Scott Foresman Reading Street

Fluency Assessment Plan

Week 1 Assess Advanced students.
Week 2 Assess Strategic Intervention students.
This week 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 23.

Whole Group
Revisit the Question of the
Week.

Group Time
Differentiated Instruction

this week's Leveled Readers. See pp. 194f–194g
for the small group lesson
plan.

Reading

Language Arts
Use pp. 219d–219h and
219k–219n.

Whole Group
Use pp. 219b–219c.

Grouping Options

Test

Selection Test,
Unit 5
Benchmark Test, Unit 1

Reteach/
Review

TE: 3.1 63b, 85b, 103, DI•53, DI•54; 3.2 165; 3.4 21;
3.5 219b, DI•54

PB: 3.1 13, 17, 23,
27, 36, 56; 3.2 6,
73, 77, 78

Practice

TE: 3.1 42–43,
64–65; 3.5
194–195

Introduce/
Teach

Sequence

	Recognize story sequence.
	Understand details and facts.

Access Content Reteach the skill by reviewing the Picture It! lesson on sequence in the ELL Teaching Guide,
pp. 155–156.

Practice Book 3.2 p. 78

with | without Answers

EXPRESSION/INTONATION

Fluency

Model Reread "Dan Thuy's New Life in America" on p. 194m. Explain that you will use different tones of voice as you read the selection. Model for students as you read.

Choral Reading Read aloud p. 206. Remind students to use expression as they read dialogue. Encourage them to think how the characters might be feeling. Have students do three choral readings of p. 206.

Paired Reading Partners take turns reading aloud p. 208. Encourage pairs to use expression as they read. Partners may help with word identification and offer feedback.

Choral Reading Sing the song "It's a Small World," pp. 218–219, three times. Students should follow the established tempo and pitch.

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 3. Pay special attention to this week's skill, expression/ intonation. 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

Sequence

TEACH

Review the definition of sequence on p. 194, as well as various clue words that can
signal sequence. Students can complete Practice Book 3.2, p. 78, on their own, or you
can complete it as a class. Point out that an organizer such as this can help students
track what happens and when it happens in a story.

ASSESS

Have partners read p. 205, paragraph 1 for sequence of events. Ask them to note the
clue words the author uses (soon, one by one, and then).

For additional instruction for sequence, see DI•54.

Details and Facts

TEACH

Details are small pieces of information. Facts are pieces of information that can
be proven true.

Details and facts can reveal important information about plot, character, and setting.
Details can help students figure out an author's reasons for writing a selection.

Read aloud p. 202, paragraph 10: "After breakfast, Kisuni and I . . . ." Ask students to
write a statement of fact about the setting (Monsoon season was also the season for
sweet, yellow melons called chummy) and details that help the reader visualize, or
"see," the setting (rain, open market).

ASSESS

Have students read paragraph 1, p. 205. Ask:

1.	What fact does the author tell about the grandmother's clothing? (She wears a hanbok.)
2.	What details does the author give about the meal? (dumpling soup, rice cakes, chummy)