Scott Foresman Reading Street

Fluency Assessment Plan

Week 1 Assess Advanced students.
Week 2 Assess Strategic Intervention students.
This week 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

To practice fluency with text comprised of previously taught phonics elements and irregular words, use Decodable Reader 28.

Whole Group
Revisit the Question of the Week.

this week’s Leveled
Readers. See pp. 332f–332g for the small group lesson plan.

Reading

Group Time
Differentiated Instruction

Use pp. 353d–353h and
353k–353n.

Whole Group
Use pp. 353b–353c.

Language Arts

Grouping Options

Test

Selection Test,
Unit 6

Reteach/
Review

TE: 3.4 111b,
DI•55; 3.5 193b, 229, 265, DI•53;
3.6 353b, DI•54

PB: 3.2 33, 37, 38,
63, 67, 68, 86, 96,
123, 127, 128

Practice

TE: 3.4 86–87, 3.5 170–171, 3.6
332–333

Introduce/
Teach

Fact and Opinion

	Distinguish between statements of fact and opinion.
	Identify rhythm in selections.

Access Content Reteach the skill by reviewing the Picture It! lesson on fact and opinion in the ELL Teaching Guide, pp. 190–191.

Practice Book 3.2 p. 128

with | without Answers

READING SILENTLY WITH FLUENCY AND ACCURACY

Fluency

Model Reread "Indescribably Arabella" on p. 332m. Explain that good silent readers focus on the material they are reading. Good readers read words correctly and self-correct when they misread a word. Model for students as you first read aloud and then read silently.

Silent Reading Read aloud p. 344. Tell students that good silent readers read carefully and correct words that they read incorrectly. Have students notice how you self-correct when you misread a word. Have students read p. 344 silently two times.

Model Silent Reading Read aloud p. 347. Have students notice how you self-correct as you read aloud and then silently. Have students practice reading this page silently three times.

Choral Reading Choral read "Nathaniel's Rap," pp. 352–353, three times. Students should read with rhythm and expression.

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 3. Pay special attention to this week’s skill, reading silently with fluency and accuracy. 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

Fact and Opinion

TEACH

Review the difference between a statement of fact and a statement of opinion. Tell
students that even when they read nonfiction, authors sometimes include opinions.
Students should remember that a statement of fact can be proven to be correct or
incorrect while an opinion gives thoughts or ideas and are not right or wrong. Students
can complete Practice Book 3.2, p. 128, on their own, or you can complete it as a class.
Students may need to paraphrase or rewrite statements.

ASSESS

Have partners use p. 338 in their books to determine a statement of fact and a statement
of opinion. (Fact—Some murals are inside and others are outside. Opinion—All are great
examples of artistic expression at its best.)

For additional instruction for fact and opinion, see DI•54.

Rhythm/Cadence

TEACH

Rhythm is the pattern of sounds in speech or writing. Many poems have an obvious
rhythm. However, all writing has rhythm.

To understand a selection's rhythm, it is best to read aloud.
Use punctuation as a guide as to when to stop, pause, and continue.

Work with students to identify the rhythm in the last paragraph on p. 338. Invite them
to read the paragraph aloud to hear the flow of the language.

ASSESS

Have students work individually to read aloud the first paragraph on p. 346. Encourage
them to identify the flow of language. Ask:

1.	Did you use punctuation clues to help you read with the correct rhythm?
2.	Did reading aloud help you recognize the rhythm?