Scott Foresman Reading Street

Fluency Assessment Plan

Week 1 Assess Advanced
students.
This week 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 27: A Circus Life for Ben

To practice fluency
with text comprised
of previously taught phonics elements
and irregular words,
use Decodable
Reader 27.

Whole Group Revisit the Question of the Week.

Group Time
Differentiated Instruction

this week’s Leveled
Readers. See pp. 304f–304g
for the small group lesson
plan.

Reading

Language Arts
Use pp. 331d–331h and
331k–331n.

Whole Group
Use pp. 331b–331c.

Grouping Options

Test

Selection Test:
Unit 6;
Benchmark Tests:
Units 4, 6

Reteach/
Review

TE: 3.3 303b, 315, DI•52; 3.4 35b, 49, 71, DI•52; 3.6 293, 331b, 373, DI•53

PB: 3.1 103, 107,
108, 116; 3.2 3, 7,
8, 16, 26, 106,
113, 117, 118, 136

Practice

TE: 3.3 280–281, 3.4 12–13,
3.6 304–305

Introduce/
Teach

Cause and Effect

	Determine cause and effect relationships.
	Describe and explain an author’s choice of words.

Access Content Reteach the skill by
reviewing the Picture It! lesson on
cause and effect in the ELL
Teaching Guide, pp. 183–184.

Practice Book 3.2 p. 118

with | without Answers

APPROPRIATE PHRASING

Fluency

Model Reread "Elsa" on p. 304m. Explain that you will group words into appropriate phrases. Model for students as you read.

Choral Reading Read aloud p. 314. Have students notice how you read entire groups of words instead of reading word-by-word. Have students practice as a class, doing three choral readings of p. 314.

Model Read aloud p. 325. Have students notice how you pause at commas and group words appropriately. Practice as a class by doing three choral readings of p. 325.

Paired Reading Have partners practice reading aloud pp. 328–331. Students should read groups of words and 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 2. 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: 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

Cause and Effect

TEACH

Review the skill instruction for cause and effect on p. 304. Discuss that the cause is
why something happens and the effect is what happens. Students can complete
Practice Book 3.2, p. 118, on their own, or you can complete it as a class. Point out
that students will complete exercises in which the answer is either a cause or effect.

ASSESS

Have students reread paragraph 4 on p. 312. Tell them, After Mr. Kang cleans the
cage, the hua mei walks back into it. Ask students to identify the cause for this effect.
(The hua mei doesn't want Mr. Kang to clean him.)

For additional instruction for cause and effect, see DI•53.

Word Choice

TEACH

Authors select their words carefully. Often authors choose words that help the reader
experience the way things look, sound, smell, taste, or feel.

As you read, consider the author's choice of words.
Try to see images in your mind as you read.

Read aloud the first paragraph on p. 312. Have volunteers describe why they believe the
author chose phrases like "the moon peeking into his window," "listens to words in his
head," and "paints a poem."

ASSESS

Have students work with a partner to reread p. 319. Ask:

1.	How do the author's word choices help you understand the story?
2.	Explain how the author's word choices help you use your senses to better understand the story.