Scott Foresman Reading Street

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: 95–105 WCPM
Year-End Goal: 120 WCPM

To develop fluent readers, use Fluency Coach.

MORE READING FOR

Fluency

Decodable Reader 19: Teller, Tailor, Seller, Sailor

To practice fluency with text comprised of previously taught phonics elements and irregular words,
use Decodable
Reader 19.

Whole Group
Revisit the Question of the Week.

this week’s Leveled
Readers. See pp. 86f–86g for the small group lesson plan.

Reading

Group Time
Differentiated Instruction

Use pp. 111d–111h and
111k–111n.

Whole Group
Use pp. 111b–111c.

Language Arts

Grouping Options

Access Content Reteach the skill by reviewing the Picture It! lesson on fact and opinion in the ELL Teaching Guide, p. 128.

Practice Book 3.2 p. 38

with | without Answers

Test

Selection Test,
Unit 4

Reteach/
Review

TE: 3.4 111b, DI•55; 3.5 193b, 229, 265, DI•53; 3.6 353b, DI•54

PB: 3.2 33, 37, 38,
63, 67, 68, 86, 96,
123, 127, 128

Practice

TE: 3.4 86–87,
3.5 170–171,
3.6 332–333

Introduce/
Teach

Fact and Opinion

	Identify facts and opinions.
	Recognize author's viewpoint.

APPROPRIATE PHRASING

Fluency

Model Reread "One Giant Leap" on p. 86m. Explain that you will group words into appropriate chunks as you read the selection. Model for students as you read.

Choral Reading Read aloud p. 100. Have students notice how you group words and read phrases instead of reading word-by-word. Have students practice as a class doing three choral readings of p. 100.

Model Read aloud p. 103. Have students notice how you pause at commas and how you groups words appropriately. Practice as a class by doing three choral readings.

Paired Reading Partners take turns reading aloud p. 103. 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 4. Pay special attention to this week’s skill, appropriate phrasing. 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

Fact and Opinion

TEACH

Review the skill instruction for fact and opinion on p. 86. Write the following on the
board: Facts = can be proven to be true; Opinions = what someone thinks or how
someone feels. Students can complete Practice Book 3.2, p. 38 on their own, or you
can complete it as a class. Point out that one part of each fact or box chart will be
empty, so students must supply the missing information. For example, one box
might state a fact, and students will have to fill in information about resources they
could use to verify the fact.

ASSESS

Have students reread p. 95. Then ask them to identify one fact and one opinion and
tell how they could check the fact. (Fact: Ederle made the Olympic team in 1924.
Students could look on a Web site about Ederle or the history of the Olympics, or
in a biography of Ederle. Opinion: She was described as "courageous, determined,
modest, and poised.")

For additional instruction for fact and opinion, see DI•55.

Author's Viewpoint

TEACH

The way an author looks at the subject or ideas he or she is writing about is called
the author's viewpoint, or the author's bias.

You can learn about an author's viewpoint by looking at the words he or she
uses and the opinions he or she expresses.
Look for other clues; for instance, does the author present only one side of
an issue?

Read aloud pp. 94–95, and discuss the author's viewpoint of Ederle. Point out words
and sentences that tell us what the author thinks of her. (The author admires Ederle;
point out all the details about Ederle's successes.)

ASSESS

Have students find other examples in the selection that show what the author thinks
of Ederle. (Responses will vary; check that details support their ideas.)