Scott Foresman Reading Street

Fluency Assessment Plan

Week 1 Assess Advanced
students.
Week 2 Assess Strategic
Intervention students.
Week 3 Assess On-Level
students.
Week 4 Assess Strategic
Intervention students.
This week 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 30.

Whole Group

Reading

Whole Group
Use pp. 407b–407c.

Revisit the Question of
the Week.

Group Time
Differentiated Instruction

this week’s
Leveled Readers. See
pp. 380f–380g for the small group lesson plan.

Language Arts
Use pp. 407d–407h and 407k–407n.

Grouping Options

Test

Selection Test:
Unit 6
Benchmark Test:
Unit 4

Reteach/
Review

TE: 3.3 379b, DI•55;
3.4 85b, 101, 127,
DI•54; 3.5 161; 3.6
407b, DI•56

PB: 3.1 133, 137,
138; 3.2 23, 27,
28, 36, 46, 56,
143, 147, 148

Practice

TE: 3.3 354–355, 3.4 60–61,
3.6 380–381

Introduce/
Teach

Generalize

	Make generalizations.
	Identify important facts and details.

Access Content Reteach the skill by
reviewing the Picture It! lesson on
generalizing in the ELL Teaching
Guide, pp. 204–205.

Practice Book 3.2 p. 148

with | without Answers

CHARACTERIZATION

Fluency

Model Reread "Manuelo, the Playing Mantis" on p. 380m. Model how to make changes in your voice to bring the characters to life.

Readers' Theater Read aloud p. 387. Have students notice characterization as you read. Have students practice doing reader's theater readings of p. 387 in groups of three: a narrator, Pedro, and Elena.

Model Read aloud p. 389. Have students notice how your voice changes as you read the dialogue. Have students practice reading the dialogue on this page with a partner, taking turns being Elena and Burro.

Readers' Theater Groups of three practice reading aloud p. 399, three times, readers' theater style. Students should read with characterization.

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 5. Pay special attention to this week's skill, characterization. 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

Generalize

TEACH

Explain that when you generalize, you make a general or broad statement that applies
to several examples. Students can complete Practice Book 3.2, p. 148, on their own, or
you can complete it as a class. Review how to read the graphic organizer before students
begin the activity. Explain that the facts should come from the passage.

ASSESS

Have students review pp. 389–392. Ask them to list facts and details about Elena, then
make a generalization about her personality (Fact—Elena helps the animals, and the
animals thank Elena; Generalization—Elena is a caring person).

For additional instruction for generalize, see DI•56.

Details and Facts

TEACH

Details are small pieces of information. Facts are pieces of information that can be proven
to be true. Details can help you remember important information, visualize the story events,
and justify your predictions, conclusions, generalizations, and feelings related to the story.

Look for details that help you understand the plot, characters, and setting.
As you read, try to decide which details are important.
Use details to help you decide why the author wrote a selection.

Read aloud the first paragraph on p. 386. With students, list important facts and details on
the board.

ASSESS

Have students work with a partner to reread p. 388. Invite them to identify important
facts and details. Ask:

1.	Why is it important to remember the details you listed?
2.	*How do the details help you understand why the author wrote Elena's Serenade?*