Scott Foresman Reading Street

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: 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 10.

Whole Group Revisit the Question of the Week.

Group Time
Differentiated Instruction

this week's Leveled Readers. See pp. 250f–250g
for the small group lesson plan.

Reading

Language Arts
Use pp. 271d–271h and
271k–271n.

Whole Group
Use pp. 271b–271c.

Grouping Options

Test

Selection Test: Unit 2
Benchmark Test: Unit 3

Reteach/
Review

TE: 3.1 79; 3.2 271b, DI•56, 3.3 289, 353b, 363, DI•54; 3.5 243b, DI•55

PB: 3.1 26, 93, 97, 106, 123, 127, 128, 136; 3.2 83, 87, 88

Practice

TE: 3.2 250–251,
3.3 330–331, 3.5
220–221

Introduce/
Teach

Draw Conclusions

	Draw conclusions.
	Identify facts and details.

Access Content Reteach the skill by reviewing the Picture It! lesson on drawing conclusions in the ELL Teaching Guide, pp. 64–65.

Practice Book 3.1 p. 98

with | without Answers

SILENTLY

Fluency

Model Reread "Colonial Homes" on p. 250m. Explain that you will self correct when you make a mistake or if something does not make sense as you read the selection. Model for students as you read.

Silent Reading Read aloud p. 258. Reread the first paragraph. Have students notice how you self correct if something does not make sense to you the first time. Have students practice reading p. 258 silently.

Model Read p. 261. Read two or three words incorrectly and model how to self correct. Have class read p. 261 silently three times. Encourage them to self correct if they make a mistake.

Choral Reading Practice choral reading "The Sure-Footed Shoe Finder," p. 273, three times.

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, reading silently. 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

Draw Conclusions

TEACH

Review the skill instruction for drawing conclusions on p. 250. Students can complete
Practice Book 3.1, p. 98 on their own, or you can complete it as a class. Point out
that some of the circles in the draw conclusions graphic organizer are empty.
Remind students that they must fill in the circles with information from the passage.

ASSESS

Have students reread pp. 256–257. Tell them that the colonists were not able to bring
many tools with them. Point out that some tools were necessary, however. Ask pairs of
students to work together to draw conclusions about the kinds of tools that William must
have brought with him. (Possible response: William must have had an ax, a saw, and a knife.)

For additional instruction of draw conclusions, see DI•56.

Facts and Details

TEACH

Facts are pieces of information that can be proven true. Details are small bits of information.

Identifying facts and details can help us answer questions about a selection.
Details also enable us to visualize, or see, what we are reading.
Facts and details help us draw conclusions, make generalizations, compare and
contrast, recognize cause and effect, and so on.

Point out the details on pp. 256–257 that help us draw a conclusion about the things
William used to build his house. (William cut down trees and cut the trees into boards;
he used clay and stones to make a fireplace; he used wooden pegs for nails, he scraped
an animal horn to become a window.)

ASSESS

Have students use details on p. 264 to draw a conclusion about how the family felt
when they saw their relatives.