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NOTES TO THE TEACHER Introduction Fresh Reads for Differentiated Test Practice is designed to provide differentiated practice in reading comprehension skills and to prepare students 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 students, 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 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. You can assess students’ proficiency levels using their responses to discussion questions in class 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 students in small groups, in order to give support and assess students’ progress. 3 © Pearson Education Fresh Reads v
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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 students’ readiness to read that selection • use the On-Level pages as an assessment tool to check students’ understanding of the comprehension skills and/or test-taking skills • use the On-Level pages to check students’ 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 students working above grade level • use any of the pages as preparation for the unit Benchmark Test 3 © Pearson Education vi Fresh Reads
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How to Administer and Score a Fluency Test A fluency test measures a student’s reading rate, or the number of words correctly read per minute (wcpm), on grade-level text the student 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 student. (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 student read during the fluency check, while the passages in the student edition do not have the numbers.) Make sure you have put the student’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 student a copy of the passage for the test. Note: The student should NOT have seen the passage beforehand; it is a “fresh” reading passage for the student. Do NOT allow the student to read the passage silently before oral reading. Have the student read the text aloud. Do not have the student 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 student’s reading for later evaluation.) Stop the student at exactly one minute and note precisely where the student stopped. As the student reads orally, on your copy of the text mark any miscues or errors the student makes during the reading (see the chart on page viii). Count the total number of words the student read in one minute. Subtract any words the student 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). You will likely want to keep the test in your folder for the student. You may also want to record students’ progress on the Reading Fluency Progress Chart on page xi. 3 © Pearson Education Fresh Reads vii
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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 student reads aloud and the notations to use to mark them. Reading Miscue Notations Omission Sanya had to write a report for her The student omits words or word science class about a planet she had parts. never visited. Substitution The student substitutes words or her parts of words for the words in the Sanya’s mom came into the room. text. Insertion Sanya was tired of looking at heraround The student inserts words or parts of screen and turned to look out the words that are not in the text. window. Mispronunciation/Misreading I can’t think of a better way to learn The student pronounces or reads a place word incorrectly. about a planet. Hesitation H The student hesitates over a word It was raining on Planet Octor. and the teacher provides the word. Self-correction sc The student reads a word incorrectly Mom agreed, so they jumped into but then corrects the error. their spaceship and headed for Earth. Notes • If the student hesitates over a word, wait several seconds before telling the student what the word is. • If a student makes the same error more than once, count it as only one error. • 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 student 3 some difficulty. © Pearson Education viii Fresh Reads
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Sample Fluency Test Here is the passage marked as shown on the previous page. This is the “On- Level” passage from Grade 3, Unit 1, Week 1. As the student reads the passage aloud to you, mark miscues and errors. Have the student read for exactly one minute, and then mark the last word the student reads. Name Susan 9/4/2009 92 Boom Town Sanya’s Science Report around Sanya was tired of looking at her screen and turned to look out the window. It 16 H was raining on Planet Octor. Sanya had to write a report for science class about a 32 planet she had never visited. 37 her Sanya’s mom came into the room. “Why aren’t you reading your teaching 49 screen?” she asked. 52 “Oh, I have been. I’ve decided to write about Earth,” Sanya said. “Why don’t we 67 place go there? I can’t think of a better way to learn about a planet.” 81 sc Mom agreed, so they jumped into their spaceship and headed for Earth. Sanya 94 looked out the window as they traveled. She recognized Norbeed, a red planet she 108 and her family had visited on vacation. It still had a red halo around it. 123 97 - 5 = 92 3 © Pearson Education Total number of words read 97 number of errors – 5 Words correct per minute 92 Fresh Reads ix
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Interpreting the Results According to published norms for oral reading fluency, students at the end of Grade 3 should be reading fluently at 120 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 3 Unit 1 80 to 90 Grade 3 Unit 2 85 to 95 Grade 3 Unit 3 90 to 100 Grade 3 Unit 4 95 to 105 Grade 3 Unit 5 102 to 112 Grade 3 Unit 6 110 to 120 End of Year Goal 120 If a student’s reading rate is lower than the suggested progress toward the standard for his or her grade level, your notes on the student’s miscues may help you determine why the rate is low. Does the student 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 student 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. 3 © Pearson Education x Fresh Reads
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Reading Fluency Progress Chart Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Student’s Name Date WCPM Date WCPM Date WCPM Date WCPM Date WCPM Date WCPM 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 3 27. 28. 29. © Pearson Education30. 31. 32. 33. 34. 35. Fresh Reads xi
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Name Boom Town Read the selection. Then answer the questions that follow. Lucky Lucy Lucy Mouse was excited. Today a new mouse was coming to class. 12 “Meet our new student, Ted Mouse,” said Mr. Toad. “Let’s make him feel 25 welcome.” 26 No one said a word. They were all staring because Ted had no tail! 40 At lunch, no one invited Ted to join them. Lucy felt sorry for Ted, but she was 57 going to sit with her friends. Then she slipped and dropped all her food. No one 73 said a word. They all just stared at her. 82 Only Ted walked over to Lucy. He said, “Don’t worry. I’ll help you.” 95 Ted helped Lucy get more food. Then Ted and Lucy ate lunch together. 108 3 © Pearson Education Turn the page. Fresh Reads Unit 1 Week 1 SI 1
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Answer the questions below. 1 You know t his story is a fantasy because the animals stare. eat. walk. talk. 2 Ted Mouse probably helped Lucy because he is scared. angry. kind. famous. 3 How is this fantasy most like a realistic story? Two mice talk to each other. Two students help each other. The new student is a mouse. The teacher is a toad. 4 What is the first clue that this story is a fantasy? The first clue is that Lucy Mouse is excited. 3 © Pearson Education 2 Fresh Reads Unit 1 Week 1 SI
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Name Boom Town Read the selection. Then answer the questions that follow. Sanya’s Science Report Sanya was tired of looking at her screen and turned to look out the window. It 16 was raining on Planet Octor. Sanya had to write a report for science class about a 32 planet she had never visited. 37 Sanya’s mom came into the room. “Why aren’t you reading your teaching 49 screen?” she asked. 52 “Oh, I have been. I’ve decided to write about Earth,” Sanya said. “Why don’t we 67 go there? I can’t think of a better way to learn about a planet.” 81 Mom agreed, so they jumped into their spaceship and headed for Earth. Sanya 94 looked out the window as they traveled. She recognized Norbeed, a red planet she 108 and her family had visited on vacation. It still had a red halo around it. 123 Sanya knew from her teaching screen that Earth was different from Octor and 136 Norbeed. Earth was a planet of blue water and green land. After three days, the blue 152 and green planet came into view. Just as the spaceship was coming into landing 166 orbit, Sanya heard a loud noise. 172 “Don’t worry,” Mom said. “That’s just a signal from the Earth crew letting us 186 know they’re ready to pull us in.” 193 3 Sanya smiled. She was eager to learn about Planet Earth. 203 © Pearson Education Turn the page. Fresh Reads Unit 1 Week 1 OL 3
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Answer the questions below. 1 How was Sanya’s mother like a real mom? She wanted to help her daughter. She knew how to fly a spaceship. She visited Norbeed. She lived on Octor. 2 What makes this story a fantasy? It is about people making a long trip. It gives facts about space travel. It asks a question and gives more than one answer. It is about something that could not happen. 3 How did Sanya feel at the end of the story? proud eager worried afraid 4 Which event in this story tells you it is a fantasy? A girl had to write a science report. A girl traveled to another planet. A girl learned about another planet. A family took a vacation. 5 What is the first clue that this story is a fantasy? It was raining on Planet Octor. 3 © Pearson Education 4 Fresh Reads Unit 1 Week 1 OL
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Name Boom Town Read the selection. Then answer the questions that follow. The Fire Stealer Once upon a time, there was no fire on the Earth, and animals everywhere were 15 freezing. They could see the fire in the sun but could not get even a tiny coal 32 from fierce Firekeeper, the sun’s guardian. One day the animals were so cold they 46 decided to take some fire. 51 Brave Crow said, “I will fly to the sun and take a piece of coal. Firekeeper 67 will not miss such a tiny piece.” 74 But Firekeeper noticed him and was so furious that he burned the feathers off of 89 Crow’s head as punishment. 93 Then Wily Possum said, “Maybe I can take some fire and hide it in my tail. 109 Firekeeper will not notice a small coal hidden in my bushy tail.” 121 But Possum could not fool Firekeeper, and angry Firekeeper burned the fur off 134 Possum’s tail as punishment. 138 Finally, tiny Water Spider said, “I will get so wet that the sun cannot burn me, 154 and I will spin thread to make a little bowl on my back where I can carry the small 173 piece of fire that I take.” 179 Water Spider was so small she could easily slip by Firekeeper. When the animals 193 3 saw her carrying back the fire, they all cheered. 202 Bear said, “You are the smallest in our animal family, yet you gave us this 217 © Pearson Education precious gift of fire.” 221 Turn the page. Fresh Reads Unit 1 Week 1 A 5
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Answer the questions below. 1 Based on Water Spider’s actions, you can say that she was small and afraid. smart and brave. big and strong. sad and lonely. 2 You can tell this story is a fantasy because there are no people in the story. a problem is solved. animals talk. it takes place in the past. 3 How was Water Spider like a real person? The sun could not burn her. She was so small she could hardly be seen. She talked with her animal friends. She made a plan to do something. 4 How do you know that Firekeeper is not a real person? In real life, there is not a person who guards the sun. 3 5 What part of this story could really happen? Animals could be cold. © Pearson Education 6 Fresh Reads Unit 1 Week 1 A
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Name What About Me? Read the selection. Then answer the questions that follow. First Place Gene woke up nervous. The music contest was on Monday. Gene was scared. 13 “I can’t do it,” Gene said to his parents. 22 “First you need to practice. I will help you,” Gene’s dad said. They practiced the 37 piano together every day. 41 Then Gene and his dad went to the contest. Gene heard the other students play. 56 They played very well. I don’t have a chance, Gene thought to himself. 69 Later it was Gene’s turn. He looked at his dad and felt better. Gene played 84 without any mistakes. He could not believe it when he heard his name called as the 100 first-place winner. 102 Finally, Gene wasn’t nervous anymore. 107 3 © Pearson Education Turn the page. Fresh Reads Unit 1 Week 2 SI 7
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Answer the questions below. 1 The author probably wrote “First Place” to tell a story about a boy who wins a contest. persuade people to enter a music contest. warn people to be patient. teach people about music. 2 What was the last thing that happened in this story? Gene and his dad practiced piano. Gene heard his name called. Gene wasn’t nervous anymore. It was Gene’s turn to play. 3 What did Gene probably do just after he played the piano in the contest? took another turn called his dad went back to his seat went home 4 What do you think Gene and his dad most likely did after the contest? Answers may vary. Possible response: Gene and his dad had ice cream to celebrate. 3 © Pearson Education 8 Fresh Reads Unit 1 Week 2 SI
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Name What About Me? Read the selection. Then answer the questions that follow. The Backyard Party Angie and Gina wanted to have a party because school was almost over for the 15 summer. They wanted to invite all their friends, but their houses were too small for 30 so many people. Gina thought that her big backyard would be perfect for the party, 45 so she asked her mom if she could have the party there. Gina’s mom agreed, so the 62 girls began to make plans for the best party ever. 72 First, Angie and Gina made a list of their friends. Then they made fancy 86 invitations that told the time and place of the party. Next, Angie began writing 100 names on the cards, while Gina made a list of food to buy. Because the weather was 117 warm, Gina wanted to have ice cream for dessert. 126 “What games should we play?” Angie asked. 133 “Let’s play the ring-toss game that we played last summer,” Gina said. 145 Just then Gina’s mom came into the room. “What’s the date of the party?” she 160 asked. 161 Gina and Angie looked at each other and laughed. They had been so busy making 176 plans for the party that they’d forgotten to pick a day for it! 189 3 © Pearson Education Turn the page. Fresh Reads Unit 1 Week 2 OL 9
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Answer the questions below. 1 What do you think Gina and Angie will do next? plan a beginning of the school year party pick a day for the party give Gina’s mom a list of food to buy practice the ring-toss game 2 What clue words tell you the sequence of events in the second paragraph? made, began first, then, next told, because time, place 3 The author probably wrote this story to persuade the reader to have a party. express a point of view. entertain the reader. give facts about summer. 4 Which of the following happened first? Gina got permission to have the party. Angie and Gina made invitations. Gina’s mom asked about the date of the party. Gina and Angie made a list of friends to invite. 5 If you were planning a party, what would you do first, second, and third? Answers may vary. Possible response: First, I would decide when to have the party. Second, I would decide whom to 3 invite. Third, I would decide what food to serve. © Pearson Education 10 Fresh Reads Unit 1 Week 2 OL
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Name What About Me? Read the selection. Then answer the questions that follow. Henry’s New Bed My cat Henry could sleep almost anywhere and anytime. Sometimes I found him 13 curled up in an armchair, or sleeping on a pile of clothes, or napping in my bed. 30 One day my mom told me that it was time for Henry to have a bed of his own. 49 “Carl, you should make a bed for Henry,” Mom said. “I’ll help you.” 62 First, we looked for a basket in the basement and found an old laundry basket 77 that we didn’t use anymore. Next, we needed something soft for Henry to sleep on. 92 I suggested my pillow, but Mom didn’t think that was a good idea. She found some 108 old towels and put them in the basket. I wanted to show the bed to Henry right 125 away, but Mom said that we should put one of his favorite toys in the basket first. I 143 found Henry’s toy mouse and put it in the basket. 153 “Now we need to find a place to put Henry’s bed,” Mom said. 166 We decided to put Henry’s bed on the floor near my bed. When I showed Henry 182 his new bed, he jumped right in, turned around a few times, and then quickly fell 198 asleep. From then on, we found him in his own bed more often than in mine. 214 3 © Pearson Education Turn the page. Fresh Reads Unit 1 Week 2 A 11
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Answer the questions below. 1 What happened right after Mom and Carl found the basket for Henry? Henry jumped into the basket. Carl found Henry’s toy. Carl found a place for the basket. Mom found some towels. 2 The author probably wrote this story to describe a funny cat. explain how to make a cat bed. persuade the reader to buy a cat. frighten the reader. 3 Henry saw his new bed for the first time right after Mom and Carl put the towels in the basket. found a basket. looked for a basket. found a place for the bed. 4 Why was it important to put one of Henry’s favorite toys in the basket before showing him his new bed? Answers may vary. Possible response: It was important so that the new bed would not seem so strange. 3 5 What are the clue words that tell you the sequence of events in this story? one day, first, next, now, from then on © Pearson Education 12 Fresh Reads Unit 1 Week 2 A
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