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DAY 5
Fluency Assessment Plan
  • Week 1 Assess Advanced students.
  • Week 2 Assess Strategic Intervention students.
  • This week 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 13: Stuck in the Mud To practice fluency with text comprised of previously taught phonics elements and irregular words, use Decodable Reader 13.
 Whole Group
 Revisit the Question of the  Week.
Group Time
Differentiated Instruction
Reread this week's Leveled Readers. See pp. 330f–330g
for the small group lesson
plan.
Reading
Language Arts
Use pp. 353d–353h and
353k–353n.
Whole Group
Use pp. 353b–353c.
DAY 5
Grouping Options
OBJECTIVES
Test
Selection Test:
Unit 3
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, 3.3 354–355, 3.5 220–221
Introduce/
Teach
Draw Conclusions
Skills Trace
Target Skill Draw conclusions.
Understand author's viewpoint.
ELL
Access Content Reteach the skill
by reviewing the Picture It! lesson on
drawing conclusions in the ELL
Teaching Guide, pp. 85–86.
Practice Book
Practice Book 3.1 p. 128
with | without Answers
Words Correct Per Minute: SUCCESS PREDICTOR
APPROPRIATE PHRASING
Fluency
DAY 1
DAY 2
DAY 4
DAY 3
Model Reread "Wildlife Watching" on p. 330m. Explain that you will group words
as you read the selection. Model for students as you read.
Choral Reading Read aloud p. 340. Have students notice how you pause at
commas and group words together in phrases. Have students practice as
a class, doing three choral readings of p. 340.
Model Read aloud p. 346. Have students notice how you read groups of words
or phrases and how you pause at commas. Practice as a class by doing three
choral readings.
Partner Reading Partners practice reading aloud p. 346, three times. Students should read with appropriate phrasing 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 3. Pay special attention to this week's skill, appropriate phrasing. Provide corrective feedback for each student.
DAY 5
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 Draw Conclusions
TEACH
Review the definition of draw conclusions on p. 330. Students can complete
Practice Book 3.1, p. 128 on their own, or you can complete it as a class. Point out that
the "Conclusion" box will be empty; students must draw a conclusion and fill in the
missing information in the empty boxes.
ASSESS
Have students work in pairs to draw a conclusion about the facts and details on p. 338.
(Facts: Lily has a notepad and a pencil; Conclusion: Lily is going to be writing things.)
For additional instruction of draw conclusions, see DI•54.
EXTEND SKILLS
Author's Viewpoint
TEACH
The author's viewpoint is the way an author looks at and feels about the topic or ideas he
or she is writing about.
  • Think about how the author seems to feel about the subject. Look for words and
    details in the text that tell you if the author feels positively or negatively or otherwise
    about the subject.
  • Ask yourself what beliefs are behind the author's statements. Look for details in the
    text that support your ideas about the author's viewpoint.
Have students reread the poem on p. 352. Ask them to identify the author's viewpoint.
(Possible response: The author likes the stars; the author feels the stars are special.)
ASSESS
Have students identify details in the poem that support their ideas. (Possible response:
I watch you twinkling for the longest time; the author talks to the stars as if they were friends.)