4–Step
Plan for
Assessment
Diagnose and Differentiate 
Monitor Progress 
Assess and Regroup 
Summative Assessment
Unit 3
Grouping for AYP
- Guiding comprehension questions and skill and strategy
instruction during reading
- Monitor Progress boxes to check comprehension and
vocabulary
- Weekly Assessments on Day 3 for comprehension, Day 4 for
fluency, and Day 5 for vocabulary
- Practice Book pages at point of use
- Weekly Selection Tests or Fresh Reads for Differentiated Test Practice
- Days 3, 4, and 5 Assessments Record results of weekly Days 3, 4, and 5
assessments in retelling, fluency, and vocabulary (pp. WA16–17) to track
student progress.
- Unit 3 Benchmark Test Administer this test to check mastery of unit skills.
- Use weekly assessment information, Unit Benchmark Test performance and
the Unit 3 Assess and Regroup (p. WA18) to make regrouping decisions.
See the time line below.
Group Time
- Explicit instructional routines teach core skills and strategies.
- Independent activities provide practice for core skills and extension and enrichment options.
- Leveled readers (LR1–48) and decodable readers provide additional reading and practice with core skills and vocabulary.
- Daily Strategic Intervention lessons provide more intensive instruction, more scaffolding, more practice with critical skills, and more opportunities to respond.
- Decodable readers practice word reading skills.
- Reteach lessons (DI•52–DI•56) provide additional instructional opportunities with target skills.
- Leveled readers (LR1–48) build background for the selections and practice target skills and vocabulary.
- Daily Advanced lessons provide compacted instruction for accelerated learning, options for investigative work, and challenging reading content.
- Leveled readers (LR1–48)
provide additional reading tied
to lesson concepts.
Outside assessment
for regrouping
Outside
assessment for regrouping
Initial
placement
Outside assessments (e.g., DIBELS) may recommend regrouping at other times during the year.
Diagnose
To make initial grouping decisions, use the Baseline Group Test or
another initial placement test. Depending on students’ ability levels,
you may have more than one of each group.
Differentiate
If… a student performance is
then… use the regular instruction and the daily Strategic Intervention lessons, pp. DI•2–DI•50.
If… a student performance is
then… use the regular instruction for On-Level learners throughout each selection.
If… a student performance is
then… use the regular instruction and the daily instruction for Advanced learners, pp. DI•3–DI•51.
- Benchmark Assessment Use to measure a student’s mastery
of each unit’s skills.
- End-of-Year Benchmark Assessment Use to measure a
student’s mastery of program skills covered in all six units.
Additional opportunities to differentiate instruction:
- Reteach Lessons, pp. DI•52–DI•56
- Leveled Reader Instruction and Leveled Practice, LR1–48
- My Sidewalks on Scott Foresman Reading Street Intensive
Reading Intervention Program
