Fluency
First Grade Teacher Reading Academy
These materials are copyrighted © by and are the property of the University of Texas System and the Texas Education Agency. ©2009
1TRA: Fluency Handout 1 (1 of 2)
Student: ________________________________ Pre Post Guided Practice
Instructor: ______________________________ Independent Practice 1 2 3
The Fir Tree
Out in the woods stood a nice little fir tree. The place he had was a
very good one: the sun shone on him. As to fresh air, there was enough of
that, and round him grew many large-sized comrades, pines as well as firs.
But the little fir wanted so very much to be a grown-up tree.
He did not think of the warm sun and of the fresh air; he
did not care for the little cottage children that ran about and prattled when
they were in the woods looking for wild strawberries.
16
32
46
60
74
88
97
Project MAINSTEP ORF Study
©2009 University of Texas System/Texas Education Agency
1TRA: Fluency Handout 1 (2 of 2)
Student: ________________________________ Pre Post Guided Practice
Instructor: ______________________________ Independent Practice 1 2 3
The Fir Tree Answer Key
Out in the woods stood a nice little fir tree. The place he had was a 16
very good one: the sun shone on him. As to fresh air, there was enough of 32
that, and round him grew many large-sized comrades, pines as well as firs. 46
But the little fir wanted so very much to be a grown-up tree. 60
He did not think of the warm sun and// of the fresh air; he 74
did not care for the little cottage children that ran about and prattled when 88
they were in the woods looking for wild strawberries. 97
TEXT HOW MISREAD fir fair to the fresh fa enough egen comrades cond as are well very firs fair fir fair a the grown ground warm warms
Student stopped reading after one minute here: //. ©2009 University of Texas System/Texas Education Agency
1TRA: Fluency Handout 2 (1 of 1)
Determining Word-Reading Accuracy Count as Errors Do not count as Errors
omissions self-corrections (within three seconds)
substitutions insertions
hesitations (more than three seconds) repetitions
mispronunciations (including proper nouns)
reversals
Number of words read _____
Number of errors - _____
Number of words read correctly _____
Number of words read correctly
_______
Circle one: INDEPENDENT
(95%-100%)
/
/
Number of words read
_______
INSTRUCTIONAL
(90%-94%)
= % accurate
= _______
FRUSTRATIONAL
(<90%)
Determining Rate
Number of words read in one minute _____
Number of errors - _____
Number of words read correctly in one minute _____
Grade %ile Fall WCPM Winter WCPM Spring WCPM
1 90
75
50
81
47
23
111
82
53
2 90
75
50
106
79
51
125
100
72
142
117
89
3 90
75
50
128
99
71
146
120
92
162
137
107
©2009 University of Texas System/Texas Education Agency
1TRA: Fluency Handout 3 (1 of 3)
Marking Fluency Errors
Errors may include:
Omissions: leaving out a word or words
Substitutions: saying another word in place of the word in the text
Hesitations: stopping or hesitating for more that three seconds, at which point the teacher provides the word. This is only counted as an error if the teacher provides the word (which s/he should do after 3 seconds when doing a fluency assessment)
Misproununciations: leaving off or adding endings, or mispronouncing the word in a way that no longer makes sense. Depending on the measure, mispronunciations of proper nouns may or may not be counted as errors.
Note: If a child has a speech issue in which he regularly replaces one sound (i.e., /f/) for another (i.e., /th/), it should not be counted as an error.
Reversals: changing the order of two or more words in a sentence
Nonerrors may include:
Self-corrections: realizing and correcting an error within three seconds
It is important to note that insertions and repetitions may or may not be counted as errors depending on the measure used.
Insertions: adding an extra word which is not in print
Repetitions: repeating a word that appears in print
©2009 University of Texas System/Texas Education Agency
1TRA: Fluency Handout 3 (2 of 3)
Marking Fluency Errors
Directions: Read the text below and how the student misread it. Write the letter for the error the student made. Then decide if the error is counted in the fluency measure.
A. Mispronunciation B. Substitution C. Insertion D. Repetition E. Reversal F. Hesitation G. Self-correction H. Omission
TEXT HOW MISREAD KIND OF ERROR
IS ERROR COUNTED?
She saw a cat. She saw a scary cat. ___ ___
I see the worm. I see the word. ___ ___
He went to town. He went to tent . . . town. (changed within 3 seconds) ___ ___
I see a bird. I see a birb. ___ ___
He had a beach ball. He had a beach ball, a beach ball. ___ ___
I was walking in a park. I saw walking in a park. ___ ___
I like his kindness. I like his . . . (3-second pause) ___ ___
She went to school. She went school. ___ ___
©2009 University of Texas System/Texas Education Agency
1TRA: Fluency Handout 3 (3 of 3)
Marking Fluency Errors Answer Key
TEXT HOW MISREAD KIND OF ERROR
IS ERROR COUNTED?
She saw a cat. She saw a scary cat. _C_ No
I see the worm. I see the word. _B_ Yes
He went to town. He went to tent . . . town. (changed within 3 seconds) _G_ No
I see a bird. I see a birb. _A_ Yes
He had a beach ball. He had a beach ball, a beach ball. _D_ No
I was walking in a park. I saw walking in a park. _E_ Yes
I like his kindness. I like his . . . (3-second pause) _F_ Yes
She went to school. She went school. _H_ Yes
©2009 University of Texas System/Texas Education Agency
Handout 3 (1 of 2)1TRA: Fluency
©2009 University of Texas System/Texas Education Agency
1TRA: Fluency Handout 4 (1 of 1)
Determining Word-Reading Accuracy Count as Errors Do not count as Errors
omissions self-corrections (within three seconds)
substitutions insertions
hesitations (more than three seconds) repetitions
mispronunciations (including proper nouns)
reversals
Number of words read
Number of errors
Number of words read correctly
_____
- _____
_____
69 12 57
Number of words read correctly
_______ 57 /
/
Number of words read
_______69 =
=
% accurate
_______ 83%
Circle one: INDEPENDENT INSTRUCTIONAL
(95%-100%) (90%-94%)
FRUSTRATIONAL
(<90%)
Determining Rate
Number of words read in one minute _____ 69
Number of errors - _____ 12
Number of words read correctly in one minute _____ 57
Grade %ile Fall WCPM Winter WCPM Spring WCPM
1 90
75
50
81
47
23
111
82
53
2 90
75
50
106
79
51
125
100
72
142
117
89
3 90
75
50
128
99
71
146
120
92
162
137
107
©2009 University of Texas System/Texas Education Agency
1TRA: Fluency Handout 5 (1 of 1)
Adapted Version of NAEP’s Oral Reading Fluency Scale Fl
uent
Level 4 Reads primarily in larger, meaningful phrase groups. Although some regressions, repetitions, and deviations from text may be present, these do not appear to detract from the overall structure of the story. Preservation of the author’s syntax is consistent. Some or most of the story is read with expressive interpretation.
Level 3 Reads primarily in three- or four-word phrase groups. Some small groupings may be present. However, the majority of phrasing seems appropriate and preserves the syntax of the author. Little or no expressive interpretation is present.
Non
flue
nt
Level 2 Reads primarily in two-word phrases with some three- or four-word groupings. Some word-by-word reading may be present. Word groupings may seem awkward and unrelated to larger context of sentence or passage.
Level 1 Reads primarily word-by-word. Occasional two-word or three-word phrases may occur—but these are infrequent and/or they do not preserve meaningful syntax.
Daane, M.C., Campbell, J.R., Grigg, W.S., Goodman, M.J., & Oranje, A. (2005). Fourth-Grade Students Reading Aloud: NAEP 2002 Special Study of Oral Reading (NCES 2006-469). U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics. Washington, DC: Government Printing Office.
©2009 University of Texas System/Texas Education Agency
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Handout 6 (1 of 5)1TRA: Fluency
Letter Name and Letter Sound Fluency Charts
©2009 University of Texas System/Texas Education Agency
Handout 6 (2 of 5)1TRA: Fluency
Letter Naming/ Sound Fluency
Aa-Hh
H b e g c E B C f D d B D C b h A F G H A h c g a e E f d B D C f d F e H G g a G e B H c b C f d A b E c g a D e F G h F C A d h E B a D c h a H G A D g c H f E f e B C b h B F d a c D g E d F e G H B E b G h F a C f A
©2009 University of Texas System/Texas Education Agency
Handout 6 (3 of 5)1TRA: Fluency
Letter Naming/ Sound Fluency
Aa-Qq
p E b O K h F l n B M i d A q I o N L f a c G Q k P m C g c j K b l J C q e H a P m B d N o M k p i e L e F g E d c A G O D f H n l b J f Q g b I O a C h M F j n q E k Q h B p d K h J o i H N j G m g L a A c f D P I e C
©2009 University of Texas System/Texas Education Agency
Handout 6 (4 of 5)1TRA: Fluency
Letter Naming/ Sound Fluency
Aa-Zz
I m A q M e X K b E f j Q x a U h b P y u C h J z G k D g O H d W S p N u V T n r P c w F c L a s I Z e D Y t B o d R p f l M b m e K i n d J t W v L j x Q c A o X E y U r C q N Y O g z S w R f Z V G l B a k H v s F i T
©2009 University of Texas System/Texas Education Agency
Handout 6 (5 of 5)1TRA: Fluency
Letter Naming/ Sound Fluency
Aa-Zz
a D W n K T C i q F Q v e M t y Y x O m z h A p g J d E V f U r j L l S k N b X D H E d F z c u G A Z x R n t s B o Y P B C q O I X v T j w S y U C a t M i A r K f G Q c D h e w J o W Z l N m V g R u I P s B k L p H b E
©2009 University of Texas System/Texas Education Agency
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1TRA: Fluency Handout 7 (1 of 10)
High-Frequency Word Fluency Charts
©2009 University of Texas System/Texas Education Agency
1TRA: Fluency Handout 7 (2 of 10)
Sight Word Fluency 10 words in 25% of text
a and in is it of that the to you in it a the that
and to is you of that the it a in you is to and the in a that of to to you and it is it in the that a is of you to and a that it the in
©2009 University of Texas System/Texas Education Agency
1TRA: Fluency Handout 7 (3 of 10)
Sight Word Fluency
Dolch #1
the to and he a I you it of in
was said his that she for on they but had at him with up all
look is her you said on to that of he the for with but had all they it and up in look his him she is a her at was
©2009 University of Texas System/Texas Education Agency
1TRA: Fluency Handout 7 (4 of 10)
Sight Word Fluency
Dolch #2
there be out as some have go we am then little do down can could
when did what so see not were get them one
this my like down we as when do see could
little so some am get can were did not this one be there go out then like have them what
©2009 University of Texas System/Texas Education Agency
1TRA: Fluency Handout 7 (5 of 10)
Sight Word Fluency
Dolch #3
would me will yes big went are come if now long no came ask very an over your its ride
into just blue red from good any about very big will if come your long
came just ride are into over an would blue red went now good no me any yes from its ask
©2009 University of Texas System/Texas Education Agency
1TRA: Fluency Handout 7 (6 of 10)
Sight Word Fluency
Dolch #4
around want don't how know
right put too got take
where every pretty jump green
four away old by their here saw call after well think ran let every how
take jump don't too old
want their four here ran
well every after around call got know let how pretty
jump by where think take
put away saw green right
©2009 University of Texas System/Texas Education Agency
1TRA: Fluency Handout 7 (7 of 10)
Sight Word Fluency
Dolch #5
help make going sleep brown
yellow five six walk two
or before eat again play
who been may stop off never seven eight cold today
fly myself round two before
walk eat sleep again five
been stop seven six who
today help cold may make
yellow play fly brown eight off myself going never or
©2009 University of Texas System/Texas Education Agency
1TRA: Fluency Handout 7 (8 of 10)
Sight Word Fluency
Dolch #6
tell first black
goes soon
has much
much
try
white write made find
does
keep
new
ten
always
run
only
must
give
must does drink
gave
write
drink
work
start bring
once
open
give
start always
has keep
run
goes white
soon
tell new
made
first open
find
black
gave
try
once
ten
work
bring
©2009 University of Texas System/Texas Education Agency
1TRA: Fluency Handout 7 (9 of 10)
Sight Word Fluency
Dolch #7
us three our better hold
buy
those light kind
funny
done pick
both
warm
use
hurt sit
ate
fast pull which
full say
cut fall
carry
light hold
small better sit
under pull those
warm
done
ate
full our hurt
kind
funny
small
three fast cut
carry
pick
buy
say
which
both
fall us use
©2009 University of Texas System/Texas Education Agency
1TRA: Fluency Handout 7 (10 of 10)
Sight Word Fluency
Dolch #8
read why own found wash
slow hot because far live
draw clean grow best upon
these sing together please thank
wish many shall laugh wish
many draw because hot because
why grow these together wash
live these read best found
slow live thank laugh please
why found shall far own
upon draw sing thank clean
©2009 University of Texas System/Texas Education Agency
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Handout 8 (1 of 25)1TRA: Fluency
High-Frequency Phrase Fluency Charts
©2009 University of Texas System/Texas Education Agency
Handout 8 (2 of 25)1TRA: Fluency
High-Frequency Phrase Fluency
List #1
the little boy a good boy
is about me then you give
was to come old and new
what we know that old man
in and out get the cat
good for you down at work
with his cat it was over
work on it can come here
they will go are so long
three of them before this one
your little boy as long as
but not me be here again
have been good
©2009 University of Texas System/Texas Education Agency
Handout 8 (3 of 25)1TRA: Fluency
High-Frequency Phrase Fluency
List #2
he is it I can go
they are here one by one
good and wet came with me
about a dog had a hat
three little dogs some good cake
up and down her green hat
say and do when they come
so I went my little house
very good girl all around
would you like any good book
have you been we are out
here and there from my mother
a nice day
©2009 University of Texas System/Texas Education Agency
Handout 8 (4 of 25)1TRA: Fluency
High-Frequency Phrase Fluency
List #3
to go home see the dog
then they went look at us
yes and no play with him
by the house he was going
come to me get the cat
in or out one, two, three
to the man like the book
in our car what do you
do you know make a book
which one is this much is
about his frog a little dog
he has it sit by them
how do you
©2009 University of Texas System/Texas Education Agency
Handout 8 (5 of 25)1TRA: Fluency
High-Frequency Phrase Fluency
List #4
who am I an old cat
in their car she has some
a new school he said it
did not go a good boy
three little dogs up and down
go to work put it out
we were there before you go
just one day about this long
here it is get the other
our old car then take it
can use it again and again
would give him day after day
many of them
©2009 University of Texas System/Texas Education Agency
Handout 8 (6 of 25)1TRA: Fluency
High-Frequency Phrase Fluency
List #5
saw a cat he let us
write the word stand on the
in the box the word is
we should could I go
never would come look at that
is my mother run out of
at school today with the people
came up to a tall girl
do not make find a rock
because it was all last night
into my room begin to say
I think that made me mad
on the back
©2009 University of Texas System/Texas Education Agency
Handout 8 (7 of 25)1TRA: Fluency
High-Frequency Phrase Fluency
List #6
such a big box much to eat
where it was want to say
I am not one year old
a great ball the white pine
yesterday morning got a cup
live in a wanted to play
four of them found his dog
then at last that was left
color the box bring her home
putting it away men were there
tall red hat as you wish
friend of the red and black
to look pretty
©2009 University of Texas System/Texas Education Agency
Handout 8 (8 of 25)1TRA: Fluency
High-Frequency Phrase Fluency
List #7
may come to should we do
he let us never would come
write the word two books each
these big chairs was the best
turn right at at another time
The word is it would seem
we should the pretty tree
her left hand was her name
more people can part of it
why not make the tall oak
is done better next to the
it was under please come to
while the rain
©2009 University of Texas System/Texas Education Agency
Handout 8 (9 of 25)1TRA: Fluency
High-Frequency Phrase Fluency
List #8
dog ran fast near the dog
five blue balls older than him
read very well in the open
over the hill kind and good
such a treat must go now
on the way high in the
eat too much far and near
shall sing for both of you
my own bed end of the
most of all would go also
sure am happy until we see
saw a thing call me now
only for fun
©2009 University of Texas System/Texas Education Agency
Handout 8 (10 of 25)1TRA: Fluency
High-Frequency Phrase Fluency
List #9
go ask her please don’t run
a small tree a fast race
a yellow box a cold day
you may show must call today
it goes there does come back
please clean this a pretty face
buy a present little green box
say thank you go to bed
they will sleep I like brown
open the letter your red coat
jump the wall six people ran
by myself gave a gift
go fly high
©2009 University of Texas System/Texas Education Agency
Handout 8 (11 of 25)1TRA: Fluency
High-Frequency Phrase Fluency
List #10
the black hat sit on the
in his ear the black dog
write a letter can you ride
to try it hot and cold
as for myself grow the seed
can no longer do not cut
those were clean seven people came
hold on tight the pretty woman
full of water the funny monkey
please carry it yes it is
eight little ducks as he ate
would you sing stop your car
food was warm
©2009 University of Texas System/Texas Education Agency
Handout 8 (12 of 25)1TRA: Fluency
High-Frequency Phrase Fluency
List #11
off his ship around the yard
his sister went close the door
my happy mother the bedroom wall
once I went gave some money
he didn’t go turn the corner
set the table might be late
round and round hard, long trail
dress the baby go to bed
fail the test fine black line
wash the clothes along the way
car will start sat on the chair
always ready to go I hope you
anything to wear
©2009 University of Texas System/Texas Education Agency
Handout 8 (13 of 25)1TRA: Fluency
High-Frequency Phrase Fluency
List #12
start the fire clothes are dry
ten little boys through he went
was an order at three o’clock
part was missing second not last
the early bird water is warm
the fat cat the little town
a third team took off his
was the same pair of mittens
were in love now getting dark
can you hear want to keep
yesterday he came head and neck
eyes are blue warm the food
door was open
©2009 University of Texas System/Texas Education Agency
Handout 8 (14 of 25)1TRA: Fluency
High-Frequency Phrase Fluency
List #13
the story told across the ocean
miss the bus a fenced yard
with his father a winter morning
the children moved a round table
reached the land a bedtime story
with an interest in the government
because I’m through sometimes I run
within two feet tried to run
the pretty garden rode the horse
to be done something for her
the country house brought the salad
different from them the dancing shoes
the bad men
©2009 University of Texas System/Texas Education Agency
Handout 8 (15 of 25)1TRA: Fluency
High-Frequency Phrase Fluency
List #14
time after time a few came
has come yet hit the ball
true or false under the cover
above the door the open window
still, cool water store the box
meet me at in the city
since we started are we together
a number of the bright sun
please state your all my life
does it matter across the street
draw the line at the party
different from them the pretty shoes
the good men
©2009 University of Texas System/Texas Education Agency
Handout 8 (16 of 25)1TRA: Fluency
High-Frequency Phrase Fluency
List #15
said the word feel the fur
was almost lost during the storm
he quickly thought already had gone
sent the letter to one hundred
receive the gift for the week
had to pay walked between them
better than nothing hard to change
what I need being at home
mean to cry care and feeding
spoke too late the right answer
only finished half an interesting course
afraid to fight voted against it
was strong enough
©2009 University of Texas System/Texas Education Agency
Handout 8 (17 of 25)1TRA: Fluency
High-Frequency Phrase Fluency
List #16
wear your coat it all began
Mr. and Mrs. clean air is
in the side young and old
the poor boy was long ago
lost his book around the world
was cold outside the airplane flew
the wind howled without his lunch
Mrs. Brown said do not kill
we learn by ready set go
held the book please stay away
only finished half an interesting course
afraid to fight voted for it
was strong enough
©2009 University of Texas System/Texas Education Agency
Handout 8 (18 of 25)1TRA: Fluency
High-Frequency Phrase Fluency
List #17
hour by hour please talk louder
be glad that when we want
follow directions to the bank
your have company ship the box
would you believe his business is
begin at once the whole thing
do you mind a short stop
pass the meat make certain that
try to reach was not fair
next month we give the reason
at this point it’s almost summer
rest and relax fill your glass
he sent it
©2009 University of Texas System/Texas Education Agency
Handout 8 (19 of 25)1TRA: Fluency
High-Frequency Phrase Fluency
List #18
grade your paper sing the note
my big brother time is past
remain there until find her room
glass of milk flew overhead
several years ago at his office
the long war the cow stood
are you able will you visit
please change it wait in line
either you come the teacher said
change was less is almost spring
train the dog picture was gone
does it cost the blue bird
in the evening
©2009 University of Texas System/Texas Education Agency
Handout 8 (20 of 25)1TRA: Fluency
High-Frequency Phrase Fluency
List #19
fry an egg when you add
on the ground the dripping ice
a warm afternoon broke the car
feed the sheep watch for children
the boat trip left all alone
plan his work to bend low
the question is broke her arm
the biggest fish dinner was cold
return the gum hair is brown
call him sir service the car
would not tell in class today
the huge hill was quite short
The wet wood
©2009 University of Texas System/Texas Education Agency
Handout 8 (21 of 25)1TRA: Fluency
High-Frequency Phrase Fluency
List #20
spell a word a tall lady
my big brother time is past
remain there until find her room
glass of milk flew overhead
several years ago at his office
the long war the cow stood
are you able will you visit
please change it wait in line
either you come the teacher said
change was less is almost spring
train the dog picture was gone
does it cost the blue bird
in the evening
©2009 University of Texas System/Texas Education Agency
Handout 8 (22 of 25)1TRA: Fluency
High-Frequency Phrase Fluency
List #21
became a man minute by minute
a fat body a loud ring
take a chance who wrote it
act right now make it happen
it will die let’s appear happy
in real life a big heart
must speak out can swim fast
it already ended a felt hat
a good doctor the fourth hour
please step up I’ll say it
all by itself kept a long time
had nine lives a deep well
the baby turtle
©2009 University of Texas System/Texas Education Agency
Handout 8 (23 of 25)1TRA: Fluency
High-Frequency Phrase Fluency
List #22
could see herself study the book
have an idea a great fear
drop the pin move your car
the wide river she stood outside
her smile glowed as for himself
son and daughter the strong man
the bat flew for they knew
is a fact every so often
sort the clothes toward the end
king of hearts filled with wonder
the dark street twenty black birds
kept to themselves it was important
whose coat is
©2009 University of Texas System/Texas Education Agency
Handout 8 (24 of 25)1TRA: Fluency
High-Frequency Phrase Fluency
List #23
demand a pencil a tomato plant
however you want can you suppose
in this case by the law
can you figure was her husband
increase your work just that moment
enjoy your study my favorite person
rather than walk a sad result
sound it out he could continue
eleven comes next the lowest price
music in words to serve well
a human being the national anthem
in the court wife and mother
may the force
©2009 University of Texas System/Texas Education Agency
Handout 8 (25 of 25)1TRA: Fluency
High-Frequency Phrase Fluency
List #24
was my aunt he rode the
her system was is my uncle
he will lie the labor force
the cause was in public court
will she marry I will consider
it is possible it happened thus
I will study was the least
one thousand more she has power
in the pen made a mark
his condition was will be president
she said perhaps a nice voice
she will produce must ask whether
it was twelve
©2009 University of Texas System/Texas Education Agency
©2009 University of Texas System/Texas Education Agency
1TRA: Fluency Handout 9 (1 of 1)
Providing Instructional Feedback
Prompts to help students notice errors Prompts to help students find errors
Check to see if that looks/sounds right. There is a tricky word on this line. You’re nearly right. Try that again. Try it another way. You’ve almost got that. See if you can find what is wrong.
Find the part that’s not right. Look carefully to see what’s wrong. You noticed something was wrong. Where is the part that’s not right? What made you stop? Can you find the problem spot?
Prompts to help students fix errors Prompts to help students write words
What do you hear first? Next? Last? What word starts with those letters? Do you think it looks/sounds like_______? What does an e do at the end of a word? What do you know that might help? What could you try? You said _______. Does that make sense? Can you think of a better way to say ________? (Repeat what child said)
You have only one letter to change. That sounds right, but does it look right? One more letter will make it right. It starts like that. Now check the last part. Did you write all the sounds you hear? Did you write a vowel for each syllable? What do you hear first? Next? Last? It starts (ends) like _____. There’s a silent letter in that word.
Prompts of Encouragement
I like the way you worked that out. The results are worth all your hard work. You’ve come a long way with this one. That was some quick thinking. That looks like an impressive piece of work. You’re right on target. You’re on the right track now. That’s an interesting way of looking at it. Now you’ve figured it out. That’s quite an improvement. That is quite an accomplishment.
That’s a powerful argument. That’s coming along. You’re really settling down to work. You’ve shown a lot of patience with this. You’ve been paying close attention. You’ve put in a full day today. I knew you could finish it. You make it look so easy. You’ve really tackled that assignment. This shows you’ve been thinking/working. It looks like you’ve put a lot of work into this.
Adapted from Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann; Fry, E. B., Kress, J. E., & Fountoukidis, D. L. (1993). The reading teacherʼs book of lists (3rd ed.). Paramus, NJ: Prentice Hall; Pinnell, G. S., & Fountas, I. C. (1998). Word matters: Teaching phonics and spelling in the reading/writing classroom. Portsmouth, NH: Heinemann.
©2009 University of Texas System/Texas Education Agency
1TRA: Fluency Handout 10 (1 of 1)
Monitoring Reading Fluency
Materials: Two copies of text (one for recording errors and one for the student to read) Optional: Stopwatch and tape recorder
Procedure: 1. Say: When I say begin, start reading at the top of the page.
Read across the page. (Demonstrate by pointing.) Try to read each word. If you come to a word you don’t know, I will tell it to you. Do your best reading. Are there any questions?
2. Say: Begin.
3. Start timing when the student begins reading aloud. If students “speed” read, stop and remind them: “Remember, do your best reading, not your fastest reading.”
4. Follow along on your copy. Put a slash (/) through words read incorrectly:
• Substitutions • Mispronunciations • Omissions • Hesitations > 3 seconds (Say the word for the student.) • Reversals
5. Do not count as errors:
• Insertions • Repetitions • Self-corrections
6. Stop timing at the end of one minute.
7. Mark the last word read by the student. You may allow the student to finish reading to the end of the passage.
Adapted from Bos, C. S., & Vaughn, S. (2002). Strategies for teaching students with learning and behavior problems (5th ed.). Boston, MA: Allyn & Bacon; Hasbrouck, J. E., & Tindal, G. (1992). Curriculum-based oral reading fluencynorms for students in grades two through five. Teaching Exceptional Children, 24(3), 41–44; Reutzel, D. R., & Cooter, R. B. (1999). Balanced reading strategies and practices: Assessing and assisting readers with special needs. Upper Saddle River, NJ: Prentice Hall.
©2009 University of Texas System/Texas Education Agency
1TRA: Fluency Handout 11 (1 of 1)
Repeated-Reading Record
Name: _____________________________________ Date:_________________
Title: ____________________________________________________________
Pages read: _____________
1ST READING: # of words read: _______
Subtract # of errors: _______
Words correct per minute: _______
Graph results Practice reading 3 to 4 times
2ND READING: # of words read: _______
Subtract # of errors: _______
Words correct per minute: _______
Practice more or, if improved wpm, check out with teacher
3RD READING: # of words read: _______
Subtract # of errors: _______
Words correct per minute: _______
Graph results after teacher checkout
1TRA: Fluency Handout 12 (1 of 1)
Fluency Progress Record
100
90
80
70
60
50
40
30
20
Title: ________________________ Level:________________________ Date: ________________________
100
90
80
70
60
50
40
30
20
Title: ________________________ Level:________________________ Date: ________________________
1 2 3 4 5 6 1 2 3 4 5 6
1 2 3 4 5 6
100
90
80
70
60
50
40
30
20
Title: ________________________ Level:________________________ Date: ________________________
100
90
80
70
60
50
40
30
20
Title: ________________________ Level:________________________ Date: ________________________
1 2 3 4 5 6
©2009 University of Texas System/Texas Education Agency
30
1TRA: Fluency Handout 13 (1 of 1)
Fluency Monitoring Over Time W
ords
per
Min
ute
Name: ______________________________________________ 100
90
80
70
60
50
40
Title Level Date
1 2 3 4 5 6
Reading Sessions
©2009 University of Texas System/Texas Education Agency
20
©2009 University of Texas System/Texas Education Agency
1TRA: Fluency Handout 14 (1 of 2)
Survey of Knowledge
Write the word(s) in the blank.
1. is the ability to read words quickly with accuracy and expression.
2. , with regard to fluency, is the ability to read words correctly.
3. is quick and accurate recognition of letters and words.
4. are texts that have been evaluated to establish text difficulty and grade appropriateness.
5. ______________________ gives information to teachers about how accurately a student can read a text. Reading levels are independent, instructional, and frustrational.
6. is the level at which a student reads with no more than one error in twenty words, with good comprehension.
7. is the level at which a student reads with no more than one error in ten words, with satisfactory comprehension.
8. ___________ is the appropriate use of intonation and phrasing, or reading with expression.
9. is the speed at which text is read.
10. stands for the number of words a student reads correctly per minute; it is used to determine a student’s fluency score.
©2009 University of Texas System/Texas Education Agency
1TRA: Fluency Handout 14 (2 of 2)
Survey of Knowledge Answer Key
1. Fluency is the ability to read words quickly with accuracy and expression.
2. Accuracy , with regard to fluency, is the ability to read words correctly.
3. Automaticity is quick and accurate recognition of letters and words.
4. Grade-level texts are texts that have been evaluated to establish text difficulty and grade appropriateness.
5. Reading level gives information to teachers about how accurately a student can read a text. Reading levels are independent, instructional, and frustrational.
6. Independent level is the level at which a student reads with no more than one error in twenty words, with good comprehension.
7. Instructional level is the level at which a student reads with no more than one error in ten words, with satisfactory comprehension.
8. Prosody is the appropriate use of intonation and phrasing, or reading with expression.
9. Rate is the speed at which text is read.
10. WCPM stands for the number of words a student reads correctly per minute; it is used to determine a student’s fluency score.
1TRA: Fluency Handout 15 (1 of 3)
References
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Fry, E. B., Kress, J. E., & Fountoukidis, D. L. (1993). The reading teacher’s book of lists (3rd ed.). Paramus, NJ: Prentice Hall.
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Hasbrouck, J. E., & Tindal, G. (1992). Curriculum-based oral reading fluency norms for students in grades two through five. Teaching Exceptional Children, 24(3), 41–44.
©2009 University of Texas System/Texas Education Agency
1TRA: Fluency Handout 15 (2 of 3)
Hasbrouck, J., & Tindal, G. A. (2005). Oral reading fluency: Ninety years of measurement (Tech. Rep. No. 33). Eugene, OR: University of Oregon, College of Education, Behavioral Research and Teaching.
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Mastropieri, M. A., Leinart, A., & Scruggs, T. E. (1999). Strategies to increase reading fluency. Intervention in School and Clinic, 34(5), 278–283.
Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283–306.
Moats, L. C. (2005). Teaching beginning spelling and writing: Module 1: Teaching beginning spelling and writing. Longmont, CO: Sopris West.
Moats, L. C. (2009). LETRS module 5: Getting up to speed: Developing fluency. Longmont, CO: Sopris West Educational Services.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
Opitz, M. F., & Rasinski, T. V. (1998). Good-bye round robin: 25 effective oral reading strategies. Portsmouth, NH: Heinemann.
Peregoy, S., & Boyle, O. (2001). Reading, writing and learning in ESL (3rd ed.). New York, NY: Addison-Wesley Longman.
Pinnell, G. S., & Fountas, I. C. (1998). Word matters: Teaching phonics and spelling in the reading/writing classroom. Portsmouth, NH: Heinemann.
Rasinski, T. V. (2000). Speed does matter in reading. The Reading Teacher, 54(2), 146–151.
Rasinski, T. V. (2003). The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. New York, NY: Scholastic.
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Rasinski, T., & Padak, N. (1996). Five lessons to increase reading fluency. In L. Putnam (Ed.), How to become a better reading teacher: Strategies for assessment and intervention (pp. 255–265). Englewood Cliffs, NJ: Merrill.
Reutzel, D. R., & Cooter, R. B. (1999). Balanced reading strategies and practices: Assessing and assisting readers with special needs. Upper Saddle River, NJ: Prentice Hall.
Samuels, S. J. (1997). The method of repeated reading. The Reading Teacher, 50(5), 376–381.
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Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
©2009 University of Texas System/Texas Education Agency
1TRA: Fluency Handout 15 (3 of 3)
The University of Texas at Austin. (n.d.). Welcome to project MAINSTEP oral reading fluency (ORF) extended practice. Retrieved September 29, 2009, from http://jabba.edb.utexas.edu/mainstep/orf
Vaughn, S., Chard, D., Bryant, D. P., Coleman, M., Tyler, B., Thompson, S., & Kouzekanani, K. (2000). Fluency and comprehension interventions for third-grade students: Two paths to improved fluency. RASE: Remedial and Special Education, 21(5).
Vaughn, S., & Linan-Thompson, S. (2004) Research-based methods of reading instruction, K–3. Alexandria, VA: Association for Supervision & Curriculum Development.
©2009 University of Texas System/Texas Education Agency