Scott Foresman Reading Street

4–Step
Plan for
Assessment

Diagnose and Differentiate

Monitor Progress

Assess and Regroup

Summative Assessment

Unit 6

Grouping for AYP

Guiding comprehension questions and skill and strategy
instruction during reading
Monitor Progress boxes to check comprehension and
vocabulary
Weekly Assessments on Day 3 for comprehension, Day 4 for
fluency, and Day 5 for vocabulary
Practice Book pages at point of use
Weekly Selection Tests or Fresh Reads for Differentiated Test Practice

Days 3, 4, and 5 Assessments Record results of weekly Days 3, 4, and 5
assessments in retelling, fluency, and vocabulary (pp. WA16–17) to
track student progress.
Unit 6 Benchmark Test Administer this test to check mastery of unit skills.
There is no need to regroup at the end of Unit 6. Use weekly assessment
information, Unit Benchmark Test performance, and the Unit 6 Assess and
Regroup (p. WA18) to assess students' progress. See the time line below.

Group Time

Explicit instructional routines teach core skills and strategies.
Independent activities provide practice for core skills and extension and enrichment options.
Leveled readers (LR1–48) and decodable readers provide additional reading and practice with core skills and vocabulary.

Daily Strategic Intervention lessons provide more intensive instruction, more scaffolding, more practice with critical skills, and more opportunities to respond.
Decodable readers practice word reading skills.
Reteach lessons (DI•52–DI•56) provide additional instructional opportunities with target skills.
Leveled readers (LR1–48) build background for the selections and practice target skills and vocabulary.

Daily Advanced lessons provide compacted instruction for accelerated learning, options for investigative work, and challenging reading content.
Leveled readers (LR1–48) provide additional reading tied to lesson concepts.

Outside assessments (e.g., DIBELS) may recommend regrouping at other times during the year.

Diagnose
To make initial grouping decisions, use the Baseline Group Test or another initial placement test. Depending on students' ability levels, you may have more than one of each group.

Differentiate

If… student's performance is

then… use the regular instruction and the daily Strategic Intervention lessons, pp. DI•2–DI•50.

If… student's performance is

then… use the regular instruction for On-Level learners throughout each selection.

If… student's performance is

then… use the regular instruction and the daily
instruction for Advanced learners, pp. DI•3–DI•51.

Benchmark Assessment Use to measure a student’s
mastery of each unit’s skills.
End-of-Year Benchmark Assessment Use to measure a
student’s mastery of program skills covered in all six units.

Additional opportunities to differentiate instruction:

Reteach Lessons, pp. DI•52–DI•56
Leveled Reader Instruction and Leveled Practice, LR1–48
My Sidewalks on Scott Foresman Reading Street
Intensive Reading Intervention Program