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: 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 24.

Whole Group
Revisit the Question of the
Week.

Group Time
Differentiated Instruction

this week's Leveled Readers. See pp. 220f–220g
for the small group lesson
plan.

Reading

Whole Group
Use pp. 243b–243c.

Language Arts
Use pp. 243d–243h and
243k–243n.

Grouping Options

Test

Selection Test:
Unit 5
Benchmark Test: Unit 3

Reteach/
Review

TE: 3.1 79, 3.2 271b, DI•56; 3.3 289, 353b, 363, DI•54; 3.5 243b, DI•55

PB: 3.1 26, 93, 97, 106, 123, 127, 128, 136; 3.2 83, 87, 88

Practice

TE: 3.2 250–251, 3.3 330–331,
3.5 220–221

Introduce/
Teach

Draw Conclusions

	Draw conclusions.
	Follow steps in a process.

Access Content Reteach the skill by reviewing the Picture It! lesson on drawing conclusions in the ELL Teaching Guide, pp. 162–163.

Practice Book 3.2 p. 88

with | without Answers

CHARACTERIZATION

Fluency

Model Reread "Everybody Cooks Rice" on p. 220m. Explain that you will use different tones of voice to represent different characters as you read the selection. Model for students as you read.

Readers' Theater Read aloud p. 233. Have students notice characterization as you read. Have students practice doing readers’ theater readings of p. 233 in groups of three: a narrator, a son, and a father.

Readers' Theater Read aloud p. 235. Have students notice how your voice changes as you read the dialogue. Practice reading the dialogue on this page with partners taking turns being the mother and the son.

Readers' Theater Groups of three practice reading aloud p. 236, three times, in readers' theater style. Students should read with characterization.

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, characterization. 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

Draw Conclusions

TEACH

Review what it means to draw conclusions on p. 220. Then read aloud the top section of Practice Book 3.2, p. 88. Walk students through the organizer, pointing out that readers combine what they read with what they already know to draw conclusions and make inferences.

ASSESS

Have partners use p. 228 in their books to practice drawing conclusions.
Ask: What conclusion can you draw about Mama's empanadas de calabaza?
(Possible response: they are delicious.) What facts led you to this conclusion?
(They are flaky and brown; some customers come just for her turnovers.)

For additional instruction for draw conclusions, see DI•55.

Steps in a Process

TEACH

Learning to identify steps in a process can make it easier to read and understand
a set of directions.

Steps in a process usually involve people doing or making something.
In some cases, the writer uses clue words such as first, second, after that, and later to help the reader keep track of the individual steps.

Help students recall the steps in the process of making jalapeño bagels.

ASSESS

Have students turn to p. 237 and record the steps involved in making jalapeño bagels. After they finish, ask:

1.	What is the first step in making jalapeño bagels? (Mix water, yeast, salt, and sugar.)


2.	What is the final step? (Bake until golden brown.)