NOTES TO THE TEACHER Introduction Fresh Reads for Differentiated Test Practice is designed to provide differentiated practice in reading comprehension skills and to prepare children to take the Reading/Language Arts section of standardized tests, state tests, or teacher-made tests The student book includes the weekly differentiated practice tests to strengthen comprehension skills taught in Scott Foresman Reading Street This Teacher’s Manual includes the following: (1) notes on how to use the Fresh Read tests, (2) instructions on how to administer and score a fluency test, (3) a chart on which you may record the progress of your children, and (4) annotated copies of all of the Fresh Read tests indicating the correct answer to all questions How to Use the Fresh Read Tests The purpose of the Fresh Read tests is to give weekly differentiated practice in target comprehension skills taught in Scott Foresman Reading Street This book contains three Fresh Read tests for each week to be used independently from the main selection in Scott Foresman Reading Street The tests consist of a “Fresh Read” leveled passage (or a drawing) and related comprehension items that focus on the target and review comprehension skills of the week but are written to address varying levels of proficiency—Strategic Intervention (SI), On-Level (OL), and Advanced (A) A code at the bottom of each page tells you the level of each test Drawings are used instead of written passages in Unit for the SI and OL tests, and in Unit for the SI tests In Unit all test questions are intended to be read aloud to the children for all three levels of the tests In Unit the test questions are to be read aloud to the children only for the SI and OL tests You may choose whether or not to read these and other tests aloud, based on your knowledge of your class © Pearson Education You can assess children’s proficiency levels using their responses to oral comprehension questions and their work on the comprehension pages in the Practice Book or Teacher’s Resource Book Fresh Read tests can be done independently, or you may choose to work through them with children in small groups, in order to give support and assess children’s progress Fresh Reads v Other ways to use the Fresh Read test pages: • use the Strategic Intervention pages for whole-class practice with the comprehension skills and/or test-taking skills • use the Strategic Intervention pages after introducing the target and review comprehension skills but prior to reading the main selection in the student anthology of Scott Foresman Reading Street to assess children’s readiness to read that selection • use the On-Level pages as an assessment tool to check children’s understanding of the comprehension skills and/or test-taking skills • use the On-Level pages to check children’s need for further practice, reteaching, or more challenging materials • use the Advanced pages as a substitute for the comprehension pages in the Practice Book or Teacher’s Resource Book for children working above grade level â Pearson Education ã use any of the pages as preparation for the unit Benchmark Test vi Fresh Reads How to Administer and Score a Fluency Test A fluency test measures a child’s reading rate, or the number of words correctly read per minute (wcpm), on grade-level text the child has not seen before You may want to use a copy of one of the “On-Level” leveled passages from the Fresh Read tests for this purpose Make a photocopy for yourself of the passage you will give the child (Starting with Unit 3, the pages in this Teacher’s Manual have a scale of running numbers to make it easier for you to know how many words the child read during the fluency check, while the passages in the student edition not have the numbers.) Make sure you have put the child’s name and the test date at the top of your copy of the passage Have a watch or clock with a second hand available for timing the reading Give the child a copy of the passage for the test Note: The child should NOT have seen the passage beforehand; it is a “fresh” reading passage for the child Do NOT allow the child to read the passage silently before oral reading Have the child read the text aloud Do not have the child read the title as part of the fluency reading; it is not included in the running word count (You may want to tape-record the child’s reading for later evaluation.) Stop the child at exactly one minute and note precisely where the child stopped As the child reads orally, on your copy of the text mark any miscues or errors the child makes during the reading (see the chart on page viii) Count the total number of words the child read in one minute Subtract any words the child read incorrectly Record the words correct per minute score on the test The formula is: Total # of words read – # of errors = words correct per minute (wcpm) © Pearson Education You will likely want to keep the test in your folder for the child You may also want to record children’s progress on the Reading Fluency Progress Chart on page xi Fresh Reads vii How to Identify Reading Miscues/Errors Using the passage on page ix, the chart below shows the kinds of miscues and errors to look for as a child reads aloud and the notations to use to mark them Reading Miscue Notations Omission Some days are so cold! The child omits words or word parts Substitution The child substitutes words or parts of words for the words in the text Bears go to caves to sleep Insertion The child inserts words or parts of words that are not in the text Small children like to run in the cold Mispronunciation/Misreading The child pronounces or reads a word incorrectly Cold winds come Hesitation The child hesitates over a word and the teacher provides the word Children have mittens and hats so they can play outside Self-correction The child reads a word incorrectly but then corrects the error Big children like to skate on the ice and out Came H sc Notes • If the child hesitates over a word, wait several seconds before telling the child what the word is • If a child makes the same error more than once, count it as only one error â Pearson Education ã Self-correction is not counted as an actual error However, writing “SC” over the word or words will help you identify words that give the child some difficulty viii Fresh Reads Interpreting the Results According to published norms for oral reading fluency, children at the end of Grade should be reading fluently at 60 words correct per minute in text that is on grade level This chart gives recommended progress toward that goal End of Unit/Grade Reading Rate (wcpm) Grade Unit N/A Grade Unit N/A Grade Unit Grade Grade Unit Unit End of Year Goal Weeks 1-3 20 to 30 Weeks 4-6 25 to 35 Weeks 1-3 30 to 40 Weeks 4-6 35 to 45 Weeks 1-3 40 to 52 Weeks 4-6 45 to 60 60 © Pearson Education If a child’s reading rate is lower than the suggested progress toward the standard for his or her grade level, your notes on the child’s miscues may help you determine why the rate is low Does the child make errors that indicate his or her decoding skills are poor? If so, further instruction in phonics may be needed Do the errors reflect a lack of comprehension or limited vocabulary? In that case, instruction in comprehension strategies and exposure to more vocabulary words may help A lack of fluency may indicate a lack of exposure to models of fluent oral reading It may also mean that the child isn’t reading enough material at his or her reading level “Matching Students to Texts” in the Additional Resources section at the back of the Scott Foresman Reading Street Teacher’s Editions gives suggestions on increasing reading fluency x Fresh Reads Reading Fluency Progress Chart Unit Child’s Name Date WCPM Unit Date WCPM Unit Date WCPM Unit Date WCPM Unit Date WCPM 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 © Pearson Education 26 27 28 29 30 31 32 33 34 35 Fresh Reads xi Sam, Come Back! Name Look at the pictures Answer the questions that follow © Pearson Education Jason Learns to Ride Turn the page Fresh Reads Unit Week SI Answer the questions below What did Jason first? ⅜ He rode his bike ⅜ He put on his helmet ⅜ He got help from Mom How did Jason feel before he rode his bike? ⅜ happy ⅜ sleepy ⅜ scared How did Jason feel after he rode his bike? ⅜ happy ⅜ sad ⅜ angry How does Jason feel about riding a bike? © Pearson Education He enjoys riding his bike Fresh Reads Unit Week SI Sam, Come Back! Name Look at the pictures Answer the questions that follow The Playful Girl © Pearson Education Turn the page Fresh Reads Unit Week OL This story is mostly about how to handle ⅜ winter ⅜ colds ⅜ washing What is this story all about? ⅜ dealing with the common cold ⅜ being inside in the summer ⅜ playing outside in the sun What would be another good name for this story? ⅜ Don’t Get Sick! ⅜ How the Birds Sing ⅜ Cleaning Up Which sentence best tells what this story is all about? ⅜ The sun shines in the summer ⅜ It gets cold in the winter ⅜ People must deal with colds Why is it so hard to have a cold in the summer? Possible response: You have to be inside while it is warm and sunny outside 166 Fresh Reads Unit Week OL © Pearson Education Answer the questions below Simple Machines Name Read the selection Answer the questions that follow Skunks on Defense Skunks have a spray that smells very bad It is called 11 musk They spray musk to chase away all their enemies They 22 use it when they are afraid They only use it after they give 35 warnings 36 Before spraying, a skunk growls and bangs its feet If the 47 enemy comes closer, the skunk raises its tail The tail’s white 58 tip still hangs down One step closer and that tip goes up That 71 is bad news! The skunk fires two jets of spray It stinks! The 84 enemy goes running away from that skunk! 91 Only the Great Horned Owl is not afraid of skunks These 102 113 They found the way to defeat skunks 120 © Pearson Education owls can swoop down and catch them before they can spray Turn the page Fresh Reads Unit Week A 167 Answer the questions below What is this story all about? ⅜ a dance to scare owls ⅜ a white tail to catch mice ⅜ a spray to keep enemies away This story is mostly about how skunks ⅜ make use of musk ⅜ go after owls ⅜ bang their feet Which sentence best tells what this story is all about? ⅜ Skunks’ spray does not block owls ⅜ A skunk can usually stop its enemies ⅜ The tail of a skunk has a white tip What would be another good name for this story? How are the owls not the same as other enemies of the skunk? Only the owls are not stopped by the skunks’ spray 168 Fresh Reads Unit Week A © Pearson Education Answers may vary Possible response: A Smelly Surprise Alexander Graham Bell Name Read the selection Answer the questions that follow The Boy and the Frog 11 “Hello, Boy!” the voice said 16 “Who is calling me?” the boy asked 23 “It is I Frog Come here.” 29 The boy walked on But Frog hopped along after him 39 “I want to grant you a wish,” said Frog 48 The boy laughed “You can’t grant a wish!” He quickly 58 walked away 60 © Pearson Education A boy was walking in the woods He heard a voice Turn the page Fresh Reads Unit Week SI 169 Why did Frog say “Come here” to the boy? ⅜ Frog had heard a voice in the woods ⅜ Frog wanted to hop with the boy ⅜ Frog wanted the boy to stop and talk Why did the boy walk away from Frog? ⅜ He wanted to be left alone ⅜ He needed a new friend ⅜ He wanted to talk with Frog Why did Frog keep following the boy? ⅜ Frog wanted to go home with him ⅜ Frog wanted to go on a walk with him ⅜ Frog wanted to give him a wish What is this story all about? Answers may vary Possible response: A frog tries to convince a boy that it can grant wishes 170 Fresh Reads Unit Week SI © Pearson Education Answer the questions below Alexander Graham Bell Name Read the selection Answer the questions that follow Snow Surprise Jen woke up one day and saw that lots of snow had fallen She just sat in bed and looked out her window at it all Then she called out, “School must be closed today!” No one called back to her Jen got up and dressed 13 26 36 46 “Mom? Dad? Is school closed today?” asked Jen There 55 was still no reply Then Jen looked outside the back door She 67 saw Mom and Dad playing in the snow They were making a 79 snowman! Why weren’t they getting ready to go to work? 89 “Hey!” Jen called “What are you doing?” Mom just laughed and rolled a snowball toward Jen Jen 96 106 117 with that snowman! 120 © Pearson Education put on her coat and mittens Hurray! She would help them Turn the page Fresh Reads Unit Week OL 171 What is this story all about? ⅜ surprises ⅜ cold ⅜ a snowman What makes you think school was closed that day? ⅜ Dad told Jen that school was closed ⅜ Jen looked out her window at the snow ⅜ Mom and Dad could stay home from work Why weren’t Mom and Dad getting ready for work? ⅜ They did not have jobs to go to ⅜ The snow had shut down everything ⅜ They had already gone to work How did Jen feel when she saw Mom and Dad in the snow? ⅜ scared ⅜ sad ⅜ surprised What you think Jen is going to next? Jen is going to go out and play in the snow with Mom and Dad 172 Fresh Reads Unit Week OL © Pearson Education Answer the questions below Alexander Graham Bell Name Read the selection Answer the questions that follow Mother’s Day Dear Dad, I want you to know how things are going while you are on your trip 15 17 I wanted to surprise Mom on Mother’s Day I wanted to 29 nice things for her to show her how much I love her I got up 44 early and ran the vacuum It was so heavy that it pulled down 57 the curtains in the living room Then I made Mom’s favorite 68 food I never knew that eggs could stick to walls! Mom was 80 surprised when she saw that I had mowed the whole lawn, 91 along with most of her flowers 97 Mom said that I gave her more surprises than she really needed Mom said she still loves me too © Pearson Education Come home soon 108 116 119 Love, 120 Tim 121 Turn the page Fresh Reads Unit Week A 173 Answer the questions below Where does this story take place? ⅜ at school ⅜ at home ⅜ at camp What did Tim want to do? ⅜ make a big mess at home ⅜ make more work for Mom ⅜ help Mom around the house Tim wrote this letter because his father ⅜ was not home for Mother’s Day ⅜ did not like to get phone calls ⅜ taught him how to cook eggs What happened when Tim cooked Mom breakfast? How you think Tim felt after he tried to help Mom around the house? Tim was sad that he made more work for Mom 174 Fresh Reads Unit Week A © Pearson Education Tim spilled the eggs all over the walls Ben Franklin Name Read the selection Answer the questions that follow The New Baby Mom and Dad think Yolanda’s baby brother is very cute 10 23 he seems to cry so much When he is sleeping, no one can 36 shout or sing or talk in the house Yolanda loves him very 48 much But some days she wants to be an only child again! 60 © Pearson Education Yolanda isn’t sure She thinks he may be a little bit cute But Turn the page Fresh Reads Unit Week SI 175 How does Yolanda feel about the baby? ⅜ unsure ⅜ sweet ⅜ brave What is the big idea in this story? ⅜ Babies are always fun to have around ⅜ Yolanda is going to be a good baby-sitter ⅜ Being a big sister can be hard at first What did you learn about people from this story? ⅜ Family changes are sometimes hard to handle ⅜ Sharing toys with others is always easy ⅜ Friendship is a very good thing What makes you think that Yolanda is getting used to her new brother? Answers may vary Possible response: She already thinks he is a little bit cute 176 Fresh Reads Unit Week SI © Pearson Education Answer the questions below Ben Franklin Name Read the selection Answer the questions that follow Enough for All When the animals came to the water hole to get a drink, the water was all gone 17 Zebra said, “What will we do?” 23 Elephant said, “We can dig down We’ll find water when 33 we’ve made the hole deeper.” So they started to dig They became hot and tired But they found enough water for everyone “We’ve worked hard,” they said “We should be proud Let’s all have some cool water.” Zebra said, “Rabbit didn’t help us dig He shouldn’t get any!” © Pearson Education 13 38 50 55 64 70 80 81 “That’s silly!” the other animals told Zebra “Be kind! If 91 Rabbit gets no water, he might not live There is enough for us 104 all.” 105 Zebra thought again “You are right It is best to share it with every animal.” 117 120 Turn the page Fresh Reads Unit Week OL 177 Where does this story take place? ⅜ in the park ⅜ at the water hole ⅜ by Rabbit’s house What is the big idea in this story? ⅜ learning to share ⅜ digging a hole ⅜ having some food What did you learn about friendship from this story? ⅜ It is not right to share ⅜ Be kind to others ⅜ Listen to the elephants What would be another good name for this story? ⅜ Elephant Changes His Mind ⅜ Sharing with Others ⅜ Rabbit Digs a Hole What happened when Zebra thought again? Zebra knew that the other animals were right about sharing 178 Fresh Reads Unit Week OL © Pearson Education Answer the questions below Ben Franklin Name Read the selection Answer the questions that follow The Amazing Invention Tom wanted to be a great inventor He entered a contest 11 for people who had ideas for making new things Tom wanted 22 to invent something that would help a child learn to play the 34 piano 35 Tom worked on his invention He wanted to make a new 46 kind of piano keyboard with lights over each key When a light 58 blinked, the child would play that piano key For every song, 69 Tom had to make the lights go on and off just right It was 83 hard work 85 At first, Tom could not get his invention to work right He 97 kept trying He learned from his mistakes At last he found out 109 how to make it work He built another keyboard 118 122 © Pearson Education Tom won first prize! Turn the page Fresh Reads Unit Week A 179 Answer the questions below What is the big idea in this story? ⅜ Do not tell lies ⅜ Keep on trying ⅜ Remember old friends What did you learn about Tom from this story? ⅜ He likes to play guitar ⅜ He doesn’t like hard work ⅜ He doesn’t give up When Tom made a mistake, he ⅜ tried to use it to better ⅜ stopped inventing anything ⅜ threw away his invention What happened to Tom at the end of the story? What you think Tom would have done if he hadn’t won this contest? Tom would try to win another contest 180 Fresh Reads Unit Week A © Pearson Education He won first prize in the contest ... Unit Date WCPM Unit Date WCPM Unit Date WCPM 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 © Pearson Education 26 27 28 29 30 31 32 33 34 35 Fresh Reads xi Sam, Come Back! Name Look at the pictures... in text that is on grade level This chart gives recommended progress toward that goal End of Unit /Grade Reading Rate (wcpm) Grade Unit N/A Grade Unit N/A Grade Unit Grade Grade Unit Unit End... pages in the Practice Book or Teacher’s Resource Book for children working above grade level © Pearson Education • use any of the pages as preparation for the unit Benchmark Test vi Fresh Reads How