1TRA Fluency PDF

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 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
Project MAINSTEP ORF Study
2009 University of Texas System/Texas Education Agency

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: //.

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 / Number of words read = % accurate

_______ / _______ = _______
Circle one: INDEPENDENT INSTRUCTIONAL FRUSTRATIONAL
(95%-100%) (90%-94%) (<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 81 111
75 47 82
50 23 53
2 90 106 125 142
75 79 100 117
50 51 72 89
3 90 128 146 162
75 99 120 137
50 71 92 107

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

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
KIND OF IS ERROR
TEXT HOW MISREAD 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. ___ ___


Answer Key
KIND OF IS ERROR
TEXT HOW MISREAD 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

Determining Word-Reading Accuracy
CountasErrors DonotcountasErrors
omissions self-corrections(withinthreeseconds)
substitutions insertions
hesitations (more than three seconds) repetitions
mispronunciations (including proper nouns)
reversals
69
Numberofwordsread_____
12
Numberoferrors-_____
57
Numberofwordsreadcorrectly_____
Numberofwordsreadcorrectly / Numberofwordsread=%accurate
57 /_______
_______ 69 = _______
83%
Circleone:INDEPENDENT INSTRUCTIONAL FRUSTRATIONAL

(95%-100%)(90%-94%) (<90%)
Determining Rate
69
Numberofwordsreadinoneminute_____
12
Numberoferrors-_____
57
Numberofwordsreadcorrectlyinoneminute_____
Grade %ile Fall WCPM Winter WCPM Spring WCPM
1 90 81 111
75 47 82
50 23 53
2 90 106 125 142
75 79 100 117
50 51 72 89
3 90 128 146 162
75 99 120 137
50 71 92 107

Adapted Version of NAEPs Oral Reading Fluency Scale
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 authors syntax is consistent. Some or most
of the story is read with expressive interpretation.
Fluent
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.
Level 2 Reads primarily in two-word phrases with some three- or four-word

groupings. Some word-by-word reading may be present. Word group
ings may seem awkward and unrelated to larger context of sentence
or passage.
Nonfluent
Level 1 Reads primarily word-by-word. Occasional two-word or three-word

phrases may occurbut 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.

_________
Letter Name
and Letter Sound
Fluency Charts
_________

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

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

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

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

_________
High-Frequency
Word Fluency Charts
_________

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

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

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

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

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

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

Sight Word Fluency

Dolch #6
tell much keep give work

first try new must start
black white ten does bring
goes write always drink once
soon made run gave open
has find only write give
much does must drink start
always keep goes soon new
has run white tell made
first find gave once work
open black try ten bring

Sight Word Fluency

Dolch #7
us three our better hold

buy funny warm ate full
those done use fast say
light pick hurt pull cut
kind both sit which fall
carry small under warm full
light better pull done our
hold sit those ate hurt
kind three carry say fall
funny fast pick which us
small cut buy both use

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

_________
High-Frequency
Phrase Fluency Charts
_________

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

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

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

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

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

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

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

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

List #9
go ask her please dont 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

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

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 didnt 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

List #12
start the fire clothes are dry

ten little boys through he went
was an order at three oclock
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

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 Im 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

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

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

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

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 its almost summer
rest and relax fill your glass
he sent it

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

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

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

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 lets 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 Ill say it
all by itself kept a long time
had nine lives a deep well
the baby turtle

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

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

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

Providing Instructional Feedback
Prompts to help students notice errors Prompts to help students find errors
Check to see if that looks/sounds right. Find the part thats not right.
There is a tricky word on this line. Look carefully to see whats wrong.
Youre nearly right. You noticed something was wrong.
Try that again. Where is the part thats not right?
Try it another way. What made you stop?
Youve almost got that. See if you can Can you find the problem spot?
find what is wrong.
Prompts to help students fix errors Prompts to help students write words
What do you hear first? Next? Last? You have only one letter to change.
What word starts with those letters? That sounds right, but does it look right?
Do you think it looks/sounds like_______? One more letter will make it right.
What does an e do at the end of a word? It starts like that. Now check the last part.
What do you know that might help? Did you write all the sounds you hear?
What could you try? Did you write a vowel for each syllable?
You said _______. Does that make sense? What do you hear first? Next? Last?
Can you think of a better way to say It starts (ends) like _____.
________? (Repeat what child said) Theres a silent letter in that word.
Prompts of Encouragement
I like the way you worked that out. Thats a powerful argument.
The results are worth all your hard work. Thats coming along.
Youve come a long way with this one. Youre really settling down to work.
That was some quick thinking. Youve shown a lot of patience with this.
That looks like an impressive piece of work. Youve been paying close attention.
Youre right on target. Youve put in a full day today.
Youre on the right track now. I knew you could finish it.
Thats an interesting way of looking at it. You make it look so easy.
Now youve figured it out. Youve really tackled that assignment.
Thats quite an improvement. This shows youve been thinking/working.
That is quite an accomplishment. It looks like youve 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 teachers 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.

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 dont 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 fluency
norms for students in grades two through five. Teaching Exceptional Children, 24(3), 4144; 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.

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: _______
Practice more or, if improved wpm, check out

with teacher
3RD READING: # of words read: _______
Graph results after teacher checkout

Fluency Progress Record
100 100
90 90
80 80
70 70
60 60
50 50
40 40
30 30
20 20
1 2 3 4 5 6 1 2 3 4 5 6
Title: ________________________ Title: ________________________

Level:________________________ Level:________________________
Date: ________________________ Date: ________________________
100 100
90 90
80 80
70 70
60 60
50 50
40 40
30 30
20 20
1 2 3 4 5 6 1 2 3 4 5 6
Title: ________________________ Title: ________________________

Level:________________________ Level:________________________
Date: ________________________ Date: ________________________
Fluency Monitoring Over Time
Name: ______________________________________________
100
90
80
70
Words per Minute
60
50
40
30
20
1 2 3 4 5 6
Title
Level
Date
Reading Sessions
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 students fluency score.

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 students fluency score.

References
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Fluency

First Grade Teacher Reading Academy

Student: ________________________________ Pre Post Guided Practice

Instructor: ______________________________ Independent Practice 1 2 3

The Fir Tree

But the little fir wanted so very much to be a grown-up tree. 60

they were in the woods looking for wild strawberries. 97

Project MAINSTEP ORF Study

2009 University of Texas System/Texas Education Agency

Student: ________________________________ Pre Post Guided Practice

Instructor: ______________________________ Independent Practice 1 2 3

The Fir Tree

But the little fir wanted so very much to be a grown-up tree. 60

they were in the woods looking for wild strawberries. 97

TEXT HOW MISREAD

Student stopped reading after one minute here: //.

Determining Word-Reading Accuracy

Count as Errors Do not count as Errors

omissions self-corrections (within three seconds)

Number of words read _____

Number of words read correctly / Number of words read = % accurate

2 90 106 125 142

3 90 128 146 162

2009 University of Texas System/Texas Education Agency

Marking Fluency Errors

Omissions: leaving out a word or words

Substitutions: saying another word in place of the word in the text

Misproununciations: leaving off or adding endings, or mispronouncing the word in a

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

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

Marking Fluency Errors

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.

I see a bird. I see a birb. ___ ___

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

Marking Fluency Errors

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.

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

1TRA: Fluency Handout 4 (1 of 1)

Determining Word-Reading Accuracy

Circleone:INDEPENDENT INSTRUCTIONAL FRUSTRATIONAL

2 90 106 125 142

3 90 128 146 162

2009 University of Texas System/Texas Education Agency

2009 University of Texas System/Texas Education Agency

Adapted Version of NAEPs Oral Reading Fluency Scale

Level 4 Reads primarily in larger, meaningful phrase groups. Although some

Level 3 Reads primarily in three- or four-word phrase groups. Some small

She saw a cat. She saw a scary cat. _ _

I see the worm. I see the word. _ _

I see a bird. I see a birb. _ _

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. _ _