to show surprise, happiness, or other emotions as you read the selection. Model for students as you read.
Choral Reading Read aloud p. 208. Have students notice how your voice changes as you read surely and the italicized word like. Have students practice as a class doing three choral readings of p. 208.
Model Read aloud p. 209. Have students notice how you pause as you read "Uh-oh" and how you read the italicized words in a louder voice. Practice as a class by doing three choral readings.
Partner Reading Partners practice reading aloud p. 209, three times. Students should read with proper expression and 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 3. Pay special attention to this week's skill, intonation. Provide corrective feedback for each student.
DAY 5
SUCCESS PREDICTOR
Monitor Progress
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
Target Skill Main Idea
TEACH
Review the skill instruction for main idea on p. 198. Write the following on the board:
What is the story about? What details, or bits of information, tell me what the story is
about? Students can complete Practice Book 3.1, p. 78 on their own, or you can
complete it as a class. Point out that the boxes in the main idea graphic organizer
are empty; students must fill in the empty boxes with information from the selection.
ASSESS
Have students work together to find the main idea on p. 207. (Main idea: Prudy's
father wanted to get rid of some of Prudy's collections.)
For additional instruction of main idea, see DI•54.
EXTEND SKILLS
Onomatopoeia
TEACH
A word that sounds like its meaning is an example of onomatopoeia.
  • Authors use onomatopoeia to reinforce meaning. Onomatopoeia can also
    add drama and make writing more lively and interesting.
  • Words like splat, shush, and zip are examples of onomatopoeia.
Point out the word Bang! on p. 212, and discuss how it is used. (It reinforces meaning,
showing how big the explosion was; it dramatizes the event in the story, showing
how the explosion sounded.)
ASSESS
Have pairs of students find other examples of onomatopoeia and explain how the words
are used. (Possible response: p. 215, whirring)