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DAY 5
Fluency Assessment Plan
  • Week 1 Assess Advanced students.
  • Week 2 Assess Strategic Intervention students.
  • Week 3 Assess On-Level students.
  • This week 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 14: The Chess Club To practice fluency with text comprised of previously taught phonics elements and irregular words, use Decodable Reader 14.
 Whole Group
 Revisit the Question of the  Week.
Group Time
Differentiated Instruction
Reread this week's Leveled Readers. See pp. 354f–354g
for the small group lesson
plan.
Reading
Language Arts
Use pp. 379d–379h and
379k–379n.
Whole Group
Use pp. 379b–379c.
DAY 5
Grouping Options
OBJECTIVES
Test
Selection Test:
Unit 3
Benchmark Test: Unit 4
Reteach/
Review
TE: 3.3 379b,
DI•55; 3.4 85b,
101, 127, DI•54;
3.5 161; 3.6 407b, DI•56
PB: 3.1 133, 137,
138; 3.2 23, 27, 28, 36, 46, 56, 143, 147, 148
Practice
TE: 3.3 354–355, 3.4 60–61, 3.6 380–381
Introduce/
Teach
Generalizations
Skills Trace
Target Skill Identify and make generalizations.
Identify setting.
ELL
Access Content Reteach the skill by
reviewing the Picture It! lesson on generalizations in the ELL Teaching Guide, pp. 92–93.
Practice Book
Practice Book 3.1 p. 138
with | without Answers
Words Correct Per Minute: SUCCESS PREDICTOR
1, p. 138
ACCURACY AND APPROPRIATE PACE/RATE
Fluency
DAY 1
DAY 2
DAY 4
DAY 5
DAY 3
Model Reread "Fiddler Crabs to Rhinos" on p. 354m. Explain that you will read
with accuracy and at an appropriate rate. Model for students as you read.
Choral Reading Read aloud p. 365. Have students notice the pace you are
reading—not too fast and not too slowly. Have students practice as a class,
doing three choral readings of p. 365.
Model Read aloud the first two paragraphs on p. 366. Have students notice
your reading rate. Practice as a class by doing three choral readings, trying to
emulate your reading pace.
Partner Reading Partners practice reading aloud the first two paragraphs on
p. 366. Students should read with accuracy at an appropriate reading pace.
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 4. Pay special attention to this week's skills, accuracy and appropriate pace/rate. 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 Generalize
TEACH
Review the definition of generalization on p. 354. Students can complete Practice
Book 3.1, p. 138 on their own, or you can complete it as a class. Point out that the
information in the boxes is incomplete until students fill them out. For instance, parts
of each box may be filled in, but students will have to supply the missing information
and make a generalization to complete the graphic organizer.
ASSESS
Have students work in pairs to find a generalization the author makes on p. 363,
paragraph 3. Remind them to look for facts and details that support the generalization.
(Generalization: Dogs have good hearing; People don't hear as well as dogs. Facts
and details: keen ears of the dogs; most humans couldn't hear them.)
For additional instruction of generalize, see DI•55.
EXTEND SKILLS
Setting
TEACH
The setting is the time and place in which a story takes place. The setting can be very
general or very specific. Setting can affect many elements of a story, including the
characters, the plot, and tone, or mood.
  • Looking at visual details like the illustrations can tell us a lot about where and when
    a story takes place.
  • Visualizing, or picturing, the setting in our heads as we read helps us understand the
    events in the story.
Look at the illustrations on pp. 358–373 and discuss what they tell us about the setting
of the story. (The people are wearing furs, so it must be cold; they get around with dog
sleds, so they might be in the Arctic.)
ASSESS
Have students skim pp. 358–373 and identify details that tell about the setting.
(Responses will vary; check that students have identified details that relate to the setting.)