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: 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 25.

Whole Group
Revisit the Question of the Week.

Group Time
Differentiated Instruction

this week's Leveled Readers. See pp. 244f–244g
for the small group lesson
plan.

Reading

Language Arts
Use pp. 275d–275h and
275k–275n.

Whole Group
Use pp. 275b–275c.

Grouping Options

Test

Selection Test: Unit 5
Benchmark Test: Unit 3

Reteach/
Review

TE: 3.1 51; 3.2 249b, DI•55; 3.3 329b, 347, 391, DI•53; 3.5 275b, DI•56

PB: 3.1 16, 83, 87,
88, 113, 117, 118,
126, 146; 3.2 93,
97, 98

Practice

TE: 3.2 224–225, 3.3 304–305, 3.5 244–245

Introduce/
Teach

Author's Purpose

	Understand author's purpose.
	Paraphrase a passage.

Access Content Reteach the skill by reviewing the Picture It! lesson on author's purpose in the ELL Teaching Guide, pp. 97–98.

Practice Book 3.2 p. 98

with | without Answers

APPROPRIATE PHRASING

Fluency

Model Reread "Country Kid, City Kid" on p. 244m. Explain that you will group words appropriately as you read the selection. Model for students as you read.

Choral Reading Read aloud p. 254. Have students notice how you read groups of words together, not word-by-word. Have students practice as a class, doing three choral readings of p. 254.

Paired Reading Partners take turns reading aloud p. 260. Students should group words appropriately and offer each other feedback.

Choral Reading Choral read the poem "My Friend in School," p. 276, three times. Students should read with rhythm and appropriate phrasing.

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, appropriate phrasing. 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

Author's Purpose

TEACH

Review the definition of author's purpose on p. 244. Remind students that authors
have four main reasons for writing: to persuade, to inform, to entertain, and to express.
Then direct students' attention to Practice Book 3.2, p. 98. Have them read the page on
their own, and complete the web with a partner.

ASSESS

Have partners reread p. 275. Ask them to identify the author's purpose (to inform) and
the clues they used to figure out their answer. (Facts: New York City in the state; it is a
leader in manufacturing, banking, and book publishing; it is a popular travel destination,
and so on.)

For additional instruction for author's purpose, see DI•56.

Paraphrase

TEACH

Remind the class that to paraphrase something is to put it in your own words.

A good paraphrase will keep the author's ideas and overall meaning but should be easier to read than the original.
Readers can paraphrase orally or in writing.

Work with students to paraphrase p. 272, paragraph 1. Have small groups of students
talk through the paraphrase before deciding what they want to write.

ASSESS

Have students write out a paraphrase for p. 272, paragraph 2. Ask:

Does your paraphrase show that you understand the original paragraph?
Have you used your own words and written original sentences?