Reading Wings Targeted Treasure Hunts Student Routines and ...

Reading Wings
Targeted Treasure Hunts
Student Routines
and Teacher Procedures
For Grade 2
These training materials are packaged differently from materials used in the classroom.

Table of Contents
Student Routines
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1–2
Teamwork: Partner Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3–4
Teamwork: Team Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Adventures in Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Team Practice: Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6–7
Team Practice: Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Student Handouts included in Team Folder
Team Score Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Word Treasure Slips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Story Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Teacher Procedures
Active Instruction: Vocabulary Presentation and Review. . . . . . . . . . . . . . . 11–13
Teamwork: Partner Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Teamwork: Team Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Teamwork: Class Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Adventures in Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Team Practice: Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18–19
Team Practice: Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
© 2006 Success for All Foundation RW with TTH Student Routines and Teacher Procedures | i

Student Routine
Vocabulary••••••••••••••••••••••••
4-Day Lessons
How to Review Vocabulary with Your Partner
Day Starred Vocabulary Words Daily Words
Day 1
Day 2
Day 3
Day 4
Words 1–3: Partner 1 reads a starred vocabulary word.
Partner 2 reads the definition and sentence.
Words 4–6: Partner 2 reads these words.
Partner 1 reads the definition and sentence.
Words 1–3: Partner 2 reads a starred vocabulary word.
Partner 1 reads the definition and gives a
new sentence if possible. If not, Partner 1
reads the sentence given.
Words 4–6: Partner 1 reads these words.
Partner 2 reads the definition and gives a
new sentence if possible. If not, partner 2
reads the sentence given.
Words 1–3: Partner 1 reads a starred vocabulary word.
Partner 2 reads the definition and gives a
new sentence.
Words 4–6: Partner 2 reads these words.
Partner 1 reads the definition and gives a
new sentence.
Both partners review the starred vocabulary words.
Read each starred vocabulary word. Practice using
difficult words in new sentences.
Each partner
reads the Day
1 words.
Each partner
reads the Days
1 and 2 words.
Each partner
reads the Days
1–3 words.
Each partner
reads the Days
1–3 words.
Remember! If your partner needs help, offer strategies. Ask other
teammates or your teacher for help if you need it.
Targeted Treasure Hunt | Student Routine Reference Sheet – 2
© 2004 Success for All Foundation
© 2006 Success for All Foundation RW with TTH Student Routines and Teacher Procedures | 1

5-Day Lessons
How to Review Vocabulary with Your Partner
Day Starred Vocabulary Words Daily Words
Day 1
Day 2
Day 3
Day 4
Day 5
Words 1–4: Partner 1 reads a starred vocabulary word.
Partner 2 reads the definition and sentence.
Words 5–8: Partner 2 reads these words.
Partner 1 reads the definition and sentence.
Words 1–4: Partner 2 reads a starred vocabulary word.
Partner 1 reads the definition and gives a
new sentence if possible. If not, Partner 1
reads the sentence given.
Words 5–8: Partner 1 reads these words.
Partner 2 reads the definition and gives a
new sentence if possible. If not, Partner 2
reads the sentence given.
Words 1–4: Partner 1 reads a starred vocabulary word.
Partner 2 reads the definition and gives a
new sentence.
Words 5–8: Partner 2 reads these words.
Partner 1 reads the definition and gives a
new sentence.
Words 1–4: Partner 2 reads a starred vocabulary word.
Partner 1 reads the definition and gives a
new sentence.
Words 5–8 Partner 1 reads these words.
Partner 2 reads the definition and gives a
new sentence.
Both partners review the starred vocabulary words.
Read each starred vocabulary word. Practice using
difficult words in new sentences.
Each partner
reads the
Day 1 words.
Each partner
reads the
Days 1 and 2
words.
Each partner
reads the
Days 1–3 words.
Each partner
reads the
Days 1–4 words.
Each partner
reads the
Days 1–4 words.
Remember! If your partner needs help, offer strategies. Ask other
teammates or your teacher for help if you need it.
Targeted Treasure Hunt | Student Routine Reference Sheet – 2 01701I Part of Kit #09134
2 | RW with TTH Student Routines and Teacher Procedures © 2006 Success for All Foundation

Student Routine
Teamwork•••••••••••••••••••••••••
Partner Reading
How to Read and Retell with Your Partner
Narrative Texts
Reading aloud
• Take turns reading the pages aloud.
• Retell the main events your partner
reads before beginning your turn.
Silent reading
• As you read silently, retell in your
head the main events at the end
of the page.
• When you and your partner are
finished, retell these events, taking
turns by page.
Rereading for fluency
• Reread the pages you read silently,
taking turns with your partner
to read them fluently.
• Use the Fluency Rubric to give
your partner feedback.
Expository Texts
Reading aloud
• Take turns reading the pages
aloud with your partner.
• After each page, identify the main
ideas together.
• Review the page to find
supporting details.
• Write one main idea and
supporting detail in your journal.
Rereading for fluency
• Reread the pages aloud, taking
turns with your partner to read
them fluently.
• Use the Fluency Rubric to give
your partner feedback.
Targeted Treasure Hunt | Student Routine Reference Sheet – 2
© 2004 Success for All Foundation
© 2006 Success for All Foundation RW with TTH Student Routines and Teacher Procedures | 3

How to Clarify with Partners
• If you don’t know a word, stop and mark it with a sticky note.
• Try to figure it out with strategies.
• If you can’t figure it out, ask your partner for help.
• If you and your partner figure it out, put a check on your sticky note.
• If you and your partner cannot figure it out, leave your sticky note unchecked.
Team Discussion
How to Take Turns
• The Team Leader answers first.
• The teammate next to that person answers either:
– “Agree” and retells the answer.
– “Agree, but I’d like to add…” and adds his or her ideas.
– “Disagree because…” and explains why and gives a new answer.
• Taking turns to the right, each teammate responds until everyone agrees
and can retell the answer.
How to Clarify in Teams
• Take turns sharing your unchecked sticky note problems.
• Talk about the problems. Try to say the words, tell what they mean,
and tell how you know.
• Check off the sticky note if you figure it out; leave it unchecked if you can’t.
Check your clarification with this checklist:
Clarify It? Check!
We can say it. Check!
We can tell what it means. Check!
We can say how we know what it means. Check!
Targeted Treasure Hunt | Student Routine Reference Sheet – 2 01701I Part of Kit #09134
4 | RW with TTH Student Routines and Teacher Procedures © 2006 Success for All Foundation

Student Routine
Adventures in Writing ••••••
Adventures in Writing Scoring Guide
You answer the question.
Your answer explains or describes with at least two details.
Your answer makes sense and has part of the question in it.
Your answer is written in complete, correct sentences.
Your writing has correct capitalization and punctuation.
25 points
25 points
20 points
20 points
10 points
Targeted Treasure Hunt | Student Routine Reference Sheet – 2
© 2004 Success for All Foundation
© 2006 Success for All Foundation RW with TTH Student Routines and Teacher Procedures | 5

Student Routine
Team Practice ••••••••••••••••••
Vocabulary
Cloze Practice
Students: See how many blanks there are in the sentences. List that many
numbers on a piece of paper. Read each sentence. Pick the word that best
completes each sentence. Write the words next to the matching numbers
on your paper.
Teams: Take turns reading the sentences, saying the words you chose. Tell
your teammates a clue that helped you find the answers. If you disagree on
an answer, talk about it until everyone agrees.
Partners: Ask your partner to tell you the meaning of words that he or she
missed on the practice activity.
Multiple Choice Practice
Students: See how many underlined words there are in the sentences.
List that many numbers on a piece of paper. Read each sentence. Pick
the word or words that mean the same thing or almost the same thing as
the underlined word. Write the words next to the matching numbers on
your paper.
Teams: Take turns reading the sentences. Tell what answer you chose for
the underlined words and a clue that helped you find the answers. If you
disagree on an answer, talk about it until everyone agrees.
Partners: Ask your partner to tell you the meaning of words that he or she
missed on the activity.
Targeted Treasure Hunt | Student Routine Reference Sheet – 2
© 2004 Success for All Foundation
6 | RW with TTH Student Routines and Teacher Procedures © 2006 Success for All Foundation

Meaningful Sentence Practice
1. On Day 1, divide the vocabulary list with your partner so that each of you
has your own list of four words. Make sure that you and your partner have
different words.
2. Choose a new vocabulary word from your list each day to use in a
meaningful sentence.
3. Use an organizer to plan your meaningful sentence and write a first draft.
4. Share your draft with your partner, and give feedback for his or her sentence.
5. Revise your meaningful sentence based on your partner’s feedback.
Fluency
Fluency Rubric
Use this rubric to practice reading with your partner. Explain what he or she
does well. Also tell what he or she needs to work on. When you are ready,
read to the teacher for your fluency score. You may read to the teacher for a
score on instructional days.
100 points: Correct, Smooth, and Expressive
• Most of the words are correct (not more than four errors).
• The reading is smooth and includes pauses for periods
and commas.
• The reading is expressive. It shows emotion and changes
with punctuation such as question marks, exclamation
points, and quotation marks.
90 points: Correct and Smooth
• Most of the words are correct (not more than four errors).
• The reading is smooth and includes pauses for periods
and commas.
80 points: Correct
• Most of the words are correct (not more than four errors).
Targeted Treasure Hunt | Student Routine Reference Sheet – 2 01701I Part of Kit #09134
© 2006 Success for All Foundation RW with TTH Student Routines and Teacher Procedures | 7

4200 Reading Wings with Targeted Treasure Hunts
Team
Members
Student
Test
Adventures
in Writing
Fluency
Score
Words
Out Loud
Sail Along/
On My Own
Team
Cooperation
Points
Book
Response
1
Word
Treasure
Chest
Read and
Respond
Form
* *
Total Average
1.
2.
3.
4.
5.
Team Total
Team Cooperation Points
Team Score
Day 1 Day 2 Day 3 Day 4 Day 5 Total
*Do not count these columns of bonus points when
determining the number of columns to divide by.
Targeted Treasure Hunt | Team Score Sheet – 2 ©2005 Success for All Foundation 01701L Part of Kit #09134
8 | RW with TTH Student Routines and Teacher Procedures © 2006 Success for All Foundation

Treasure
Treasure
Word: ________________________________
Word: ________________________________
Name: ________________________________
Name: ________________________________
Treasure
Treasure
Word: ________________________________
Word: ________________________________
Name: ________________________________
Name: ________________________________
Treasure
Treasure
Word: ________________________________
Word: ________________________________
Name: ________________________________
Name: ________________________________
Treasure
Treasure
Word: ________________________________
Word: ________________________________
Name: ________________________________
Name: ________________________________
Targeted Treasure Hunt | Treasure © 2004 Success for All Foundation 01701N Part of Kit #09134
© 2006 Success for All Foundation RW with TTH Student Routines and Teacher Procedures | 9

10 | RW with TTH Student Routines and Teacher Procedures © 2006 Success for All Foundation

Teacher Procedure – 2
Active Instruction•••••••••••••
Vocabulary Presentation and Review
. Remind the students that all the vocabulary words are in their story, but the starred vocabulary
words may be new to them. Review the pronunciations of these words, describing how to use the
identification strategies as you do so. Ask the students to repeat each of these words. (This step
becomes optional after Day 1.)
. Assign teammates as Partners 1 and 2 for reviewing the vocabulary words. Teach or model this
Student Routine as necessary before having the students begin.
4-Day Lessons
How to Review Vocabulary with Your Partner
Day Starred Vocabulary Words Daily Words
Day 1
Day 2
Day 3
Day 4
Words 1–3: Partner 1 reads a starred vocabulary word.
Partner 2 reads the definition and sentence.
Words 4–6: Partner 2 reads these words.
Partner 1 reads the definition and sentence.
Words 1–3: Partner 2 reads a starred vocabulary word.
Partner 1 reads the definition and gives a new sentence
if possible. If not, Partner 1 reads the sentence given.
Words 4–6: Partner 1 reads these words.
Partner 2 reads the definition and gives a new sentence
if possible. If not, partner 2 reads the sentence given.
Words 1–3: Partner 1 reads a starred vocabulary word.
Partner 2 reads the definition and gives a new sentence.
Words 4–6: Partner 2 reads these words.
Partner 1 reads the definition and gives a new sentence.
Both partners review the starred vocabulary words. Read each starred
vocabulary word. Practice using difficult words in new sentences.
Each partner
reads the Day 1
words.
Each partner
reads the Days 1
and 2 words.
Each partner
reads the Days
1–3 words.
Each partner
reads the Days
1–3 words.
Remember! If your partner needs help, offer strategies. Ask other teammates or your teacher
for help if you need it.
Targeted Treasure Hunt | Teacher Procedure Reference Sheet – 2
© 2005 Success for All Foundation
© 2006 Success for All Foundation RW with TTH Student Routines and Teacher Procedures | 11

5-Day Lessons
How to Review Vocabulary with Your Partner
Day Starred Vocabulary Words Daily Words
Day 1
Day 2
Day 3
Day 4
Day 5
Words 1–4: Partner 1 reads a starred vocabulary word.
Partner 2 reads the definition and sentence.
Words 5–8: Partner 2 reads these words.
Partner 1 reads the definition and sentence.
Words 1–4: Partner 2 reads a starred vocabulary word.
Partner 1 reads the definition and gives a new sentence
if possible. If not, Partner 1 reads the sentence given.
Words 5–8: Partner 1 reads these words.
Partner 2 reads the definition and gives a new sentence
if possible. If not, Partner 2 reads the sentence given.
Words 1–4: Partner 1 reads a starred vocabulary word.
Partner 2 reads the definition and gives a new sentence.
Words 5–8: Partner 2 reads these words.
Partner 1 reads the definition and gives a new sentence.
Words 1–4: Partner 2 reads a starred vocabulary word.
Partner 1 reads the definition and gives a new sentence.
Words 5–8 Partner 1 reads these words.
Partner 2 reads the definition and gives a new sentence.
Both partners review the starred vocabulary words. Read each starred
vocabulary word. Practice using difficult words in new sentences.
Each partner reads
the Day 1 words.
Each partner reads
the Days 1 and 2
words.
Each partner
reads the Days 1–3
words.
Each partner
reads the Days 1–4
words.
Each partner
reads the Days 1–4
words.
Remember! If your partner needs help, offer strategies. Ask other teammates or your teacher
for help if you need it.
Targeted Treasure Hunt | Teacher Procedure Reference Sheet – 2 01701I Part of Kit #09134
12 | RW with TTH Student Routines and Teacher Procedures © 2006 Success for All Foundation

. Use Numbered Heads to review the starred vocabulary words’ pronunciations, meanings, and
sentences and the daily words’ pronunciations. Allow the students to read sentences from their charts
on Day 1 and, if necessary, on Day 2.
. Remind the students that you will ask them to read all the vocabulary words on the assessment
day for a Words Out Loud score. Explain that to get a high score, they will need to read the words
correctly and rapidly (without hesitation).
. If necessary, review the directions for adding words to the Word Treasure Chest.
Directions for Using the Word Treasure Chest
1. If you read or hear a starred vocabulary word somewhere other than in your assigned reading,
remember or write down the word and how it was used.
2. Write the word and your name on a Word Treasure slip of paper and put it in the Word Treasure Chest.
3. Each day I will open the chest to see what Word Treasures we have inside. You will earn team bonus
points when I call on you if you can say the word correctly and tell how it was used in a way that
shows you understand the meaning.
Targeted Treasure Hunt | Teacher Procedure Reference Sheet – 2
© 2005 Success for All Foundation
© 2006 Success for All Foundation RW with TTH Student Routines and Teacher Procedures | 13

Teacher Procedure – 2
Teamwork•••••••••••••••••••••••••
Partner Reading
. Tell the students it is time for Partner Reading.
. Explain or review, if necessary, the Student Routines for Partner Reading. (The Fluency Rubric is
taught in the first lesson during Team Practice.)
Narrative Texts
Reading aloud
Take turns reading the pages aloud.
Retell the main events your partner reads
before beginning your turn.
Silent reading
As you read silently, retell in your head the
main events at the end of the page.
When you and your partner are finished, retell
these events, taking turns by page.
Expository Texts
Reading aloud
Take turns reading the pages aloud with
your partner.
After each page, identify the main ideas together.
Review the page to find supporting details.
Write one main idea and supporting detail in
your journal.
Rereading for fluency
Reread the pages you read silently, taking
turns with your partner to read them fluently.
Use the Fluency Rubric to give your
partner feedback.
Rereading for fluency
Reread the pages aloud, taking turns with
your partner to read them fluently.
Use the Fluency Rubric to give your
partner feedback.
. Review the procedures for using strategies (once these are introduced), pass out sticky notes to
each student (use your judgment to distribute fewer or more than suggested in the lesson), and have
partners begin reading. Routines for clarification are shown below.
How to Clarify with Partners
• If you don’t know a word, stop and mark it with a sticky note.
• Try to figure it out with strategies.
• If you can’t figure it out, ask your partner for help.
• If you and your partner figure it out, put a check on your sticky note.
• If you and your partner cannot figure it out, leave your sticky note unchecked.
. As partners read, restate, and use strategies, prompt and reinforce their discussions.
. As students reread for fluency, listen and give feedback on their performances. Ask partners to give
feedback to each other using the Fluency Rubric.
Targeted Treasure Hunt | Teacher Procedure Reference Sheet – 2
© 2005 Success for All Foundation
14 | RW with TTH Student Routines and Teacher Procedures © 2006 Success for All Foundation

Team Discussion
. Randomly assign Team Leaders on Day 1 and remind the students that these leaders will see
that their teams:
• discuss strategy use.
• discuss their responses to Team Talk (test questions on the assessment day).
• write the answers to questions indicated (except on the assessment day).
. Explain, or have Team Leaders review, the following turn-taking rules to ensure equal team participation.
How to Take Turns
• The Team Leader answers first.
• The teammate next to that person answers either:
– “Agree” and retells the answer.
– “Agree, but I’d like to add…” and adds his or her ideas.
– “Disagree because…” and explains why and gives a new answer.
• Taking turns to the right, each teammate responds until everyone agrees
and can retell the answer.
. Explain, or have Team Leaders review, the Student Routine for using strategies in teams (once
strategies are introduced) before having the students begin their discussions. Clarification is
shown below:
How to Clarify in Teams
• Take turns sharing your unchecked sticky note problems.
• Talk about the problems. Try to say the words, tell what they mean, and tell how you know.
• Check off the sticky note if you figure it out; leave it unchecked if you can’t.
Check your clarification with this checklist:
Clarify It? Check!
We can say it. Check!
We can tell what it means. Check!
We can say how we know what it means. Check!
. Prompt and reinforce the students in their strategy discussions. Assign team cooperation points
as merited.
. Monitor how teams respond to Team Talk (or test items), and guide their thinking with additional
questions or comments. Assign team cooperation points as merited.
. Have the students write answers to the questions following discussion.
. If some teams finish ahead of others, have them preview and begin discussing the Adventures in
Writing prompt.
Targeted Treasure Hunt | Teacher Procedure Reference Sheet – 2 01701I Part of Kit #09134
© 2006 Success for All Foundation RW with TTH Student Routines and Teacher Procedures | 15

Class Discussion
. Tell the students it’s time for the Class Discussion.
. Use Numbered Heads to celebrate and further discuss strategy use (once strategies have been
introduced). Award cooperation points for good answers that demonstrate effective teamwork.
The steps for clarification follow:
• Ask a student from each team to tell about a word or part that the team clarified. Celebrate
each example.
• Ask a student from each team to tell about a word or part that the team could not clarify.
Allow other teams the opportunity to clarify these items. Model how to do so if necessary.
• Prompt and reinforce the students’ contributions to the clarification discussions.
. Use Numbered Heads to ask individuals to share their teams’ responses to the Team Talk (or test
items). Give cooperation points for good answers that demonstrate good teamwork.
. If other teams have additional and/or different thoughts about the Team Talk (or test items), ask
them to raise their hands. Use Numbered Heads to ask someone to explain.
Targeted Treasure Hunt | Teacher Procedure Reference Sheet – 2
© 2005 Success for All Foundation
16 | RW with TTH Student Routines and Teacher Procedures © 2006 Success for All Foundation

Teacher Procedure – 2
Adventures in Writing ••••••
. Introduce the Adventures in Writing prompt for class discussion.
. Review the scoring guide.
Adventures in Writing Scoring Guide
You answer the question.
Your answer explains or describes with at least two details.
Your answer makes sense and has part of the question in it.
Your answer is written in complete, correct sentences.
Your writing has correct capitalization and punctuation.
25 points
25 points
20 points
20 points
10 points
. Use Think-Pair-Share to have students discuss their responses to the prompt and then write a draft
of their answers. Ask them to skip lines when they write.
. Have partners read their drafts aloud to each other. When listening, partners should review the
scoring guide and give feedback according to these items. If necessary, model this with one of the
students, using your own written answer.
. Partners should make notes about any changes they need to make and revise their answers if
necessary. Also model this if necessary.
. Celebrate the students’ writing, and ask several students to share their answers with the class.
. Explain to or remind the students that on instructional days they will respond to a prompt for
Adventures in Writing. On the last instructional day they will also select their best writing and turn it
in for an Adventures in Writing score. Collect their selections on this day.
Targeted Treasure Hunt | Teacher Procedure Reference Sheet – 2 01701I Part of Kit #09134
© 2006 Success for All Foundation RW with TTH Student Routines and Teacher Procedures | 17

Teacher Procedure – 2
Team Practice ••••••••••••••••
Vocabulary
. Explain or review, if necessary, the directions for the practice activity with the starred vocabulary
words (directions for the different activities follow). Have the students begin the activity.
. Follow up vocabulary practice by checking one teammate’s answers for consensus on multiple-choice
or cloze activities or individual sentences for meaningful sentence activities.
. Remind the students to look for their vocabulary words outside reading class, so they can add them
to the Word Treasure Chest (after Day 1).
Cloze Practice
Students: See how many blanks there are in the sentences. List that many numbers on a piece
of paper. Read each sentence. Pick the word that best completes each sentence. Write the
words next to the matching numbers on your paper.
Teams: Take turns reading the sentences, saying the words you chose. Tell your teammates
a clue that helped you find the answers. If you disagree on an answer, talk about it until
everyone agrees.
Partners: Ask your partner to tell you the meanings of words that he or she missed on the
practice activity.
Multiple Choice Practice
Students: See how many underlined words there are in the sentences. List that many numbers
on a piece of paper. Read each sentence. Pick the word or words that mean the same thing or
almost the same thing as the underlined word. Write the words next to the matching numbers
on your paper.
Teams: Take turns reading the sentences. Tell what answer you chose for the underlined
words and a clue that helped you find the answers. If you disagree on an answer, talk about it
until everyone agrees.
Partners: Ask your partner to tell you the meaning of words that he or she missed on
the activity.
Targeted Treasure Hunt | Teacher Procedure Reference Sheet – 2
© 2005 Success for All Foundation
18 | RW with TTH Student Routines and Teacher Procedures © 2006 Success for All Foundation

Meaningful Sentence Practice
1. On Day 1, divide the vocabulary list with your partner so that each of you has your own list
of four words. Make sure that you and your partner have different words.
2. Choose a new vocabulary word from your list each day to use in a meaningful sentence.
3. Use an organizer to plan your meaningful sentence and write a first draft.
4. Share your draft with your partner, and give feedback for his or her sentence.
5. Revise your meaningful sentence based on your partner’s feedback.
Fluency
. Explain, or have Team Leaders review if necessary, the routine and rubric (shown below) for fluency.
. If needed, model reading fluently with a passage from the student text. Demonstrate lack of fluency
by rereading the same passage several times without each skill in the rubric.
. Explain to or remind the students that they will practice reading fluently with partners and, on
instructional days, they will read fluently to the teacher for a score.
. Have the students practice reading the pages in their materials.
Fluency Rubric
Use this rubric to practice reading with your partner. Explain what he or she does well. Also
tell what he or she needs to work on. When you are ready, read to the teacher for your fluency
score. You may read to the teacher for a score on instructional days.
100 points: Correct, Smooth, and Expressive
• Most of the words are correct (not more than four errors).
• The reading is smooth and includes pauses for periods and commas.
• The reading is expressive. It shows emotion and changes with
punctuation, such as question marks, exclamation points, and
quotation marks.
90 points: Correct and Smooth
• Most of the words are correct (not more than four errors).
• The reading is smooth and includes pauses for periods and commas.
80 points: Correct
• Most of the words are correct (not more than four errors).
Targeted Treasure Hunt | Teacher Procedure Reference Sheet – 2 01701I Part of Kit #09134
© 2006 Success for All Foundation RW with TTH Student Routines and Teacher Procedures | 19

ZZ4080
HBP0206