Field Placement

Fluency Test
Claire Jakaitis
Reading Material
I used the Fountas and Pinnell Benchmark
Assessment System 2 for assessing my
students' fluency.

This book was at a level O.

Book Title: The New Girl

By: Moira Glass

Reading and Recording Form
Reading and Recording Form continued
Accuracy Rate, Self Correction, Fluency Score,
Reading Rate, Comprehension Conversation
Fluency Rubric Score K-6 Fluency Rubric for Prosody – Common Core State Standard, Reading Foundational Skills #4
4 3
(At Grade Level)
Reads with great expression
and Volume
Expression
Shows enthusiasm throughout
the text
Varies expression and volume to
match his/her interpretation of
the passage
Generally reads with good
phrasing
(Within Sentences)
Adheres to punctuation stress
Phrasing
and intonation
Adequate attention to phrasing
for expression
Reads smoothly with some
breaks but word and structure
Smoothness
(Whole Text)
difficulties are resolved
Reads with no or rare breaks
since difficulties are resolved
quickly most often through self-
correction
Consistently reads at a
conversational pace
Pace
throughout the reading
*This Fluency Rubric for Prosody should be used when students are approaching grade-level accuracy and automaticity levels.
(Almost At Grade Level)
Makes text sound like natural
language for most of the passage
Occasionally reads with
enthusiasm
Generally, voice volume is
appropriate
Reads with a mixture of run-ons
Mid-sentence pauses for breath
and some choppiness
Reasonable stress and intonation
Reads with occasional breaks in
rhythm
Reads larger more meaningful
phrases
Reads with occasional breaks in
smoothness that are the result of
difficulties with specific words
Maintains an inconsistent pace
(fast and slow) throughout the
reading
Modified June, 2015, from Rasinski, R. (2004). Creating Fluent Readers. Educational Leadership, 61, 14-18.
2 1
(Approaching Grade
Level)
Begins to make text sound
like natural language
Focus remains largely on
pronouncing words
Reads in a quiet voice
Reads in two or three word
phrases resulting in choppy
reading
Does not adhere to
punctuation, stress, and
intonation (fails to mark ends
of sentences and clauses)
Reads with extended pauses
or hesitations
Reads with frequent breaks in
smoothness which are the
result of difficulties with
specific words
Reads slowly
(Below Grade Level)
Seldom or never makes text
sound like natural language
Reads words just to get them
out—robotically
Reads in some or mostly in
an inaudible voice
Reads word by word in a
monotone voice
Exhibits no sense of
phrasing or expression
Frequently hesitates while
reading, sounds out words,
and repeats words or phrases
Reads with frequent
extended pauses, hesitations,
false starts, sound outs, and
repetitions
Reads slowly and
laboriously