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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 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 1 for the SI and OL tests, and in Unit 2 for the SI tests. In Unit 1 all test questions are intended to be read aloud to the children for all three levels of the tests. In Unit 2 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. 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. 1 © 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 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 • use any of the pages as preparation for the unit Benchmark Test 1 © Pearson Education vi Fresh Reads
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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 do 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). 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. 1 © 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 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 and The child substitutes words or parts Bears go to caves to sleep. of words for the words in the text. Insertion out The child inserts words or parts of Small children like to run in the cold. words that are not in the text. Mispronunciation/Misreading Came The child pronounces or reads a Cold winds come. word incorrectly. Hesitation H The child hesitates over a word and Children have mittens and hats so the teacher provides the word. they can play outside. Self-correction sc The child reads a word incorrectly Big children like to skate on the ice. but then corrects the error. 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. • 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. 1 © Pearson Education viii Fresh Reads
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Interpreting the Results According to published norms for oral reading fluency, children at the end of Grade 1 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 1 Unit 1 N/A Grade 1 Unit 2 N/A Grade 1 Unit 3 Weeks 1-3 20 to 30 Weeks 4-6 25 to 35 Grade 1 Unit 4 Weeks 1-3 30 to 40 Weeks 4-6 35 to 45 Grade 1 Unit 5 Weeks 1-3 40 to 52 Weeks 4-6 45 to 60 End of Year Goal 60 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. 1 © Pearson Education x Fresh Reads
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Reading Fluency Progress Chart Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Child’s Name 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. 1 27. 28. 29. © Pearson Education 30. 31. 32. 33. 34. 35. Fresh Reads xi
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Name Sam, Come Back! Look at the pictures. Answer the questions that follow. Jason Learns to Ride 1 © Pearson Education Turn the page. Fresh Reads Unit 1 Week 1 SI 1
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Answer the questions below. 1 What did Jason do first? He rode his bike. He put on his helmet. He got help from Mom. 2 How did Jason feel before he rode his bike? happy sleepy scared 3 How did Jason feel after he rode his bike? happy sad angry 4 How does Jason feel about riding a bike? He enjoys riding his bike. 1 © Pearson Education 2 Fresh Reads Unit 1 Week 1 SI
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Name Sam, Come Back! Look at the pictures. Answer the questions that follow. The Playful Girl 1. 2. 3. 1 © Pearson Education Turn the page. Fresh Reads Unit 1 Week 1 OL 3
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Answer the questions below. 1 What did the girl do first? She watched the rain. She played ball. She rode her bike. 2 What does the girl like to do? She likes to play. She likes to sit. She likes to read. 3 How does the girl feel when she plays? sad happy tired 4 How does the girl feel when it rains? happy sleepy sad 5 What does the girl like doing outside? 1 The girl likes to play ball. The girl likes to ride her bike. © Pearson Education 4 Fresh Reads Unit 1 Week 1 OL
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Name Sam, Come Back! Read the selection. Answer the questions that follow. Dan’s Cat Dan has a little cat. The cat is Rags. Dad is mad at Rags. Rags gets in Dad’s bag. Dad can see Dan and Rags play. Dan and Rags play in the green grass. Then, Rags naps on Dan’s lap. Dan pats Rags on the back. Rags is happy. Dan is glad to have Rags as a pal. 1 © Pearson Education Turn the page. Fresh Reads Unit 1 Week 1 A 5
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Answer the questions below. 1 Why is Dad mad? Rags hurt Dad. Rags gets in Dad’s bag. Rags is lost. 2 How does Dan feel about Rags? mad sad glad 3 What do Rags and Dan do just after they play? Rags takes a nap. Dad gets mad. Dan pats Rags. 4 What does Dan do for Rags? Answers may vary. Possible response: Dan plays with and cares for Rags. 1 5 How does Rags feel about Dan? © Pearson Education Rags likes Dan. 6 Fresh Reads Unit 1 Week 1 A
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Name Pig in a Wig Look at the pictures. Answer the questions that follow. The Lion and the Monkey 1. 2. 3. 4. 1 © Pearson Education Turn the page. Fresh Reads Unit 1 Week 2 SI 7
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Answer the questions below. 1 What can not really happen? Trees grow in a forest. Animals live in a forest. Animals eat at a table. 2 The monkey was kind to the lion. mean to the lion. afraid of the lion. 3 A real lion does not eat. wear clothes. have fur. 4 What could really happen in this story? A lion could be hungry and need to eat. 1 © Pearson Education 8 Fresh Reads Unit 1 Week 2 SI
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Name Pig in a Wig Look at the picture. Answer the questions that follow. Fun at the Beach 1 © Pearson Education Turn the page. Fresh Reads Unit 1 Week 2 OL 9
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Answer the questions below. 1 How does the mouse feel? happy sad hungry 2 How can you tell this is make-believe? There is sand at the beach. There are waves in the water. A mouse uses a shovel. 3 What can really happen? A pig reads. A dog sleeps. A fox uses a fork. 4 A real fox does not eat. have ears. sit in a beach chair. 5 What can not really happen? 1 Answers may vary. Possible response: Real animals do not © Pearson Education have picnics. 10 Fresh Reads Unit 1 Week 2 OL
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Name Pig in a Wig Read the selection. Answer the questions that follow. Max on a Trip Dear Jack, I was on a trip with my cat, Sam. I had my hat and a pack on my back. Sam had his cap. We saw Tim. Tim was a big green cat. Tim said, “Come and play tag with me!” We did. We had a snack and a nap. Then Sam and I ran back. From, Max 1 © Pearson Education Turn the page. Fresh Reads Unit 1 Week 2 A 11
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Answer the questions below. 1 What can not really happen? Max has a snack. Max has a nap. A cat talks to Max. 2 Max is silly. mean. bad. 3 What can really happen? A cat can talk. A boy can have a hat. A cat can have a cap. 4 What is something that Max really did? Answers may vary. Possible response: Max went on a trip. 1 5 How do you know this story is make-believe? Answers may vary. Possible © Pearson Education response: Cats do not talk. 12 Fresh Reads Unit 1 Week 2 A
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Name The Big Blue Ox Look at the pictures. Answer the questions that follow. Ling Plays Ball 1 © Pearson Education Turn the page. Fresh Reads Unit 1 Week 3 SI 13
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