Scott Foresman Reading Street

Fluency Assessment Plan

This week assess Advanced students.
Week 2 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: 90–100 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 11.

Whole Group
Revisit the Question of the Week.

Group Time
Differentiated Instruction

this week's Leveled Readers. See pp. 280f–280g
for the small group lesson
plan.

Reading

Language Arts
Use pp. 303d–303h and
303k–303n.

Whole Group
Use pp. 303b–303c.

Grouping Options

Test

Selection Test:
Unit 3
Benchmark Tests: Units 4, 6

Reteach/
Review

TE: 3.3 303b, 315, DI•52, 3.4 35b, 49, 71, DI•52, 3.6 293, 331b, 373, DI•53

PB: 3.1 107, 108,
116; 3.2 3, 7, 8, 16,
26, 106, 113, 117,
118, 136

Practice

TE: 3.3 280–281, 3.4 12–13, 3.6 304–305

Introduce/
Teach

Cause and Effect

	Recognize cause and effect relationships.
	Identify steps in a process.

Access Content Reteach the skill by reviewing the Picture It! lesson on cause and effect in the ELL Teaching Guide, pp. 71–72.

Practice Book 3.1 p. 108

with | without Answers

EXPRESSION/INTONATION

Fluency

Model Reread "Eat Your Vegetables" on p. 280m. Explain that you will use
different tones of voice and expression as you read the selection. Model for
students as you read.

Choral Reading Read aloud p. 288. Have students notice how your tone changes as you read the different parts of the letter. Have students practice as a class, doing three choral readings of p. 288.

Model Read aloud p. 292. Have students notice how you pause at commas and
how your voice changes at the exclamation point. Practice as a class by doing
three choral readings.

Partner Reading Partners practice reading aloud p. 292, 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 1. Pay special attention to this week's skill, expression/ intonation. Provide corrective feedback for each student.

Check Fluency WCPM

As students reread, monitor their progress toward their individual fluency goals.
Current Goal: 90–100 words correct per minute. End-of-Year Goal: 120 words
correct per minute.

If… students cannot read fluently at a rate of 90–100 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

Cause and Effect

TEACH

Review the definition of cause and effect on p. 280. Students can complete Practice
Book 3.1, p. 108 on their own, or you can complete it as a class. Point out that students
must fill in the missing information in the boxes.

ASSESS

Have students work in pairs to determine the cause and effect (Mama told them stories;
they all laughed) on p. 286, paragraph 2.

For additional instruction of cause and effect, see DI•52.

Steps in a Process

TEACH

When we make or do something, we almost always use steps in a process. We use
steps in a process both at school and at home. For example, steps are needed to solve
a math problem and also to set up a board game.

Clue words like first, next, last, then, and begin often give the order in which the
steps should be done.
Sometimes the order of steps is given by using numbered or lettered lists.

Reread p. 302. Have students identify how the steps of making a worm bin are organized.
(By using a numbered list)

ASSESS

On p. 302, have students reexamine the steps in a process. Ask:

What is step 2? (Prepare the bedding.)
If step 4 (add the worms) were missing, how would you know that the list of steps was not complete? (Step 5 tells us to feed the worms, but nowhere in the first three steps is there anything about worms. A step must be missing.)