Scott Foresman Reading Street

Fluency Assessment Plan

This week assess Advanced
students.
Week 2 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: 110–120 WCPM
Year-End Goal: 120 WCPM

To develop fluent readers, use Fluency Coach.

MORE READING FOR

Fluency

Decodable Reader 26: Black and White and Big All Over

To practice fluency
with text comprised
of previously taught phonics elements
and irregular words,
use Decodable
Reader 26.

Whole Group
Revisit the Question of the Week.

this week’s Leveled
Readers. See pp. 284f–284g for the small group lesson plan.

Reading

Group Time
Differentiated Instruction

Use pp. 303d–303h and
303k–303n.

Whole Group
Use pp. 303b–303c.

Language Arts

Grouping Options

Test

Selection Test:
Unit 6 Benchmark
Tests: Units 2, 6

Reteach/
Review

TE: 3.2 173b, 223b, 223, 241, DI•54;
3.6 303b, 339, 391, 397, DI•52

PB: 3.1 53, 57, 58,
73, 77–78, 86;
3.2 103, 107–108, 126, 146

Practice

TE: 3.2 150–151,
198–199,
3.6 284–285

Introduce/
Teach

Main Idea and Details

	Determine main idea and supporting details.
	Identify steps in a process.

Access Content Reteach the skill by
reviewing the Picture It! lesson on
main idea and details in the ELL
Teaching Guide, pp. 176–177.

Practice Book 3.2 p. 108

with | without Answers

ACCURACY, APPROPRIATE PACE/RATE, AND EXPRESSION

Fluency

Model Reread "Uncle Sam" on p. 284m. Explain that you will read at an appropriate rate and use your voice to show expression. Model for students as you read.

Choral Reading Read aloud p. 293. Have students notice how you read without skipping or changing any words. Have students practice as a class, doing three choral readings of p. 293.

Model Read aloud p. 295. Have students notice how you pause at the dash and how your voice changes at the exclamation point. Practice as a class by doing three choral readings of p. 295.

Paired Reading Have partners practice reading aloud p. 297, three times. Students should read with expression and accuracy. Partners should offer each other feedback.

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 1. Pay special attention to this week’s skills, accuracy, appropriate pace/rate, and expression. 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: 110–120 words correct per minute. End-of-Year Goal: 120 words correct per minute.

If… students cannot read fluently at a rate of 110–120 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

Main Idea

TEACH

Explain to students that the main idea is the "big idea" of a paragraph or selection.
Students can complete Practice Book 3.2, p. 108, on their own, or you can complete
it as a class. Point out the question in Box 1 and explain that the question is asking
for the main idea. The questions in the remaining boxes serve to prompt students to
identify details that give more information.

ASSESS

Have partners use p. 297 in their books to determine the paragraph's main idea
(There was a celebration when Liberty was in place in the harbor) and supporting
details (Bartholdi unveiled Liberty's face, boats filled the harbor, President Cleveland
gave a speech).

For additional instruction for main idea, see DI•52.

Steps in a Process

TEACH

When you tell the steps in a process, you tell the order of steps to finish something
or the steps in which something happens.

Think about what is being made and how it should look after each step.
Look for clue words, such as first, next, and then.
If there are diagrams or illustrations, "match" them to the written steps.

Work with students to identify the steps in the process on p. 292, paragraphs 2 and 3.
Have them identify clue words and illustrations that help them visualize and understand
the steps in the process.

ASSESS

Have students work individually to reread p. 295. Have them list the steps in the
process in paragraph 2 on p. 295. Ask:

1.	Did you see a picture in your mind as you read each step?
2.	Could you explain the process to someone?