' - • • • • •

I
Assessing Fluency an4 Ph~inJ

Student Date ; ,~ /21

Six Dimensions Fluency Rubric

- .-
I. Pausing Pa~sing refers to the w~y the reader's voice is guided by punctuation (for example, short breath at a comma; full stop with voice going
down at penods and up at question marks; full stop at dashes).
... 2 3
0 ,,/
' -........
Some pausing to reflect~I \ Most of the reading evidences Almost all the reading is

the text
,. """''
punctuation or meaning of punctuation and meaning f
the text j
appropriate pausing to reflect
the punctuation and meaning
characterised by pausing
to reflect punctuation and
Needs intensive _teaching and/o Needs explicit teaching, of the text meaning of the text
text not appropnate prompting and reinforcing Needs some prompting and Teaching not needed
"- J reinforcing

2. Phrasing Phrasi~g refers to the way read~ u • ~oups to represent the meaningful units of language. Sometimes phrases are

cued by punctuation such as commas, but often they are not Phrased reading sounds like oral language, though more formal.

0 ,,..-
No evidence of appropriate
phrasing during the reading
Needs intensive teaching and/or
text not appropriate
l"--... 2 3
Some evidence of app7opria~ Much of the reading evidences Almost all the reading is
phrasing during the reading appropriate phrasing. appropriately phrased.
Needs explicit teaching, Needs some prompting and Teaching not needed
prompting and reinforcing )
reinforcing

3. Stress Stress refers to the emphasi~ce on particula7(1ouder tone) to reflect the meaning as speakers would do in oral
language.
0
Almost no stress on appropriate (
words to reflect the meaning of
the text
Needs mtens1ve teachmg and/or
text not appropr,ote
4. Intonation Intonation refers to the way the rea
.,,
Some stress on appropriate
- '·
-...... 2
Most of the reading evidences
3
Almost all of the reading is
words to reflect the meaning of stress on appropriate words to characterised by stress on
the text reflect the meaning of the text. appropriate words to reflect the
meaning of the text.
~ ds exphot teachmg, Needs some prompting and
mpang and remforcmg reinforcing Teaching not needed
.......___ ../
.. ,., voice in tone, pitch and volume to reflect the meaning of the text-sometimes called

V.,m~oo~-,
expression.
-0
1 2 3 C:
ft
ro
Some evidence of variation in Most of the reading evidences Almost all of the reading C,
C: 00
variation in voice or tone (pitch) evidences variation in voice
or tone (pitch) to retie the voice or tone (pitch) to reflect
to reflect the meaning of the or tone (pitch) to reflect the -
::,
Cl)
·-
C:
V,

meaning of the text the meaning of the text u...

Needs explicit teaching, text. meaning of the text. 00.C

-~
C: l1.
~ ensive _teaching and r Needs some prompting and Teaching not needed
ppropr,ate prompting and reinforcing Cl)
reinforcing

s. Rate Rate refers to the pace at which a reader moves through the text-not too fast and not too slow. The reader moves along
steadily with few slow-downs, stops or pauses to solve words. If the reader has only a few short pauses for word solving and
picks up the pace again, look at the overall rate.
/ 2--......... 3
0 1
£ ost of the reading evi,nce) Almost all of the reading
Almost no evidence of Some evidence of appropriate
appropriate rate. 1 evidences appropriate rate.
appropriate rate during the rate during the reading
IJeeds some prompting and Teaching not needed
reading Needs explicit teaching,
Needs intensive teaching and/ or
text not appropriate
prompting and reinforcing ~\ .ing

- _.,.. J
&. Integration Integration involves the way a reader consistently and evenly orchestrates rate, phrasing, pausing, intonation and stress.

0
---
Almost none of the reading is \ . Some of the
-;__
,.,,m, i~) 2
Most of the reading is fluent.
Needs some prompting and
3
Almost all of the reading is
fluent.
fluent. Needs explicit teaching, Teaching not needed
~ ting and reinforcing reinforcing
Needs intensive teaching and/or1
text not appropriate

Guiding Principles for Rating Try to focus on one aspect at a time but give your overall impression.

0""
V 2 3
0 I
Needs some prompting and Teaching not needed
Ne eds intensive teaching and/or Needs explicit teaching,
~ piing and reinfor~ng reinforcing
text not appropriate
193
Fountas & Pinnell Benchmark Assessment System 2