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: 95–105 WCPM
Year-End Goal: 120 WCPM

To develop fluent readers, use Fluency Coach.

MORE READING FOR

Fluency

To practice fluency
with text comprised
of previously taught
phonics elements
and irregular words, use Decodable Reader 20.

Whole Group
Revisit the Question of the Week.

this week’s Leveled
Readers. See pp. 112f–112g for the small group lesson plan.

Reading

Group Time
Differentiated Instruction

Use pp. 137d–137h and
137k–137n.

Whole Group
Use pp. 137c–137d.

Language Arts

Grouping Options

Test

Selection Test:
Unit 4

Reteach/
Review

TE: 3.4 137b, DI•56; 3.6 379b, DI•55

PB: 3.2 43, 47, 48, 116, 133, 137, 138

Practice

TE: 3.4 112–113; 3.6 354–355

Introduce/
Teach

Plot and Theme

	Recognize plot and theme.
	Understand author's language.

Access Content Reteach the skill by reviewing the Picture It! lesson on plot and theme in the ELL Teaching Guide,
p. 135.

Practice Book 3.2 p. 48

with | without Answers

ACCURACY, APPROPRIATE PACE/RATE, AND EXPRESSION/INTONATION

Fluency

Model Reread "Eaglet's World" on p. 112m. Explain that you will read with accuracy and at an appropriate pace. You will use different tones of voice to show surprise, happiness, or other emotions as you read the selection. Model for students as you read.

Choral Reading Read aloud p. 120. Have students notice how your voice changes in tone as you read dialogue. Have students practice as a class, doing three choral readings of p. 120.

Model Read aloud p. 122. Have students notice how you read with expression and intonation, pause at commas, and change your voice at exclamation points. Practice as a class by doing three choral readings

Paired Reading Partners practice reading aloud p. 122. Students should read at a good pace with accuracy and expression 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 5. Pay special attention to this week’s skill, accuracy, appropriate pace/rate, and expression/intonation. 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 do not need reread three to four times.

RETEACH

Plot and Theme

TEACH

Review the skill instruction for plot and theme on p. 112. Students can complete
Practice Book 3.2, p. 48 on their own, or you can complete it as a class. Point out that
the boxes for beginning, middle, and end are empty. Students will need to supply details
showing what happened in each part of the story.

ASSESS

Review pp. 118–120 with students. Ask them to identify what part of the story they are
looking at and to tell what happened. (It is the beginning of the story. The farmer finds
the eagle and brings it home to raise as a chicken.)

For additional instruction for plot and theme, see DI•56.

Author's Language

TEACH

The words an author chooses can tell us a lot about the author's purpose, the author's
viewpoint, and the genre of writing.

An author might use metaphors and sweet words for a love poem.
An author might use funny words and onomatopoeia in a humorous story.

Read p. 123. Point out the word roared in the last sentence, and discuss why the author
wrote roared with laughter instead of laughed. (Roared with laughter tells us in more detail
how the farmer laughed.)

ASSESS

Have students reread p. 127 and identify two or three examples of words or phrases
that they particularly liked. Ask them to explain their choices.