Scott Foresman Reading Street

Fluency Assessment Plan

Week 1 Assess Advanced students.
Week 2 Assess Strategic Intervention students.
Week 3 Assess On-Level students.
Week 4 Assess Strategic Intervention students.
This week 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

Decodable Reader 15: Our Amazing Camp Race

To practice fluency with text comprised of previously taught phonics elements and irregular words, use Decodable Reader 15.

Whole Group
Revisit the Question of the Week.

Group Time
Differentiated Instruction

this week's Leveled Readers. See pp. 380f–380g
for the small group lesson
plan.

Reading

Language Arts
Use pp. 399d–399h and
399k–399n.

Whole Group
Use pp. 399b–399c.

Grouping Options

Test

Selection Test:
Unit 3
Benchmark Test: Unit 5

Reteach/
Review

TE: 3.3 399b,
DI•56, 3.4 59b, DI•53, 3.5 169b, 181, 203, 211, DI•52

PB: 3.1 143, 147,
148; 3.2 13, 17, 18,
53, 57, 58, 66, 77

Practice

TE: 3.3 380–381; 3.4 36–37; 3.5 146–147

Introduce/
Teach

Compare and Contrast

	Identify comparisons and contrasts.
	Understand graphic sources.

Access Content Reteach the skill
by reviewing the Picture It! lesson on
compare and contrast in the ELL
Teaching Guide, pp. 99–100.

Practice Book 3.1 p. 148

with | without Answers

READ SILENTLY

Fluency

Model Reread "Hurricane" on p. 380m. Explain that you will read with accuracy
and self-correct when reading. Tell students they should self-correct when
reading aloud or silently. Model for students as you read.

Silent Reading Read aloud p. 386. Have students notice how you read with
accuracy. Have students practice reading p. 386 silently.

Model Read aloud p. 389. Have students notice how you self-correct if you
misread something. Have students practice reading this page silently
three times.

Echo Reading Have the class echo read "Cloud Dragons," p. 400, three times.

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 5. Pay special attention to this week’s skill, reading
silently with fluency and accuracy. 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

Compare/Contrast

TEACH

Review the definition of compare and contrast on p. 380. Students can complete
Practice Book 3.1, p. 148 on their own, or you can complete it as a class. Point out
that one or more sections of the Venn diagram are empty, so students must fill
them in with information.

ASSESS

Have students work in pairs to find a comparison or a contrast on pp. 388–389.
(Contrast: The outer core is liquid, and the inner core is solid. Comparison: The
mantle and core are hot.)

For additional instruction of compare and contrast, see DI•56.

Graphic Sources

TEACH

Graphic sources are any graphics, such as charts, graphs, time lines, diagrams, and
maps, that organize and present information in a visual manner.

Authors use graphics to help us understand information better; for example, a time
line shows important events and when they happened. A time line can help us
place events we are reading about in history and understand the information better.

Direct students' attention to the illustrations of Krakatoa on p. 398. Ask them to tell what
they show and how they help us understand the information in the selection. (They
show the mountain before the eruption and after; they help us understand how powerful
and destructive a volcanic eruption can be.)

ASSESS

Have students work in pairs to create a simple graphic depicting and explaining a recent
natural disaster. (Responses will vary; check that students' graphics help understand
the disaster better.)