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DAY 5
Fluency Assessment Plan
  • Week 1 Assess Advanced students.
  • This week 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
Fluency Coach CD  To develop fluent
 readers, use
 Fluency Coach.
MORE READING FOR
Fluency
Decodable Reader 12: Tigers in Trouble To practice fluency with text comprised of previously taught phonics elements and irregular words, use Decodable Reader 12.
Reading
Whole Group
Revisit the Question of the
Week.
Language Arts
Use pp. 329d–329h and
329k–329n.
Whole Group
Use pp. 329b–329c.
Group Time
Differentiated Instruction
 Reread this week's Leveled
Readers. See pp. 304f–304g
for the small group lesson
plan.
Grouping Options
DAY 5
OBJECTIVES
Test
Selection Test:
Unit 3
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; 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 Determine author's purpose.
Identify steps in a process.
 
ELL
Access Content Reteach the skill
by reviewing the Picture It! lesson on
author’s purpose in the ELL Teaching
Guide, pp. 78–79.
Practice Book
Practice Book 3.1 p. 118
with | without Answers
Words Correct Per Minute: SUCCESS PREDICTOR
CHARACTERIZATION
Fluency
DAY 1
DAY 2
DAY 4
DAY 3
DAY 5
Model Reread "The Class Play" on p. 307 of the Student Edition. Explain that you will pretend you are the characters as you read the selection. Model for students as you read.
Readers' Theater Read aloud p. 312. Have students notice how your voice changes as you read the different parts. Have students practice in groups of five, doing Readers' Theater readings of p. 312.
Model Read aloud p. 314. Have students notice how your voice changes as you read the dialogue of the different characters. Practice doing Readers’ Theater readings of this page in groups of five.
Readers' Theater Groups of five choose parts and practice reading aloud p. 317, three times. Students should read with proper characterization.
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 2. Pay special attention to this week's skill, characterization. Provide corrective feedback for each student.
Monitor Progress
SUCCESS PREDICTOR
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
Target Skill Author's Purpose
TEACH
Review the definition of author's purpose on p. 304. Students can complete Practice
Book 3.1, p. 118 on their own, or you can complete it as a class. Point out that the
information in the boxes needs to be completed by students with their ideas about
what the author's purpose is for that section of the story and why they think so.
ASSESS
Have students work in pairs to determine the author's purpose for writing the introduction
on p. 310. (to provide background knowledge about the Snohomish people)
For additional instruction of author's purpose, see DI•53.
EXTEND SKILLS
Steps in a Process
TEACH
When we look at steps in a process, we are looking at the order in which things happen,
or the order in which we have to do something to do it correctly. Directions are an
example of steps in a process.
  • Sometimes there are clue words in the text, such as first, second, next, then, and finally.
  • Other times, we have to use what we already know to determine which steps come first, second, third, and so on.
Look at pp. 310–312 with students. Together, figure out what might be the first three steps in the process of putting together a play. (Possible response: Step 1. Create scenery and costumes for each scene and character. Step 2. Assign people to play the different characters. Step 3. Practice your lines.)
ASSESS
Have students work together in pairs to complete the list, using pp. 314–319 as a
reference if necessary. (Responses will vary; check that steps students have
indicated happen in a logical order.)