istation
station Teacher Resource Lessons
ISIP—Text Fluency
Lesson Design
Teacher Resource lessons help sstudents reach mastery level in a particular skill.
Included in each lesson is the following instructional cycle: Teach, Guided Practice,
Independent Practice, and Reteach. The lessons suggest
ggest an instructional sequence to
master targeted and prerequisite skills needed to improve reading.
Grouping for Differentiated Instruction
The lessons were written for small groups of students. Students who have difficulty
with specific skills should receive explicit instruction in small groups. However, if 2/3
(66%) of the students in one class are struggling with a specific skill, the Teach and
Guided Practice may be presented in whole group. Continue practicin
practicing
g the skill with
small groups while closely monitor
monitoring student responses. Modify lessons according to
student needs. Use data to plan and regroup students for additional instruction as
needed.
Assessment Overview
Text Fluency is constructed in a different manner than the other subtests. Students
are assessed on their skills in reading text with meaning in a specified period of time.
In order to assess text reading on the computer, a maze task is utilized in which every
5th or 8th word of grade-leveled
leveled stor
stories
ies is left blank from the text. The student is
given 3 choices for each blank from which to choose the word that works best in the
sentence. It is the student’s job to read the text, selecting the correct maze response
for 2 minutes. This task has been sh
shown
own to be highly correlated to measures of both
fluency and comprehension.
Procedure for Managing Teacher Resource Lessons
Step 1
•Review
Review student data using ISIP Reports, and establish small groups. For Tier 1 students, use
Lesson 1 to ensure mastery of the skill.
Step 2
•From
From the group of lessons, select the lesson which will best meet the needs of each small
group. The chart below offers suggestions for where students in Tier 1, Tier 2, and Tier 3
should start with the identified assessment.
Step 3
•After
After teaching the lesson, chart the progress of each student. If a student has difficulty with
the lesson that was chosen, then deliver the Reteach or deliver the next appropriate lesson
based on the chart. If a student demonstrates mastery at that particular level of instruction,
then deliver the next appropriate lesson, advancing toward Lesson 1.
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Page 1
ISIP—Text Fluency
Tier 1
Tier 2
Lessons 1 & 2: Read
fluently and identify
the missing words
from a story.
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Lessons 1 & 2: Read
fluently and identify
the missing words
from a story.
Tier 3
Lesson 3:
3 Identify
the word that best
completes a
sentence.
Page 2
ISIP, Text Fluency—Lesson 1
Skill
Resources
Note:
Identify Words to Complete Text
Print the stories from the Teach and Guided Practice sections on chart paper (in the
same format as that of the passage in Independent Practice) and gather pencils, a
timer, and one copy of the story Anna and Fluff per student.
Words in bold are said aloud by the teacher.
Teach : Cloze Passages
•
•
•
Today, we will read a story. As we read the story, we will fill in the missing words. We must
use what is happening in the story, what makes sense, and what we know about sentences
to fill in the missing words.
Listen and watch. I will read this short story and fill in the missing words.
Model the task. Read the story aloud. When you come to a blank, decide which word would
best complete the sentence. As you decide which word to use, say your thoughts aloud for
students to “hear” your thinking.
A Game of Catch
Pete and Pat are brother [the, and, or] sister. They like playing
catch [in, if, at] their backyard. One day Pete threw the [ball,
barn, bat] to Pat and she missed it. [The, There, To] ball rolled
under the fence [into, is, and] the neighbor’s yard. Pete and Pat
[wanted, when, where] to go and get it, but the neighbors [had,
here, hurt] a dog. The dog was [meat, mean, more].
Guided Practice
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Write the Guided Practice stories The Bike and Lost at the Zoo on chart paper.
Assign each student a partner. Place pairs of students in one line in front of the story.
Give each pair of students a pencil. Partners decide which word is correct, then circle their
answer. Next, partners move to the end of the line. The next pair of students answer the next
blank. The game continues until all blanks have been filled.
We will play a game. I will show you a story with words missing.
You and your partner should decide which word goes in the blank. Circle the correct word
above the blank. Then, both of you move to the back of the line.
The next two students will circle a word for the next blank. Continue this until all the
blanks are filled.
I will time you. Work quickly, but make sure the blanks are filled correctly.
Ready? Reveal the story The Bike. Begin. Start the timer.
When the last blank is filled, stop the timer. Post the time it took to complete the story.
Reread the story. Affirm or provide corrective feedback for the answers.
Now, we will play the game again. Let’s see if we can fill in all the blanks correctly and
even faster than before.
Ready? Reveal the story Lost at the Zoo. Begin. Start the timer.
When the last blank is filled, stop the timer. Post the time it took to complete the story.
Compare the times from the first and second stories.
Reread the story. Affirm or provide corrective feedback for the answers.
Note: Stories in Guided Practice and Independent Practice sections are appropriate for first
grade students.
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Page 3
ISIP, Text Fluency—Lesson 1
Monitor Progress through Independent Practice
•
•
•
Now, it’s time for you to read a story and fill in the blanks on your own.
Give each student a copy of the story Anna and Fluff. Explain the instructions. Circle the word
that best completes each blank in the sentence.
Observe and chart progress for each student. Use data to plan and group for instruction.
Reteach (for students requiring more instruction and practice)
Note: Provide explicit instruction with modeling and guided practice in small groups.
• Use the Independent Practice story Anna and Fluff.
• Write each sentence on chart paper.
• Reread each sentence with students. Discuss each choice for the blank. Discuss why the word is
or is not the correct word choice.
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Page 4
ISIP, Text Fluency—Lesson 1
The Bike
way
that
with
James wanted a brand new red bike ________ a black seat. James
has
his
he
dog
dad
did
told ________ dad that he wanted a bike. His ________ said that a new
a
as
this
his
have
told
bike costs ________ lot, so they would ________ to see.
and
or
ant
a
and
then
One day Dad ________ James spotted an old bike at ________ yard
they
that
it
sale. James did not want ________ bike. It was old and blue. The
bike
bake
like
Did
Dad
Went
________ didn’t have a seat at all. ________ took the bike home.
the
then
to
sheet
seat
spoke
Dad painted ________ old bike and got a new black ________.
love
new
like
James was surprised. It looked just ________ the bike he wanted.
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Page 5
ISIP, Text Fluency—Lesson 1
Lost at the Zoo
of
to
then
Kim and her mom went ________ the zoo. Kim wanted to see
the
then
it
is
toe
into
________ birds first. They walked ________ the birdhouse. There were
of
if
fly
liked
looking
logs
all kinds ________ birds. Kim walked beside the cages ________ at the
won
win
was
birds. She turned around to talk to her mom. Kim’s mom ________ not
there. Kim was scared.
was
saw
she
He
Him
The
A policeman ________ Kim crying and came to help. ________ took
They
Those
Thing
Kim to the zoo office. ________ called Kim’s mom over the loud speaker.
woman
mom
man
off
for
from
Kim’s ________ came running. She had been looking ________ Kim all
seen
see
talk
over the zoo. Kim and her mom were happy to ________ each other.
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Page 6
ISIP, Text Fluency—Lesson 1
Anna and Fluff
On
One
Had
Anna had a kitten named Fluff. ________ day she and Fluff were playing outside
the
so
with
up
when
by
________ a dog came by. Fluff was ________ scared that she ran up a tree. Anna
tree
to
dog
on
dig
for
made the ________ leave. Then Anna tried to get Fluff ________ come down. But
high
help
near
Fluff had gone too ________ up in the tree and was stuck.
horse
they
tree
them
house
the
Anna ran into the ________ and called the fire department. She asked ________
from
cone
up
came
for
stuck
to come and get Fluff down ________ the tree. A fireman ________ and climbed a
gave
put
went
peel
got
was
tall ladder. He ________ Fluff. Anna smiled when the fireman ________ Fluff in her
arms.
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Page 7
ISIP, Text Fluency—Lesson 2
Skill
Resources
Note:
Identify Words to Complete Text
Print the stories from the Teach and Guided Practice sections on chart paper (in the
same format as that of the passage in Independent Practice) and gather pencils, a
timer, and one copy of the story My New Baby Sister or Brother, per student.
Words in bold are said aloud by the teacher.
Teach : Cloze Passages
•
•
•
Today, we will read a story. As we read the story, we will fill in words that are missing. We
must use what is happening in the story, what makes sense, and what we know about
sentences to fill in the missing words.
Listen and watch. I will read this short story and fill in the missing words.
Model the task. Read the story aloud. When you come to a blank, decide which word would
best complete the sentence. As you decide which word to use, say your thoughts aloud for
students to “hear” your thinking.
Bill and Tom are pals. [They, Them, Us] like to ride bikes. One [ride,
day, are] Tom rode [too, him, is] fast. He fell [are, off, if] his bike
and hurt [his, has, of] arm. Bill stopped his bike [or, and, will] got
off. He [hopped, helped, wanted] Tom walk back home.
Guided Practice
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Write the Guided Practice stories Flying a Kite – Part 1 and Part 2 on chart paper.
Assign each student a partner. Place pairs of students in one line in front of the story.
Give each pair of students a pencil. Partners should decide which word is correct, then circle
their answer. Then, partners move to end of the line. The next pair of students answer the
next blank. The game continues until all blanks have been filled.
We will play a game. I will show you a story with words missing.
You and your partner decide which word goes in the blank. Circle the correct word above
the blank. Then, both of you move to the back of the line.
The next two students will circle a word for the next blank. Continue this until all the
blanks are filled.
I will time you. Work quickly, but make sure that the blanks are filled correctly.
Ready? Reveal the story Flying a Kite – Part 1. Begin. Start the timer.
When the last blank is filled, stop the timer. Post the time it took to complete the story.
Reread the story. Affirm or provide corrective feedback for the answers.
Now, we will play the game again. Let’s see if we can fill in all the blanks correctly and
even faster than before.
Ready? Reveal the story Flying a Kite – Part 2. Begin. Start the timer.
When the last blank is filled, stop the timer. Post the time it took to complete the story.
Compare the times from the first and second stories.
Reread the story. Affirm or provide corrective feedback for the answers.
Note: Stories in the Guided Practice and Independent Practice sections are appropriate for
second- and third-grade students.
Monitor Progress through Independent Practice
•
•
•
Now, it’s time for you to read a story and fill in the blanks on your own.
Give each student a copy of the story My New Baby Sister or Brother. Explain the instructions.
Circle the word that best completes each blank in the sentence.
Observe and chart progress for each student. Use data to plan and group for instruction.
Copyright© istation® 2009 All rights reserved.
Page 8
ISIP, Text Fluency—Lesson 2
Reteach (for students requiring more instruction and practice)
Note: Provide explicit instruction with modeling and guided practice in small groups.
• Use the Independent Practice story My New Baby Sister or Brother.
• Write each sentence on chart paper.
• Reread each sentence with students. Discuss each choice for the blank. Discuss why the word is
or is not the correct word choice.
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Page 9
ISIP, Text Fluency—Lesson 2
Flying a Kite (Part 1)
see
show
shop
as
is
and
My dad said that he would ________ me how to fly a kite ________
On
One
When
soon as the wind was right. ________ day Dad came home and told
he
my
me
floating
flying
make
________ that the day was perfect for ________ kites. I ran and got my
kitten
kite
home
dine
back
down
________. Then my dad and I walked ________ the street to the park.
or
and
at
When
We
With
Dad ________ I searched for an open area. ________ didn’t want
stand
stuck
this
found
from
play
our kite to get ________ on trees or poles. Finally, we ________ the
perfect spot.
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Page 10
ISIP, Text Fluency—Lesson 2
Flying a Kite (Part 2)
the
to
then
Dad taught me how to hold ________ kite with both hands and toss
at
it
on
dad
wind
warm
________ lightly into the wind. When the ________ started taking my kite
felt
let
last
at
am
by
upwards, I ________ out the kite string a little ________ a time. My kite
when
with
why
kit
kite
strap
took off ________ the wind. I ran holding the ________ string. The kite
into
tree
on
went ________ the sky.
to
this
no
him
with
how
When it was time ________ go home, Dad showed me ________ to
showed
slowly
slipped
bring the kite down. I ________ wrapped the string around a kite spool
and
as
then
grip
ground
park
________ grabbed the kite before it hit the ________. Flying a kite was
went
with
wait
fun. I can’t ________ until another perfect day.
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Page 11
ISIP, Text Fluency—Lesson 2
My New Baby Sister or Brother
is
used
am
could
in
user
My name is Britney. I ________ seven years old. I ________ to be the only
In
did
Me
day
I
is
child. ________ always wanted a sister or brother. One ________ my mother and
than
sister
that
silver
if
horse
father told me ________ I would get a new baby ________ or brother soon. I was so
had
hid
want
excited! I ________ to wait a long time though.
and
or
thought
but
asked
of
Everyone ________ me, “Do you want a brother ________ a sister?” I could not
thought
for
that
fun
then
broth
decide. Sometimes I ________ a new baby sister might be ________. But a new
by
see
be
baby brother could ________ fun too.
came
and
would
a
could
at
When Mom and Dad ________ home from the hospital, they had ________ big
me
mother
might
sister
my
sleepy
surprise. I could not believe ________ eyes. I had a new baby ________ and
brother. My mom had twins!
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Page 12
ISIP, Text Fluency—Lesson 3
Skill
Resources
Note:
Identify Words to Complete Sentences
Print and cut out the Sentence-Word Choices Cards and print one copy of What’s
Missing with Detective Dan? per student; gather pencils and paper.
Words in bold are said aloud by the teacher.
Teach: Cloze Sentences
•
•
•
•
•
•
•
•
•
Write the following sentences on the board with the word choices visible: (1) My father is
_____ fishing next week. [went, going, with] (2) It was the _______ day ever. [best, behind,
same]
Here is a sentence. The sentence has a word missing. I will read it. Where the missing word
is I will say blank and keep reading.
My father is _______ fishing next week.
Then I will read each word choice in the sentence to see which word is the best word to
complete the sentence. [went, going, with]
Watch and listen. After reading each sentence with the word choices, stop and discuss why it
is or is not the best choice for the sentence.
My father is [went] fishing next week. My father is [going] fishing next week. My father is
[with] fishing next week.
The word that best completes this sentence is going. My father is going fishing next week.
Try the next one with me.
Read the sentence aloud and have students repeat with the steps above to figure out the best
word that completes the sentence. It was the _____ day ever. [best, behind, same]
Guided Practice
•
•
•
•
•
Show one Sentence Word Choices Card at the time. Or, you may print the following sentences
and their word choices as shown on the Sentence Word Choices Cards on the board:
Sam and I went to _____ store.
Jan and _____ mom made a cake.
Steve has a new _____ brother.
Her mother _____ her to sit still.
Kim and I ran as fast _____ we could.
The _____ of milk is on the table.
I have _____ books.
I didn’t _____ the bird in the tree.
I was _____ to be home.
Here are some more sentences. Show each sentence one at a time and its three word choices.
Have students read the sentence and choose the best word choice by secretly writing it on
their paper. Tell them not to reveal their answers until the signal is given.
After sufficient time to read and make a choice, read the sentence together with students.
Show me your word. Reveal the correct word choice. Affirm or provide corrective feedback.
Independent Practice
•
•
•
Now, it is time for you to do some sentences on your own.
Give each student a copy of What’s Missing with Detective Dan?. Explain the instructions.
Observe and chart the progress of each student. Use data to plan and group for instruction.
Reteach (for students requiring more instruction and practice)
•
•
•
•
Write each complete sentence in the Teach and Guided Practice on the board without blanks.
Read a sentence to students. Have them reread the sentence.
Cut the words in the sentence apart. Scramble them, then have students reassemble the
sentence in order.
After students successfully reassemble the sentence, remove a word and ask them to reread it
and tell what is missing in the sentence.
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Page 13
ISIP, Text Fluency—Lesson 3
?
Circle the word that best completes the sentence.
1. I want to go __________ my dad.
will
with
away
2. __________ is my purse.
There
The
Who
3. The kite is __________ in the air.
down
under
up
4. Mother __________ Father are going with us.
and
at
is
5. James and I ate the peach __________morning.
then
is
this
6. When we got to the farm, the chickens __________ in the barn.
red
ran
is
7. I got a __________ bike for my birthday.
new
now
made
8. The teacher showed us __________ to write our name.
have
who
how
9. The train went quickly __________ the small town.
thought
through
fast
10. I saw the dog chase the __________ up the tree.
coat
cat
before
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Page 14
ISIP, Text Fluency—Lesson 3
Sentence Word Choices Cards
Instructions: Cut out the three sentence-word strips.
Sam and I went to __________ store.
the
it
then
Jan and __________ mom made a cake.
she
her
has
Steve has a new __________ brother.
boy
baby
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car
Page 15
ISIP, Text Fluency—Lesson 3
Sentence-Word Choices Cards
Instructions: Cut out the three sentence-word strips.
Her mother __________ her to sit still.
tall
is
told
Kim and I ran as fast __________ we could.
is
as
so
The __________ of milk is on the table.
glaze good glass
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Page 16
ISIP, Text Fluency—Lesson 3
Sentence-Word Choices Cards
Instructions: Cut out the three sentence-word strips.
I have __________books.
my
me
for
I didn’t __________ the bird in the tree.
sip
see
fly
I was __________ to be home.
glad glue there
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Page 17