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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: 85–95 WCPM
  • Year-End Goal: 120 WCPM
Fluency Coach CD To develop fluent readers, use Fluency Coach.
MORE READING FOR
Fluency
Decodable Reader 9: His Biggest Fan To practice fluency
with text comprised
of previously taught
phonics elements
and irregular words,
use Decodable
Reader 9.
Reading
 Whole Group Revisit the  Question of the Week.
Group Time
Differentiated Instruction
Reread this week's Leveled Readers. See pp. 224f–224g
for the small group lesson plan.
Whole Group Use
pp. 249b–249c.
Language Arts
Use pp. 249d–249h and
249k–249n.
DAY 5
Grouping Options
OBJECTIVES
Test
Selection Test: Unit 2 Benchmark Test: Unit 3
Reteach/
Review
TE: 3.1 51; 3.2 249b, DI•55; 3.3 329b, 347, 391, DI•53; 3.5 275b, DI•56
PB: 3.1 16, 83, 87, 88, 113, 117, 118, 126, 146; 3.2 93,
97, 98
Practice
TE: 3.2 224–225, 3.3 304–305, 3.5 244–245
Introduce/
Teach
Author's Purpose
Skills Trace
Target Skill Understand author's purpose.
Recognize idioms.
ELL
Access Content Reteach the skill by reviewing the Picture It! lesson on author's purpose in the ELL Teaching Guide, pp. 57–58.
Practice Book
Practice Book 3.1 p. 88
with | without Answers
Words Correct Per Minute: SUCCESS PREDICTOR
APPROPRIATE PHRASING
Fluency
DAY 1
DAY 2
DAY 4
DAY 3
Model Reread "Why Possum's Tail Is Bare" on p. 224m. Explain that you will pause to show appropriate phrasing as you read the selection. Model for students as you read.
Readers' Theater Read aloud p. 237. Have students notice how you use your voice to bring the characters to life. Have students practice in groups of three doing Readers' Theater readings of p. 237.
Model Read aloud p. 243. Have students notice how your voice changes as you read what Bear and Hare say. Practice in small groups by doing three Readers' Theater readings.
Readers' Theater Groups of three practice reading aloud p. 243, three times. Students should read with appropriate phrasing and offer each other feedback.
DAY 5
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 skills, appropriate phrasing. Provide corrective feedback for each student.
SUCCESS PREDICTOR
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 Author's Purpose
TEACH
Write the following on the board: author's purpose = the reason(s) the author had for
writing something. Review the skill instruction for author's purpose and the four main
reasons an author has for writing on p. 224. Students can complete Practice Book 3.1,
p. 88 on their own, or you can complete it as a class. Explain that they will have to read
the selection and answer the questions about author's purpose in the graphic organizer.
ASSESS
Work with the class to summarize the story. Have students discuss why the author may
have chosen to feature a bear and a hare in the story. They should support their ideas
with details from the story. (Possible response: Bears sleep through the winter, so they
seem slow and lazy, like the bear in the story; hares have to be fast in order to get away
from predators, which makes them seem smart.)
For additional instruction of author's purpose, see DI•55.
EXTEND SKILLS
Idioms
TEACH
An idiom is an expression whose meaning cannot be determined by looking at
the usual meaning of the words that form it. Idioms are a type of figurative language.
  • Cat's got your tongue, his bark is worse than his bite, and cut off your nose to spite
    your face     are examples of idioms.
Point out the idiom put their heads together on p. 232, and help students use context
clues to figure out its meaning.
ASSESS
Have small groups work together to identify an idiom in "The Hare and the Tortoise" and
then use context clues to figure out what it means. (Possible response: dance rings
around on p. 248; meaning: do better than; context clues: Hare thinks he is better than
Tortoise.)
Monitor Progress