Fluency Assessments

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ORF Assessment
Forms
 ORF Assessment Charts
(Quick Tips)
We recommend measuring each student’s oral reading fluency (ORF) several times
throughout the year. All first graders’ ORF fluency should be measured in the winter and
spring. The ORF of children in second grade and above should be measured in the fall,
winter and spring.

To measure ORF, you will need a grade-level passage of about 250 words. Refer to the
course module to find links to reliable assessments.

When you have the passage ready, set a timer for one minute. Then have the child read
the passage until the timer beeps. If the reader gets stuck, say the word. When the
reader is finished, place a bracket after the last word read aloud. Then calculate the
score:

# total words read - # errors = ORF Score (in WCPM)

When scoring, remember the following:

Errors Not Errors

Mispronunciation Self-correcting within 3 seconds

Leaving out a word Adding a word

Substituting a different word Repeating a word or phrase
Reversing the order of words Dialect or accent differences

Hesitating or struggling for more than 3

seconds so that the teacher must supply the
word

After scoring, compare the child’s ORF score to ORF norms, using the chart from
Hasbrouck and Tindal included in this file.

If a child scores more than 10 WCPM below the 50th percentile, test that child’s ORF
every few weeks. Use the progress monitoring chart in this file to track data. If a child is
scoring above that mark, conduct ORF assessments at the start of the next season
(winter or spring). Record that child’s data on the class form.
Oral Reading Fluency
Teacher:
Learners’ Names: Date:
 Hasbrouck-Tindal oral reading fluency chart*
Grade Percentile Fall WCPM Winter Spring Average
WCPM WCPM weekly
improvement

90 - 97 116 1.2
75 - 59 91 2.0
1 50 - 29 60 1.9
25 - 16 34 1.1
10 - 9 18 0.5
90 111 131 148 1.2
75 84 109 124 1.3
2 50 50 84 100 1.6
25 36 59 72 1.1
10 23 35 43 0.6
90 134 161 166 1.0
75 104 137 139 1.1
3 50 83 97 112 0.9
25 59 79 91 1.0
10 40 62 63 0.7
90 153 168 184 1.0
75 125 143 160 1.1
4 50 94 120 133 1.2
25 75 95 105 0.9
10 60 71 83 0.7
90 179 183 195 0.5
75 153 160 169 0.5
5 50 121 133 146 0.8
25 87 109 119 1.0
10 64 84 102 1.9
90 185 195 204 0.6
75 159 166 173 0.4
6 50 132 145 146 0.3
25 112 116 122 0.3
10 89 91 91 0.1
This 2017 chart shows oral reading fluency norms for students as
determined by data collected by Jan Hasbrouck and Gerald Tindal.
 Words Correct Per Minute (WCPM)

0
110
160

10
20
120
130
140

30
60
90
100

40
50
70
80
150
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Progress Monitoring: ___________________’s Oral Reading Fluency

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©teachingeveryreader.com
High Frequency Word
Assessment
High Frequency Word Assessment
(Quick Tips)
High frequency words are words we want learners to know automatically by sight
(within 3 seconds of seeing them). These words appear so frequently, that it can impede
readers’ fluency and comprehension if they stop to decode/use word strategies on these
words each time they encounter them.
The high frequency words chosen for this assessment come from Dolch PP - 3rd grade
and Fry’s first 100, 200, and 300 word lists. Both of these are well-respected high
frequency word lists.
Please note that while these words are from the Dolch/Fry word lists, not all of their
words have been included on this assessment.

Learners start with the 25 words from

List 1, which we recommend for
Kindergarten. These are 25 of the most
frequent words.
The first time you administer the
assessment with a learner, start with
List 1.
If learners miss or take more than 3
seconds with 10 or more words for a
particular list, stop the assessment.
These words are not automatic yet.
At your next assessment time, begin
assessing with the list on which the
learner missed 10 or more the last time
you assessed.
See the first page of the High Frequency
Word Assessment for further directions
on how to mark the assessment.
High Frequency Word
Assessment
(Individual Student Checklist)
 High Frequency Word Assessment
Student’s Name:

The words on these lists were chosen from the Dolch PP-Grade 3 + Fry’s first 100, 200, and 300
Word lists. Learners need to be able to read these words automatically, within 3 seconds of seeing them.
Place a piece of paper under each row and ask learners to read the words across each row. If a learner says
the word within 3 seconds, put a ”+” in the blank. If a learner takes longer than 3 seconds, but gets it
correct, put a ”-” in the blank. If a learner doesn’t know the word, skip it and move ahead.
If a learner misses or takes more than 3 seconds with 10 or more words, stop at that word list.
To make it easier to see progress at a glance, it may help to change colors each time you assess.

List 1 Dates Assessed:

the to a and I
z
you it in up is

on look said can my

at we little see for

like not me am go

List 2 Dates Assessed:

play he was big she

down are come make jump

be they what away that

with of his but have

help all where no good

Student’s Name: High Frequency Word Assessment: Page 2

List 3 Dates Assessed:

find an from or out

funny did one use had

there by will so get

yes has this too do

then came went into him

List 4 Dates Assessed:

her two saw eat them

many who each want pretty

some must about how when

now three us new soon

if your under more were

List 5 Dates Assessed:

time other than over off

thing old could ask here

every give after why again

which its been water long

please made their four take

Student’s Name: High Frequency Word Assessment: Page 3

List 6 Dates Assessed:

stop well those our around

write very part before pull

both always going does any

way know word ate would

just only place open found

List 7 Dates Assessed:

first most cold air think

great people through also right

much goes buy put walk

work because round once need

small read sleep number sing

List 8 Dates Assessed:

start these turn large keep

today follow upon bring full

even drink better warm don’t

animal never carry year head

draw live boy light try

Student’s Name: High Frequency Word Assessment: Page 4

List 9 Dates Assessed:

home change laugh point different

move clean grow together done

show answer study mother shall

own learn should world kind

letter page another high picture

List 10 Dates Assessed:

near between below father few

began thought while along close

group often important children hear

without second later idea watch

enough young really above though

High Frequency Word
Assessment
(Student Copy)
 List 1: High Frequency Words

the to a and I
you it in up is
on look said can my
at we little see for
like not me am go

List 2: High Frequency Words

play he was big she

down are come make jump
be they what away that
with of his but have
help all where no good
 List 3: High Frequency Words

find an from or out

funny did one use had
there by will so get
yes has this too do
then came went into him

List 4: High Frequency Words

her two saw eat them

many who each want pretty
some must about how when
now three us new soon
if your under more were
 List 5: High Frequency Words

time other than over off

thing old could ask here
every give after why again
which its been water long
please made their four take

List 6: High Frequency Words

stop well those our around

write very part before pull
both always going does any
way know word ate would
just only place open found
 List 7: High Frequency Words

first most cold air think

great people through also right
much goes buy put walk
work because round once need
small read sleep number sing

List 8: High Frequency Words

start these turn large keep

today follow upon bring full
even drink better warm don’t
animal never carry year head
draw live boy light try
 List 9: High Frequency Words

home change laugh point different

move clean grow together done
show answer study mother shall
own learn should world kind
letter page another high picture

List 10: High Frequency Words

near between below father few
began thought while along close
group often important children hear
without second later idea watch
enough young really above though
 High Frequency
Words Whole Class
Assessment
Checklist
 Whole Class
Assessment Checklist
You can use the following page in a variety of ways. You might it as a way to show
which parts of the high frequency word assessment your students have mastered. You
might jot down the date to show when students mastered an word list. Or you may
wish to jot down notes about a particular part of an assessment.

Please feel free to use it (or skip them entirely) according to your needs.

In this example, the teacher is

using the checklist to track when
students have mastered
particular skills related to
phonological awareness.

The yellow highlighting shows

which students knew the skill at
the beginning of the year
assessment.

The green highlighting shows

which students have mastered
each skill at the end of the first
grading period.

The teacher will continue to use

the form at the end of each
marking period to track progress.
 ©www.teachingeveryreader.com
List 10
List 9
List 8
List 7
List 6
List 5
List 4
List 3
List 2
List 1
Lists:
HFW Assessment
Learners’ Names:
Teacher:
 General
Fluency Rubric
 General Fluency Rubric
(Quick Tips)
Observe a reader’s fluency as you listen to him/her read aloud.
As you listen for fluency, keep these things in mind:
• For most beginning (and struggling) readers, the first time through a text will not be as
fluent as subsequent readings.
• The book needs to be a good fit for the reader; he/she can read most words
independently and has the strategies to figure out unknown words on his/her own.
• Give yourself time to listen to enough of the text so you can get a bigger picture of the
reader’s fluency. (We recommend 100 words or more for longer texts.)
• Beginning readers typically will not sound as fluent as more developed readers. They
simply haven’t had as much time to practice.
• The purpose of fluency is making meaning/comprehension!

As you listen, highlight the box that best describes your reader for each fluency
component (see below). That way, you can quickly glance at the strengths and weaknesses
of your reader. If you need to make further notes or observations, use the space at the
bottom of the page.

4 Fluency Components Included:

1. Accuracy
How consistently and accurately can the reader
apply sight word knowledge and word
strategies to help him/her make meaning of the
text?
2. Phrasing
Does the reader group ideas that go together to
read in phrases instead of word-by-word? Does
the reader use punctuation to guide phrasing?
3. Expression
Does the reader use his/her voice to express
the meaning of the text? Some examples of this
are voice, pitch, and intonation.
4. Rate
Does the reader keep an appropriate rate – not
too fast and not too slow?
 Date:
Fluency Rubric
Student’s Name: Book Title/Level:

Circle one: 1st Time Reading / 2nd Time Reading/ Other

Directions: For each fluency component, highlight the box that best describes the reader.

Accuracy Phrasing Expression Rate

consistently applies -consistently reads consistently uses appropriate
sight word in smooth, his/her voice to reading rate was

4 knowledge and meaningful phrases reflect the meaning consistent

word strategies to -uses punctuation of the text through throughout the
read with accuracy to reflect the things like voice reading (not too
meaning of the text pitch and intonation fast/not too slow)

-mostly reads in
applies sight word meaningful phrases, attempts are often appropriate
knowledge and some word-by- made to use voice reading rate was

3 word strategies to
read with accuracy
word reading is still
evident
to express the
meaning of the text,
evident during
most of reading
most of the time -uses punctuation but not consistent, (not too fast/not
to reflect meaning yet too slow)
often

-some phrasing is a few attempts are appropriate

applies sight word
evident but still made to use voice reading rate was
knowledge and

2
mostly reads to express meaning, evident during
word strategies to
word-by-word but attempts did not some of reading
read with accuracy
-pauses at always reflect (not too fast/not
some of the time
punctuation meaning too slow)
inconsistently

-reads word-by- appropriate

does not apply word, little to no
sight word little to no attempts reading rate was
phrasing is evident are made to use
1 knowledge and
word strategies to
read with accuracy
-makes little to no
attempt to use
voice to reflect the
meaning of the text
evident during
little to none of
reading (reading
punctuation to too fast or slow)
reflect meaning

Other Observations:
 At a Glance
Grouping Chart
 At a Glance: Grouping Learners
Once your assessments are complete, pencil in learners on the “At a Glance” sheet
based on what they need to work on.

Use this form to group your learners for small group fluency work.
 Fluency At a Glance
After assessing your learners, jot down their names under the fluency skills that need work. This can
help you see at glance how you could group your students for fluency work.

Accuracy Phrasing

Expression Rate

Date: