Scott Foresman Reading Street

Fluency Assessment Plan

Week 1 Assess Advanced students.
Week 2 Assess Strategic Intervention students.
Week 3 Assess On-Level students.
This week 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 29: The Disappearing Cat

To practice fluency with text comprised of previously taught phonics elements and irregular words, use Decodable Reader 29.

Whole Group Revisit the Question of the Week.

Group Time
Differentiated Instruction

this week’s Leveled
Readers. See pp. 354f–354g
for the small group lesson
plan.

Reading

Language Arts
Use pp. 379d–379h and
379k–379n.

Whole Group
Use pp. 379b–379c.

Grouping Options

Test

Selection Test:
Unit 6

Reteach/
Review

TE: 3.4 137b,
DI•56, 3.6 315, 379b, DI•55

PB: 3.2 43, 47, 48, 116, 133, 137, 138

Practice

TE: 3.4 112, 113; 3.6 354, 355

Introduce/
Teach

Plot and Theme

	Identify a story's plot and theme.
	Identify a story's setting.

Access Content Reteach the skill by reviewing the Picture It! lesson on plot and theme in the ELL Teaching Guide, pp. 197–198.

Practice Book 3.2 p. 138

with | without Answers

ACCURACY, APPROPRIATE PACE/RATE, AND EXPRESSION

Fluency

Model Reread "The Boy Who Stopped Time" on p. 354m. Explain that you will read at an appropriate pace, not too fast and not too slowly. You will read accurately and with expression. Model for students as you read.

Echo Reading Read aloud p. 360. Have students notice expression in your voice. Have students practice as a class, doing three echo readings of p. 360.

Model Read aloud p. 363. Have students notice how you pause at commas and how you read at an appropriate rate. Practice as a class by doing three choral readings of p. 363.

Paired Reading Partners practice reading aloud p. 365, three times. Students should read with accuracy 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 4. Pay special attention to this week’s skills, accuracy, appropriate pace/rate, and expression. 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

Plot and Theme

TEACH

Review the difference between a story's plot and theme. Remind students that when
explaining a story's plot, they should include the most important details about the
beginning, middle, and end. Students can complete Practice Book 3.2, p. 138, on their
own, or you can complete it as a class. Point out that questions 1–3 ask about the
story's plot. Question 4 asks about the story's theme.

ASSESS

Have students review Two Bad Ants. Ask them to describe the story's plot (Beginning—On
a trip to find crystals, two ants decide not to return home so they can always enjoy the
crystals; Middle—The two ants encounter dangers in their new home; End—The two ants
return home, happy to be there) and theme (don't take what you have for granted).

For additional instruction for plot and theme, see DI•55.

Setting

TEACH

The setting is the time and place of a story. The author may state the setting. Often
readers have to use details in the story to identify the story's time and place. A story's
setting can influence what happens to characters.

Look for clues in the story that describe the setting.
As you read, see if the setting affects the characters and plot.

Read aloud the first paragraph on p. 360. Have volunteers identify the setting. Then ask
students to describe clues that help them identify the setting.

ASSESS

Have students work with a partner to reread pp. 364–365. Ask:

1.	Did the author state where the ants were, or did you use clues to identify the location? Which clues?
2.	How would the events change if the story took place in another location, such as a forest?