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: 102–112 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 21.

Whole Group
Revisit the Question of the
Week.

Group Time
Differentiated Instruction

Read this week's Leveled Readers. See
pp. 146f–146g for the small
group lesson plan.

Reading

Language Arts
Use pp. 169d–169h and
169k–169n.

Whole Group
Use pp. 169b–169c.

Grouping Options

Test

Selection Test: Unit 5
Benchmark Test: Unit 5

Reteach/
Review

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

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

	Understand compare and contrast.
	Recognize a story's setting.

Access Content Reteach the skill by reviewing the Picture It! lesson on compare and contrast in the ELL Teaching Guide, pp. 141–142.

Practice Book 3.2 p. 58

with | without Answers

ACCURACY/APPROPRIATE PACE/RATE AND EXPRESSION

Fluency

Model Reread "The Rag Coat" on p. 146m. Explain that you will read accurately and expressively at a good rate. Model for students as you read.

Choral Reading Read aloud p. 152. Have students notice the expression in your voice as you read the dialogue. Have students practice as a class, doing three choral readings of p. 152.

Model Read aloud p. 157. Have students notice how you pause at commas and how your voice changes at question marks. Practice as a class by doing three choral readings.

Paired Reading Partners practice reading aloud p. 161, three times. Students should read accurately with 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 1. Pay special attention to this week's skills, accuracy, appropriate pace/rate, and expression. Provide corrective feedback for each student.

Check Fluency WCPM

As students reread, monitor their progress toward their individual fluency goals. Current Goal: 102–112 words correct per minute. End-of-Year Goal: 120 words correct per minute.

If… students cannot read fluently at a rate of 102–112 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

Compare and Contrast

TEACH

Review the definitions of compare and contrast on pp. 146–147. Then direct students'
attention to Practice Book 3.2, p. 58. Walk students through the page, paying special
attention to the clue words listed under the second and third bullets. As a group,
discuss how students would complete the Venn diagram.

ASSESS

Have partners reread p. 157, paragraphs 1–5. Then ask them to compare and contrast
Suki's and Penny's outfits. (Responses will vary. Students should note that both are
dressed in outfits they like for the first day of school, although Suki wears a kimono and
Penny wears overalls.)

For additional instruction for compare and contrast, see DI•52.

Setting

TEACH

Setting is the time and place that the events in a story occur.

Sometimes the narrator of a story will tell about the setting.
Other times, the reader has to make guesses about setting based on what the
characters say and do.
In picture books, the illustrator can "show" the reader the setting.

Have pairs of students do a picture walk of Suki's Kimono. When they finish, pairs
can write sentences that describe the setting of the story.

ASSESS

Have students write the setting for Suki's Kimono. Ask:

1.	Where does the story take place? (in Suki's home or at her school)
2.	When does the story take place? (current day)