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: 95–105 WCPM
Year-End Goal: 120 WCPM

To develop fluent readers, use Fluency Coach.

MORE READING FOR

Fluency

Decodable Reader 16: A Party for the Geese

To practice fluency with text comprised of previously taught phonics elements and irregular words,
use Decodable
Reader 16.

Whole Group
Revisit the Question of the Week.

this week’s Leveled
Readers. See pp. 12f–12g for the small group lesson plan.

Reading

Group Time
Differentiated Instruction

Use pp. 35d–35h and
35k–35n.

Whole Group
Use pp. 35b–35c.

Language Arts

Grouping Options

Test

Selection Test:
Unit 4;
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: 3.1 103, 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

	Identify cause and effect relationships.
	Understand figurative language.

Access Content Reteach the skill by reviewing the Picture It! lesson on cause and effect in the ELL Teaching Guide, p. 107.

Practice Book 3.2 p. 8

with | without Answers

ACCURACY AND APPROPRIATE PACE/RATE

Fluency

Model Reread "Dancing in the Wings" on p. 12m. Explain that you will read without omitting or substituting words and that you will read at a good pace, not too fast or too slowly. Model for students as you read.

Echo Reading Read aloud p. 18. Have students notice the rate at which you are reading. Have students practice as a class doing three echo readings of p. 18.

Model Read aloud p. 21. Have students notice that you are not omitting words and that you are reading at an appropriate rate. Practice as a class by doing three choral readings.

Paired Reading Partners take turns reading aloud p. 21, three times. Students should read with accuracy and at an appropriate rate 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, accuracy and appropriate pace/rate. Provide corrective feedback for each student.

Check Fluency WCPM

As students reread, monitor their progress toward their individual fluency goals. Current Goal: 95–105 words correct per minute. End-of-Year Goal: 120 words correct per minute.

If… students cannot read fluently at a rate of 95–105 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 need not reread three to four times.

RETEACH

Cause and Effect

TEACH

Review the skill instruction for cause and effect on p. 12. Write the following on the
board: Cause = why something happened; Effect = what happened. Students can
complete Practice Book 3.2, p. 8 on their own, or you can complete it as a class.
Point out that the effect box in each cause-and-effect relationship pair is incomplete;
students must fill in the missing information in the empty box. For example, the
cause box may read, "The neighborhood kids exploded with laughter." Students
must complete the effect box telling what happened.

ASSESS

Read p. 18 aloud. Have students work in pairs to identify why Ikarus is different from
the other students. (He has wings and can fly.)

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

Figurative Language

TEACH

Figurative language is any use of language that gives words meaning beyond their usual,
everyday meaning. Sometimes we refer to examples of figurative language as figures of speech.

Similes and metaphors are two examples of figurative language.
Alliteration, or the repetition of sounds throughout a passage, is another example of figurative language.

Point out the simile in the first paragraph on p. 22. Discuss what two things are being
compared and what this tells us about the character or events. (Ikarus's flying is being
compared to a slow-motion instant replay; this comparison tells us that it felt unreal or
was happening much slower than it really was.)

ASSESS

Have students find other examples of figurative language in the story. (Responses
will vary; check that students have identified the examples correctly.)