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 © Pearson Education 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 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 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 © Pearson Education • 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 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 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) © Pearson Education 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 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 student reads aloud and the notations to use to mark them Reading Miscue Notations Omission The student omits words or word parts Sanya had to write a report for her science class about a planet she had never visited Substitution The student substitutes words or parts of words for the words in the text Sanya’s mom came into the room Insertion The student inserts words or parts of words that are not in the text Sanya was tiredaround of looking at her screen and turned to look out the window Mispronunciation/Misreading The student pronounces or reads a word incorrectly I can’t think of a better way to learn place about a planet Hesitation The student hesitates over a word and the teacher provides the word It was raining on Planet Octor Self-correction The student reads a word incorrectly but then corrects the error Mom agreed, so they jumped into their spaceship and headed for Earth her H sc Notes • If the student hesitates over a word, wait several seconds before telling the student what the word is • 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 some difficulty viii Fresh Reads © Pearson Education • If a student makes the same error more than once, count it as only one error Sample Fluency Test Here is the passage marked as shown on the previous page This is the “OnLevel” passage from Grade 3, Unit 1, Week 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 9/4/2009 92 Susan Boom Town Sanya’s Science Report around Sanya was tired of looking at her screen and turned to look out the window It H 16 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 screen?” she asked 49 52 “Oh, I have been I’ve decided to write about Earth,” Sanya said “Why don’t we place go there? I can’t think of a better way to learn about a planet.” 67 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 © Pearson Education 97 - = 92 Total number of words read 97 number of errors – Words correct per minute Fresh Reads 92 ix Interpreting the Results According to published norms for oral reading fluency, students at the end of Grade 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 Unit 80 to 90 Grade Unit 85 to 95 Grade Unit 90 to 100 Grade Unit 95 to 105 Grade Unit 102 to 112 Grade Unit 110 to 120 End of Year Goal 120 © Pearson Education 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 x Fresh Reads Reading Fluency Progress Chart Unit Student’s Name Date WCPM Unit 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 Boom Town Name 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.” 108 © Pearson Education Ted helped Lucy get more food Then Ted and Lucy ate lunch together 95 Turn the page Fresh Reads Unit Week SI Answer the questions below You know this story is a fantasy because the animals ⅜ stare ⅜ eat ⅜ walk ⅜ talk Ted Mouse probably helped Lucy because he is ⅜ scared ⅜ angry ⅜ kind ⅜ famous How is this fantasy most like a realistic story? ⅜ ⅜ ⅜ ⅜ Two mice talk to each other Two students help each other The new student is a mouse The teacher is a toad What is the first clue that this story is a fantasy? © Pearson Education The first clue is that Lucy Mouse is excited Fresh Reads Unit Week SI Answer the questions below Which of the following best describes this selection? ⅜ It is mostly statements of opinion ⅜ It is mostly statements of fact ⅜ It is all statements of opinion ⅜ It is all statements of fact Which of the following is a statement of fact? ⅜ People not use Morse code any longer ⅜ People all over the world know Morse code ⅜ The most famous letters of the alphabet are SOS ⅜ Samuel Morse used a code for sending messages How you know that the following sentence is a statement of opinion? What is this selection all about? ⅜ the best way to send secret messages to your friends ⅜ the new way Samuel Morse invented to send messages ⅜ how the code SOS saved thousands of lives at sea ⅜ the way Morse code changed the lives of people worldwide What would be a good way to check the facts in this selection? Answers may vary Possible response: You could look up Morse code or Samuel Morse in an encyclopedia or on the Internet 166 Fresh Reads Unit Week OL © Pearson Education ⅜ ⅜ ⅜ ⅜ The most famous letters in Morse code are probably SOS The author did not say where the information came from The word most is a clue word that the sentence is an opinion There are many ways to prove which letters are the most famous The letters are not really very famous Talking Walls Name Read the selection Then answer the questions that follow Money Money is a part of life When you go to the store to buy a pencil, for example, 18 you give someone some money and you get your pencil Money is part of what is 34 called an exchange system 38 People need an exchange system, but they not always use money In the 52 system of barter, items themselves are exchanged For example, you might trade 64 a dozen eggs for a dozen pencils or a cow for a rug Of course, in bartering it is 83 difficult to know if the trade is fair, and trading like this can be a problem If you 101 are bartering with eggs, salt, or blankets, the eggs could break on the way to the 117 market, the salt could dissolve if it rained, and the blankets would be heavy to carry 133 When people began traveling long distances to trade, they wanted something that 145 was easy to carry and hard to damage They began to use metals such as copper, 161 silver, and gold because the metals were valuable When a piece of metal was 175 stamped with an image or words, it became flat and round, much like the coins 190 we use today 193 © Pearson Education Some people used square pieces of brightly colored leather as money, and we 206 think this was used similar to today’s paper money Today we print all our bills 221 on special paper, which is strong and easy to carry 231 Money continues to change as people’s needs change With the use of 243 computers to buy and sell things, we can now exchange money over wires 256 No matter how much the shape of money changes, an exchange system will always be a part of life 269 275 Turn the page Fresh Reads Unit Week A 167 Answer the questions below Which of the following is a statement of opinion? ⅜ In the barter system, items themselves are exchanged ⅜ People began to use metals in exchange for items ⅜ Trading using the barter system can be a problem ⅜ Some people used squares of leather as money Which of the following best describes this selection? ⅜ It contains mostly statements of fact ⅜ It contains mostly statements of opinion ⅜ It contains all statements of fact ⅜ It contains all statements of opinion What is the main idea of this selection? ⅜ ⅜ ⅜ ⅜ Money consists of metal coins and paper bills Money is part of what is called an exchange system What people use for money has changed over the years Traveling long distances forced people to stop bartering How you know that the following sentence is a statement of opinion? “Money is a part of life.” Write one statement of fact about money Answers may vary Possible response: Money is part of what is called an exchange system 168 Fresh Reads Unit Week A © Pearson Education Answers may vary Possible response: It cannot be proved true or false Two Bad Ants Name Read the selection Then answer the questions that follow The Lunch Room Tyrone watched his friend Jeff push the boy who was in front of him in the lunch 17 line The small boy was trying hard not to cry Tyrone wanted to help the boy, but 34 Jeff was popular and Tyrone did not want Jeff to be mad at him 48 The next day at lunch Tyrone watched as Jeff pushed the boy’s lunch tray off 63 the table, spilling his cake and milk Tyrone did not know what to If he helped 80 the boy, Jeff would be mad at him If he did not help the boy, he would be mad at 100 himself 101 Tyrone talked to his mom and dad about Jeff 110 “Sometimes it’s not easy to the right thing,” Tyrone’s mom said 122 The next day when Jeff began to make fun of the boy, Tyrone took a deep breath 139 156 right thing It felt good 161 © Pearson Education and told Jeff to stop When the boy smiled at him, Tyrone knew he had done the Turn the page Fresh Reads Unit Week SI 169 Answer the questions below What did Tyrone learn in this story? ⅜ His friend Jeff was doing good things after all ⅜ His mom and dad gave him good advice ⅜ Helping someone is the right thing to ⅜ You should think carefully before you anything Which of these was not important to the plot of the story? ⅜ Tyrone watched his friend Jeff push a boy ⅜ The boy had cake and milk on his lunch tray ⅜ Tyrone did not want Jeff to be mad at him ⅜ Tyrone talked to his mom and dad about Jeff Why did Tyrone talk to his parents? ⅜ ⅜ ⅜ ⅜ because they always told him what to because he did not want Jeff to be mad because Jeff was going to make fun of him because he was confused about what to Why didn’t Tyrone help the boy at first? © Pearson Education He was afraid that Jeff would not be his friend anymore 170 Fresh Reads Unit Week SI Two Bad Ants Name Read the selection Then answer the questions that follow Tanya’s New Friend Mr Sripathi was born in India and had come to this country only six months ago with his wife and two sons They all learned English quickly, and, although they 30 thought about India sometimes, they were happy to be here 40 One day Mr Sripathi and his family came to Tanya’s house for dinner Pramit © Pearson Education 16 54 Sripathi was Tanya’s age, so Tanya’s dad asked her to welcome Pramit to their 68 home Tanya told him that she was sorry all her video games were old She asked 84 him if he would like to play some other games While Tanya got out some board 100 games, Pramit looked around Tanya’s room and thought that his whole village did 113 not have as many books, toys, or clothes as this one person had 126 At dinner Tanya complained that they were having chicken again Mr Sripathi 138 told Tanya’s dad that in India sometimes all they had to eat was rice, but now they 155 had fresh vegetables every day He said that many new friends had helped them get 170 used furniture and clothes for his home and family But mostly he was thankful that 185 Pramit had books and could go to school 193 Tanya had never seen a person so happy about vegetables She thought about her 207 warm bed, her toys, and all her clothes Her face got red when she thought how she 224 had complained about her toys and the food 232 “Dad, since you made this great meal, I’ll clean up the kitchen,” Tanya said as she got up to clear the table 247 254 Turn the page Fresh Reads Unit Week OL 171 Answer the questions below What did Tanya learn in this story? ⅜ She had a new friend ⅜ Her dad was a good cook ⅜ She was luckier than she thought ⅜ Her video games were not so old after all Which of these was most important to the plot of this story? ⅜ Pramit Sripathi came over for dinner ⅜ They were having chicken for dinner ⅜ Tanya got out some board games ⅜ The Sripathis had two sons Why did Tanya offer to clean up the kitchen at the end? ⅜ ⅜ ⅜ ⅜ She liked washing and drying the dishes Her father had asked her to help him She was happy that dinner was over She was ashamed of the way she had acted Why did Tanya apologize for her video games? ⅜ She wanted Pramit to play a board game ⅜ She thought everyone else had newer ones ⅜ She wanted Pramit to tell her about his life in India ⅜ She did not know what games Pramit had Why did Mr Sripathi tell about their life in India? © Pearson Education He was comparing it with the way they lived in this country 172 Fresh Reads Unit Week OL Two Bad Ants Name Read the selection Then answer the questions that follow Celebrating Earth Day Marguerite’s class was studying ways of saving Earth’s resources One way 11 was to save trees by using paper over again instead of throwing it away A boy in 28 Marguerite’s class said that his sister made puppets out of small paper bags, and 42 a girl said that they used comics to wrap gifts instead of buying wrapping paper 57 Marguerite’s teacher told the class that for homework they should think of an idea 71 for how to use paper over again 78 When Marguerite got home she told her mom about her own idea “I will make 93 cards for birthdays and holidays using old magazines, paper bags, and the envelopes 106 that letters came in,” she said 112 © Pearson Education Marguerite gathered some paper bags her mom had saved, some old magazines 124 and white envelopes from the recycling bin, glue, scissors, a ruler, and colored 137 markers Marguerite’s mom gave her some pieces of ribbon and old wrapping paper 150 Marguerite looked for pictures of beaches because she loved the ocean Next 162 she cut the paper bags into different-sized pieces and then folded them in half She 177 glued a picture of a beach on one piece of brown paper, then cut out some cloud 194 shapes from the white paper and glued them on Then she glued the ribbon around 209 the picture The front of the card looked great, and it was all made with things that 226 would have been thrown away 231 Marguerite was eager to show her card to her teacher and her friends She 245 decided that she would make more cards, but her first card would be to celebrate 260 Earth Day 262 Turn the page Fresh Reads Unit Week A 173 Answer the questions below What did Marguerite learn in this story? ⅜ It is easier to buy cards than to make them ⅜ She wants to show her card to her teacher ⅜ Saving the Earth’s resources can be fun ⅜ She does not have to wrap presents Which of these was important to the plot of this story? ⅜ Marguerite’s teacher assigned homework ⅜ Marguerite used a ruler and some glue to make her cards ⅜ One student used comics to wrap gifts ⅜ Marguerite glued ribbon around the pictures What happened after Marguerite told her mom her idea? ⅜ ⅜ ⅜ ⅜ Her mom told her it was a good idea Marguerite hurried home from school Marguerite found ribbon and old wrapping paper Her mom helped her find things to use for the cards Why did Marguerite want her first card to celebrate Earth Day? Is it important to the plot that Marguerite used a picture of a beach on her card? Explain your answer No Answers may vary Possible response: She could use any picture as long as it was being used again 174 Fresh Reads Unit Week A © Pearson Education Making it by using old and leftover materials was helping to save the Earth’s resources Elena’s Serenade Name Read the selection Then answer the questions that follow Tamales Tamales are one of the best foods ever made I had my first one in Mexico 16 People in Mexico eat them all the time They eat tamales on the street like fast food 33 They eat them at holiday time They eat them at dinner with the family People were 49 making and eating tamales in Mexico before Columbus came to America 60 Tamales are rolled up with filling inside They can be filled with almost anything Cheese, fish, and meat are all good fillings After tamales are made and filled, they 74 89 are put inside a corn skin Then they can be roasted in a fire, steamed, or baked 106 They taste good hot or cold 112 Once found mostly in Mexico, tamales are now eaten by people all over the 126 127 © Pearson Education world Turn the page Fresh Reads Unit Week SI 175 Answer the questions below Where will you find the main idea of this selection? ⅜ in the first sentence of the first paragraph ⅜ in the second sentence of the second paragraph ⅜ in the first sentence of the second paragraph ⅜ in the last sentence of the selection Which of the following statements is not true of most or all tamales? ⅜ After tamales are filled, they are put inside a corn skin ⅜ I had my first one in Mexico ⅜ Tamales can be filled with almost anything ⅜ They can be eaten hot or cold What can you say about most or all tamales? ⅜ ⅜ ⅜ ⅜ People not eat them cold Most people like them They are always filled with cheese They are never baked in an oven Why you think people like tamales so much? © Pearson Education Answers may vary Possible response: They taste good 176 Fresh Reads Unit Week SI Elena’s Serenade Name Read the selection Then answer the questions that follow Lighthouses When people sail out from the coast during the day, they can use landmarks such as hills or rock formations to help them find their way back to where they started 31 At night these landmarks are harder to see, so in their place people once built fires 47 In fact, the first lighthouses were towers with a fire on top Fire from the first 63 lighthouse we know about could be seen from thirty miles away That lighthouse, 76 450 feet high, was built about 280 B.C., and was considered one of the seven 91 wonders of the world Most lighthouses were built either to warn sailors to stay 105 away from dangerous rocks or shallow water or to guide them into harbors 118 Lighthouses can be tall or short, square or round, depending on where the lighthouse is They can be made of stone, wood, brick, or cast iron 131 144 Each lighthouse in this country has a special pattern painted on it so that sailors 159 can tell them apart Some lighthouses have diamond shapes and others look like a 173 checkerboard This way the lighthouse serves as a landmark during the day as well 187 as at night 190 The source of light in the lighthouse is called a lamp, and the place the light © Pearson Education 15 206 shines out of is called the lantern room Early lighthouses used wood and coal fires 221 and, later, candles and oil lanterns were used for light Today most of the lamps 236 are electric The Statue of Liberty was the first lighthouse in this country to use 251 electricity It served as a lighthouse for its first fifteen years 262 Many lighthouses are no longer in use, but they are kept in good condition so that we can visit them and see part of our history 278 288 Turn the page Fresh Reads Unit Week OL 177 Answer the questions below Which of the following statements can you make about all lighthouses? ⅜ They are tall and painted with designs ⅜ They were built to help people find their way ⅜ They cannot be seen during the day ⅜ The Statue of Liberty was a lighthouse What is the main idea of this selection? ⅜ Lighthouses have to be near the sea ⅜ Different kinds of lighthouses have different kinds of lamps ⅜ People not need lighthouses anymore ⅜ Lighthouses are historic places Which of the following is true about lighthouses in general? ⅜ ⅜ ⅜ ⅜ Only tall lighthouses guided people at night A lighthouse was one of the seven wonders of the world They have square shapes painted on them Only a few are still being used Which sentence from the selection is not a general statement? ⅜ Fire from the first lighthouse could be seen from thirty miles away ⅜ The source of light in the lighthouse is called a lamp ⅜ Today most of the lamps are electric ⅜ Each lighthouse has a special pattern painted on it Why people visit lighthouses today? © Pearson Education They want to see places that played a part in our history 178 Fresh Reads Unit Week OL Elena’s Serenade Name Read the selection Then answer the questions that follow Adventurer and Hero What would you call a person who became a doctor, went to Africa to help people, started her own company, and became the first black woman in space? You 29 would call her Dr Mae Jemison 35 During medical school, this amazing woman traveled the world helping sick 46 people When she became a doctor, she joined the Peace Corps and continued 60 to help sick people in West Africa Back in this country, she worked as a doctor 76 but also applied to the astronaut training program She was one of sixteen people 90 accepted from over two thousand who applied One year later she was an astronaut, 104 and four years after that she was floating in a space lab over Earth 118 After Dr Jemison decided to stay on Earth, she started the Jemison Group Her company finds ways to use advanced technology to help people © Pearson Education 15 132 142 Helping boys and girls learn about science is also important to Dr Jemison, 155 so she started a program called The Earth We Share It is a camp where students, 171 ages twelve to sixteen from around the world, try to solve problems we all share 186 One year the campers were asked, “How many people can the Earth hold?” They 200 had four weeks to find the answer Dr Jemison’s first book was an autobiography 214 written for teenagers 217 As busy as Dr Jemison is, she still finds time to read, cook, dance, garden, play volleyball, and watch movies Dr Jemison has worked hard all her life to so much, but she is a hero because she never gets tired of helping people 233 237 255 262 Turn the page Fresh Reads Unit Week A 179 Answer the questions below Which of the following best describes Dr Mae Jemison? ⅜ She started a program to help children ⅜ She never gets tired of helping people ⅜ She is always tired or bored ⅜ She was accepted into astronaut training What is the most important idea in this selection? ⅜ Dr Jemison wanted to help people by going into space ⅜ We should have more woman astronauts ⅜ Dr Jemison is a doctor who works to help others ⅜ People in Africa are thankful for Dr Jemison Which of the following statements is true of the astronaut training? ⅜ ⅜ ⅜ ⅜ Most people who apply are doctors or engineers No one is accepted the first time they apply The people who apply want to help others Few people are accepted into the program How would you describe a hero? What did you learn from the selection about what Dr Mae Jemison is like? Answers may vary Possible response: She has had many careers and wants to help people 180 Fresh Reads Unit Week A © Pearson Education Answers may vary Possible response: A hero is someone who works hard and helps people ... 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 Boom Town Name Read the selection Then answer... pages in the Practice Book or Teacher’s Resource Book for students working above grade level © Pearson Education • use any of the pages as preparation for the unit Benchmark Test vi Fresh Reads How...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