Scott Foresman Reading Street

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: 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 22.

Whole Group
Revisit the Question of the
Week.

Group Time
Differentiated Instruction

Read this week's Leveled Readers. See
pp. 170f–170g for the small
group lesson plan.

Reading

Language Arts
Use pp. 193d–193h and
193k–193n.

Whole Group
Use pp. 193b–193c.

Grouping Options

Test

Selection Test: Unit 5
Benchmark Test: Unit 5

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, 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

	Understand and distinguish between fact and opinion.
	Identify author's viewpoint.

Access Content Reteach the skill by reviewing the Picture It! lesson on fact and opinion in the ELL Teaching Guide, pp. 148–149.

Practice Book 3.2 p. 68

with | without Answers

READ SILENTLY

Fluency

Model Reread "Under Our Skin" on p. 170m. Explain that good silent readers block out other noises and concentrate on what they are reading. They self-correct when they misread or skip a word. Model for students as you read aloud.

Silent Reading Read aloud p. 181, misreading a word or two. Have students notice how you self-correct when you misread, then have them find a comfortable place to read and practice reading p. 181 silently.

Paired Reading Partners practice reading aloud p. 183. Encourage students to self-correct. Partners may offer feedback and help identify words.

Silent Reading Have students read p. 187 silently, two times. Urge students to find a quiet place to read.

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, read silently with fluency and accuracy. Because this week's selections are nonfiction, students may need to use a slightly slower pace. 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

Fact and Opinion

TEACH

Review the definitions for fact and opinion on p. 170. Then read aloud Practice Book 3.2,
p. 68, and have students complete the Fact and Opinion chart in small groups. Then come
together to discuss. Ask students to explain how they could tell which statements are fact
and which are opinion.

ASSESS

Have partners use p. 180, paragraph 4, in their books to practice differentiating statements
of fact from statements of opinion (Possible facts: At this meal, everyone dresses like
people do in Senegal. We put a cloth on the floor, not the table, since it is the custom to
eat on the ground in Senegal. Everyone eats together from one big bowl. Possible
opinion: Here's the best part: we get to eat with our hands, not with forks and spoons).

For additional instruction for fact and opinion, see DI•53.

Author's Viewpoint

TEACH

Author's viewpoint is the way the author looks at the subject or ideas he or she
is writing about.

In some nonfiction, the author expresses opinions about the subject.
When the author expresses an opinion, he or she must support it with facts and details.

Read aloud paragraph 1, p. 181. The author writes from the point of view of each child.
In this paragraph, she tells facts about Eric's life.

ASSESS

Ask students:

1. Who is the author? (Susan Kuklin)
2. What do you know about her? It was a joy for her to know the children in the book.