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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: 95–105 WCPM
  • Year-End Goal: 120 WCPM
Fluency Coach CD  To develop fluent  readers, use  Fluency Coach.
MORE READING FOR
Fluency
Decodable Reader 17: Whirling Girl
To practice fluency
with text comprised
of previously taught
phonics elements
and irregular words,
use Decodable
Reader 17.
Whole Group
Revisit the Question of the Week.
Reread this week’s Leveled
Readers. See pp. 36f–36g for the small group lesson plan.
Reading
Group Time
Differentiated Instruction
Use pp. 59d–59h and
59k–59n.
Whole Group
Use pp. 59b–59c.
Language Arts
DAY 5
Grouping Options
OBJECTIVES
Test
Selection Test,
Unit 4;
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
Target Skill Compare and Contrast
Skills Trace
Identify and make
comparisons and
contrasts.
Understand graphic
sources.
ELL
Access Content Reteach the skill by reviewing the Picture It! lesson on compare and contrast in the ELL Teaching Guide, p. 114.
Practice Book 3.2 p. 18
with | without Answers
Words Correct Per Minute: SUCCESS PREDICTOR
READ SILENTLY
Fluency
DAY 1
DAY 2
DAY 4
DAY 3
Model Reread aloud "Animal Olympics" on p. 36m. Explain that you are going to read the same selection silently. A good silent reader finds a comfortable and quiet place to read. Model getting comfortable before reading.
Silent Reading Read aloud p. 45. Have students notice how you block out outside stimuli, and also notice the accuracy at which you read. Have students practice reading p. 45 silently.
Paired Reading Partners take turns reading aloud pp. 46–49, three times. Students should read with accuracy and self-correct when necessary. Partners may provide word identification help and offer feedback.
Silent Reading Students read pp. 46–49 three times silently, remembering the help received from partners on Day 3.
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, reading silently with fluency and accuracy. 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: 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
Target Skill Compare/Contrast
TEACH
Review the skill instruction for compare and contrast on p. 36. Write the following on
the board: Compare = How are things alike? Contrast = How are things different?
Students can complete Practice Book 3.2, p. 18 on their own, or you can complete it
as a class.
ASSESS
Have pairs of students read p. 44 and identify one similarity and one difference between
the lakes. (Similarity: Both are freshwater lakes; Difference: Lake Baikal has more water
than all the Great Lakes combined.)
For additional instruction for compare and contrast, see DI•53.
EXTEND SKILLS
Graphic Sources
TEACH
Expository nonfiction is often full of information. In addition to text, it may contain
graphics, such as graphs, maps, or illustrations, to look at and understand. Knowing
what to look at first can help you read more effectively.
  • Read titles and headings first to get an idea of what you will be reading about.
  • Next, read the text.
  • Finally, look at the graphics and/or photographs and read any captions.
Look at p. 50. Discuss how the scale drawing helps us understand the information better.
(It compares something we know—the height of the Empire State Building—to something
we don't—the height of waterfalls, so we can see what the author is telling us.)
ASSESS
Have students look at the maps in the selection and tell how these graphics help them
understand the text.