progress onitoring - acadience learning...a chess tournament (continued) 254 268 tallied, she had...
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Name: _________________________________________________________
Student ID: ______________________ School Year: ________________
Teacher: _______________________________________________________
School: ________________________________________________________
ORF level 3
Please Recycle (Remove identifiable information)
Acadience Learning
859 Willamette Street, Suite 320
Eugene, Oregon 97401
www.acadiencelearning.org
Acadience is a registered trademark of Acadience Learning Inc.
reading k–6
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© 2011 Acadience Learning Inc. Acadience is a registered trademark of Acadience Learning Inc. Revised 7/20/20.
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© 2011 All rights reserved © 2011 All rights reserved Page 63Page 2
Notes:
Make sure you have reviewed the directions in the Acadience Reading K–6 Assessment Manual and have them available. Say these specific directions to the student:
I would like you to read a story to me. Please do your best reading. If you do not know a word, I will read the word for you. Keep reading until I say “stop.” Be ready to tell me all about the story when you finish. (Place the passage in front of the student.)
Begin testing. Put your finger under the first word (point to the first word of the passage). Ready, begin.
Timing 1 minute. Start your stopwatch after the student says the first word of the passage. Place a bracket ( ] ) and say Stop after 1 minute.
Wait If no response in 3 seconds, say the word and mark it as incorrect.
Discontinue If no words are read correctly in the first line, say Stop, record a score of 0, and do not administer Retell.
If fewer than 40 words are read correctly on any passage, use professional judgment whether to administer Retell for that passage.
Reminders If the student stops (not a hesitation on a specific item), say Keep going. (Repeat as often as needed.)
If the student loses his/her place, point. (Repeat as often as needed.)
Acadience Oral Reading FluencyDirections
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© 2011 All rights reserved © 2011 All rights reservedPage 62 Page 3
1Acadience Oral Reading FluencyLevel 3/Progress Monitoring 120 Acadience Oral Reading Fluency Level 3/Progress Monitoring 20Retell: A Chess Tournament
Now tell me as much as you can about the story you just read. Ready, begin.
Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.
Wait/ Reminder
If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):
—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.
—Otherwise, ask Can you tell me anything more about the story?
Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.
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72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94
Retell Total: _________
Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)
1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence
2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea
Retell Response Patterns:
Summarizes Talks about own life related to passage
Retells the passage verbatim “Speed reads” the passage
Repeats the same detail Other
Total words: _________
Errors (include skipped words): – _________
Words correct: = _________
A New Ball Game
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Onthefirstdayofschool,Roy’steacheraskedhimtowritealetterabouthimself.RoywasgladtohavethechancetotalkabouthislifeinAfrica.RoyhadbeenbornintheUnitedStates,buthisfamilyhadlivedinasmalltowninAfricaforthreeyears.NowhisfamilyhadmovedbacktotheUnitedStates. Roy’sstepmomwasadoctor.Sheworkedinaclinic,whereshetreatedsickpeopleandgaveimmunizations.HisdadtaughtmusicattheschoolRoyandhisbrotherattended.Royandhisfriendsplayedsportstogetherandpracticedplayingtheinstrumentshisdadtaughtthem.Footballwashisfavoritesportandtherealwaysseemedtobeagamegoingafterschool. Inhisletter,Roywroteabouthislifeandthathemissedplayingfootballthemost.HehadseenAmericanfootballanditwasaverydifferentgame.Itwashardtofigureoutwhytheywerechasingeachotherandwhentocheer. Hehandedthelettertohisteacherthenextmorning.Thatafternoonashewasleaving,histeachercalledhimover.Anotherboywasstandingnexttoher.“Roy,thisisSpencer,”histeachersaid.“He’sgoingtointroduceyoutothesoccerteam.Ithinkyou’llenjoyit.” SpencersmiledatRoyandledhimoutsidetothefield,whereagroupofkidswereplaying.“TheteachersaidyoucallthisfootballinAfrica,buthereit’scalledsoccer,”saidSpencer.Roylookedaround.
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© 2011 All rights reserved © 2011 All rights reservedPage 4 Page 61
1Acadience Oral Reading FluencyLevel 3/Progress Monitoring 1A New Ball Game (continued)
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ThekidswereplayingthesamegamehehadplayedbackinAfrica!Hecouldn’twaittojointhem.
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ORF Response Patterns:
Reads with appropriate phrasing, intonation/ expression, and observed punctuation
Frequent errors on sight words (e.g., I, was, and, the, said, etc.)
Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)
Shows automaticity on re-read wordsFrequent errors on phonetically irregular words
Uses effective decoding strategies Frequently omits words or letters
Errors preserve passage meaning Frequently adds words or letters
Errors violate passage meaning Skips lines
Other
20 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 20A Chess Tournament (continued)
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tallied,shehadwonthirdplace.Shewasthrilled,andinherheart,sheknewshehadwonmuchmorethanatrophy.
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ORF Response Patterns:
Reads with appropriate phrasing, intonation/ expression, and observed punctuation
Frequent errors on sight words (e.g., I, was, and, the, said, etc.)
Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)
Shows automaticity on re-read wordsFrequent errors on phonetically irregular words
Uses effective decoding strategies Frequently omits words or letters
Errors preserve passage meaning Frequently adds words or letters
Errors violate passage meaning Skips lines
Other
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© 2011 All rights reserved © 2011 All rights reservedPage 60 Page 5
1Acadience Oral Reading Fluency Level 3/Progress Monitoring 1Retell: A New Ball Game
Now tell me as much as you can about the story you just read. Ready, begin.
Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.
Wait/ Reminder
If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):
—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.
—Otherwise, ask Can you tell me anything more about the story?
Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.
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49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94
Retell Total: _________
Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)
1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence
2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea
Retell Response Patterns:
Summarizes Talks about own life related to passage
Retells the passage verbatim “Speed reads” the passage
Repeats the same detail Other
20 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 20Total words: _________
Errors (include skipped words): – _________
Words correct: = _________
A Chess Tournament
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Theprincipalwalkedintotheschoollibrary.Shehadjustreceivedaletterinvitingseveralmembersoftheschool’schessteamtoplayinthestatechampionship.Rachelcouldhardlybelieveherearswhensheheardhernamereadasoneofthepeoplewhohadbeenchosen. Thechessclubmettwiceaweekafterschoolinthelibrary.Rachel’steacherhadsuggestedthatshetryitlastyear,becausesheknewthatRachellovedproblemsolving.Whatstartedoutasjustaninterestingschoolactivitywasnowsomethingthatsheloveddoing.Rachelhadbecomeoneoftheclub’sbestplayers.Still,shewonderedifshewasgoodenoughforthistournament. Racheltalkeditoverwithherparentsandherteacher.Theyalltoldherthatshewaschosenbecauseshewasaverygoodplayer.Theyremindedherthatnomatterwhattheoutcomewas,shewouldenjoythechallengeofeachmatchandwouldlearnfromeverygamesheplayed.WhenRachelthoughtaboutit,sherealizedtheywereright.Thetournamentgameswouldjustbenewpuzzlestosolve.Rachelfeltmoreconfident. Whenthetournamentdayarrived,Rachelwasready.Afteragoodnight’srestandahealthybreakfast,shearrivedearlytocheckin.Then,sheplayedsomepracticegameswithherfriends.Soon,itwastimeforherfirstmatchtobegin.Overthenexttwodays,sheplayedsixgames.Shewonfour,lostone,andhadonetie.Whenthefinalpointswere
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© 2011 All rights reserved © 2011 All rights reservedPage 6 Page 59
2 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 2 19 Acadience Oral Reading Fluency Level 3/Progress Monitoring 19Retell: How Worms Help Gardens
Now tell me as much as you can about the story you just read. Ready, begin.
Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.
Wait/ Reminder
If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):
—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.
—Otherwise, ask Can you tell me anything more about the story?
Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.
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26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94
Retell Total: _________
Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)
1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence
2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea
Retell Response Patterns:
Summarizes Talks about own life related to passage
Retells the passage verbatim “Speed reads” the passage
Repeats the same detail Other
Total words: _________
Errors (include skipped words): – _________
Words correct: = _________
Swimming the Channel
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Inthesportofswimming,peoplehavesetmanytypesofrecords.Somerecordsareforspeedordistance.Otherrecordsareforswimmingacrossdifficultwaters.TheEnglishChannelswimisoneofthese.Manypeoplehavedreamedaboutswimmingacrossthisstretchofwater,butveryfewhavedoneit.LynneCoxisoneofthefew. TheEnglishChannelisbetweentheFrenchandEnglishcoasts.Atitsshortestpoint,thedistanceacrossitistwenty-twomiles,butthewaterissocoldandthecurrentssostrongthatonlytenpercentofthosewhohavetriedtheswimhavemadeitacross.ThefirstswimmertodosowasamannamedMatthewWebb.Hemadetheswimin1875,andittookhimmorethantwentyhours. LynneCoxfirstswamacrosstheChannelin1972.ShehadstartedswimmingattheageofthreeinMaine,butitwasn’tuntilherfamilymovedtoCaliforniathatLynnediscoveredherloveofswimminginopenwater.ItwasthenthatLynneknewshewantedtoswimtheChannel.Atagefifteen,Lynnewastheyoungestpersonevertoattempttheswim.Shemadeitacrossinlessthantenhours,whichatthattimewasfasterthananyothermanorwomanhadeverdoneit.Thisfirstswimcoveredastretchoftwenty-sevenmiles.Thenextyear,Lynnereturnedandbrokeherownrecord.Sheswamathirty-threemilestretchoftheChannelinninehoursandthirty-sixminutes.
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© 2011 All rights reserved © 2011 All rights reservedPage 58 Page 7
2 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 2Swimming the Channel (continued)
ORF Response Patterns:
Reads with appropriate phrasing, intonation/ expression, and observed punctuation
Frequent errors on sight words (e.g., I, was, and, the, said, etc.)
Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)
Shows automaticity on re-read wordsFrequent errors on phonetically irregular words
Uses effective decoding strategies Frequently omits words or letters
Errors preserve passage meaning Frequently adds words or letters
Errors violate passage meaning Skips lines
Other
19 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 19How Worms Help Gardens (continued)
282 Allinall,wormsarereallyamazingandaretrulyagardener’sfriend. 295
ORF Response Patterns:
Reads with appropriate phrasing, intonation/ expression, and observed punctuation
Frequent errors on sight words (e.g., I, was, and, the, said, etc.)
Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)
Shows automaticity on re-read wordsFrequent errors on phonetically irregular words
Uses effective decoding strategies Frequently omits words or letters
Errors preserve passage meaning Frequently adds words or letters
Errors violate passage meaning Skips lines
Other
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© 2011 All rights reserved © 2011 All rights reservedPage 8 Page 57
2 Acadience Oral Reading Fluency Level 3/Progress Monitoring 2Retell: Swimming the Channel
Now tell me as much as you can about the story you just read. Ready, begin.
Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.
Wait/ Reminder
If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):
—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.
—Otherwise, ask Can you tell me anything more about the story?
Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.
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72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94
Retell Total: _________
Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)
1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence
2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea
Retell Response Patterns:
Summarizes Talks about own life related to passage
Retells the passage verbatim “Speed reads” the passage
Repeats the same detail Other
19 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 19Total words: _________
Errors (include skipped words): – _________
Words correct: = _________
How Worms Help Gardens
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Ifyouwanttohaveabeautifulgarden,youshouldstartwithgooddirt.Gardensoilneedstobecaredforjustlikeyourplantsdo.Wormscanhelpyoudothis!WormshavebeentendingthesoilsincebeforethelastIceAgeandcanliveinmostplacesthatarenottoohotorcold.Mostwormsareonlyseveralincheslong,buttherearesometypesthatcangrowtobelongerthanacar. Therearemanydifferentwormsthatcanhelpyourgarden.Themostcommonistheearthworm.Earthwormseattheirwaythroughthesoil,makingmealsoutofdecayingplantmatterandbacteria.Theirwaste,calledcastings,helpsenrichthesoil.Astheymovethroughtheground,theycreateburrowsortunnels.Thishelpsgetmoreairandwaterintothedirtandkeepsitfromcompacting.Plantrootscangrowmoreeasily,andwaterisabletostayinthesoilforlongerperiodsoftime. Anotherwormthatcanhelpyourgardenistheredwiggler.Thesewormsdon’tburrowintothesoil.Theyfeedonthesurface,whichmakesthemperfectforcomposting.Compostisamixtureofdecayingorganicmatterthatisusedtofertilizetheland.Itismadeupofthingslikeleavesorgrassclippings.Itcanalsoincludethingslikecarrotpeelsandotherkitchenscraps.Thewigglersareaddedtothemix,andtheyeatanddigestthefood,leavingbehindtheircastings.Castingsarethenmixedintosoilbeforeitisusedforplanting.Thesewormscandevouralotofwaste.Onepoundofwigglerscaneateightouncesoffoodinaday!
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© 2011 All rights reserved © 2011 All rights reservedPage 56 Page 9
3Acadience Oral Reading FluencyLevel 3/Progress Monitoring 318 Acadience Oral Reading Fluency Level 3/Progress Monitoring 18Retell: Keeping the Planet Clean
Now tell me as much as you can about the story you just read. Ready, begin.
Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.
Wait/ Reminder
If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):
—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.
—Otherwise, ask Can you tell me anything more about the story?
Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.
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72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94
Retell Total: _________
Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)
1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence
2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea
Retell Response Patterns:
Summarizes Talks about own life related to passage
Retells the passage verbatim “Speed reads” the passage
Repeats the same detail Other
Total words: _________
Errors (include skipped words): – _________
Words correct: = _________
Rooftop Gardens
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Whatdoyouthinkofwhenyouheartheword“garden”?Maybeyouhaveplantedagardenathome.Manyschoolsalsohavegardensthatstudentscanworkin.Mostpeoplethinkaboutgardensbeingplantedintheground,buttherearemanyotherplacestoplantgardens.Onegoodplaceforagardenisontheroof! Arooftopgarden,ora“greenroof,”canbeplantedontopofasmallhouseoronagiantskyscraper.Almostanytypeofroofcanhavesometypeofgardenorgreenspace.Evensteeproofscanhaveapatchofgrassforwildflowers. Youmightask,“Whyputagardenontheroof?”Roofgardensdomorethanaddspotsofbeautytoourrooftops.Theyareagoodwaytohelptheenvironmentinareasthatarecoveredwithconcretesidewalksandpavedstreets. Greenroofsalsoprovideinsulation.Theykeepbuildingscoolerinthesummerandwarmerinthewinter.Thissavesenergyandreducestheamountoffuelweuse.Rooftopgardensalsohelpstoppollution.Thegardenssoakuprainwaterthatwouldotherwiserunoffontodirtystreetsandroads.Lessdirtywaterisabletopolluteourriversandstreams. Anothergreatthingaboutrooftopgardensisthattheyofferanaturalplaceforbirdstonestandlive.Birdsthatnormallywouldnotbeabletofindfoodorasafeplacetonestincitiescanlivehappilyinrooftopgardens.
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© 2011 All rights reserved © 2011 All rights reservedPage 10 Page 55
3Acadience Oral Reading FluencyLevel 3/Progress Monitoring 3Rooftop Gardens (continued)
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Asyoucansee,rooftopgardenscanbeagoodadditiontoanybuilding.So,thenexttimeyouthinkaboutagarden,don’tjustlookdownattheground.Lookupattherooftops!
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ORF Response Patterns:
Reads with appropriate phrasing, intonation/ expression, and observed punctuation
Frequent errors on sight words (e.g., I, was, and, the, said, etc.)
Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)
Shows automaticity on re-read wordsFrequent errors on phonetically irregular words
Uses effective decoding strategies Frequently omits words or letters
Errors preserve passage meaning Frequently adds words or letters
Errors violate passage meaning Skips lines
Other
18 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 18Keeping the Planet Clean (continued)
ORF Response Patterns:
Reads with appropriate phrasing, intonation/ expression, and observed punctuation
Frequent errors on sight words (e.g., I, was, and, the, said, etc.)
Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)
Shows automaticity on re-read wordsFrequent errors on phonetically irregular words
Uses effective decoding strategies Frequently omits words or letters
Errors preserve passage meaning Frequently adds words or letters
Errors violate passage meaning Skips lines
Other
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© 2011 All rights reserved © 2011 All rights reservedPage 54 Page 11
3Acadience Oral Reading Fluency Level 3/Progress Monitoring 3Retell: Rooftop Gardens
Now tell me as much as you can about the story you just read. Ready, begin.
Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.
Wait/ Reminder
If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):
—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.
—Otherwise, ask Can you tell me anything more about the story?
Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.
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Retell Total: _________
Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)
1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence
2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea
Retell Response Patterns:
Summarizes Talks about own life related to passage
Retells the passage verbatim “Speed reads” the passage
Repeats the same detail Other
18 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 18Total words: _________
Errors (include skipped words): – _________
Words correct: = _________
Keeping the Planet Clean
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Nomatterwhereyouareintheworld,youcanalwaysdoyourbesttokeeptheplanetclean.Throwingawaytrashproperlyisonewaytodothis.Recyclingisanotherway. Peoplecanlitterwithoutevenknowingtheyaredoingit.Sometimes,driversputtrashinroadsidebinsthatareoverlyfull.Beforethebingetsemptied,thetrashcanspillout.Itisthencarriedalloverbythewindtoanotherplace.Whoknowswhereitmightendup?Almosttwentypercentofourlitterendsupinriversandoceans.Thisaffectsourdrinkingwateraswellasfishandotherwildlife.Ifyouaresomeplaceandyouarenotsurethatthetrashwillbepickedup,waittothrowitawayinaplacewhereyouknowitwillnotbecomelitter. Evenwhenitisthrownawayproperly,trashisbadfortheEarth.Anotherwaytodealwithtrashistomakelessofit.Thisiswhererecyclingcanhelp.Youcanaskfamilyandfriendstobuythingswithpackagingthatcanberecycledorreused.Youcanalsotrytoavoidpaperplatesandcupsandinsteadusewashabledishesthatyoucanuseagain.Usingreusablegrocerysackscutsdownonthenumberofplasticbagsweuseandthrowaway. Sometimesyouwillneedtousethingsyoucan’trecycleorreuse.Themostimportantthingistotrytouselessofthistypeofitem.Doingyourparttohelpkeepourplanetcleanhelpsusall.
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© 2011 All rights reserved © 2011 All rights reservedPage 12 Page 53
4 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 4 17 Acadience Oral Reading Fluency Level 3/Progress Monitoring 17Retell: A Poetry Contest
Now tell me as much as you can about the story you just read. Ready, begin.
Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.
Wait/ Reminder
If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):
—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.
—Otherwise, ask Can you tell me anything more about the story?
Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
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49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94
Retell Total: _________
Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)
1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence
2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea
Retell Response Patterns:
Summarizes Talks about own life related to passage
Retells the passage verbatim “Speed reads” the passage
Repeats the same detail Other
Total words: _________
Errors (include skipped words): – _________
Words correct: = _________
Learning to Skateboard
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Thelastboxwasfinallyunpackedatthenewhouse.Zachhadbeenexcitedaboutmovingtothecityandaboutmakingnewfriends.Heknewhehadseveralweekstoexploretheneighborhoodbeforeschoolstarted,andherealizedthatwasplentyoftimetolearnhiswayaround.Heaskedhismomifhecouldwalktothenearbypark. Fromtheroad,theparklookedlikeagiantgreenexpanse.Now,hesawthatitwasdividedintodifferentsections.Thefirstthingthatcaughthiseyewastheskatepark.Hesprintedtothegateandstoodlookinginattherampsandrails.Hehadaskateboardbuthadneverlearnedtorideit.Theroadsnearhisoldhousehadbeentoorocky. Justthen,twoboyszoomeduponskateboardsandsaidhello.Theyaskedhimifheskateboarded.Hetoldthemthathehadaboardbuthadneverhadaplacetolearn.“Well,nowyoudo,”theysaid,andtheyofferedtoteachhim.TheirnameswereMattandPablo,andtheywenttothesameschoolhewasgoingtoattend.Zachhappilyagreedtomeetthemforalesson. Thefollowingafternoon,Zachwenttofindtheboys.Afterputtingonhelmetsandpads,Mattshowedhimhowtostandontheboardabovetheaxle.Pablohelpedhimpracticepushingoff,whichisthemovementneededtogettheboardrolling.Theyalsoexplainedcarvingandstopping.Zachpracticedandalsowatchedtheotherguysperformsomeadvancedmovestheyhadmastered.Afterthankinghisnewfriends,he
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4 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 4Learning to Skateboard (continued)
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promisedtocomebackeveryday.Bythetimeschoolstarted,hehadlearnedtoskateboardandhadmadetwogoodfriends.
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ORF Response Patterns:
Reads with appropriate phrasing, intonation/ expression, and observed punctuation
Frequent errors on sight words (e.g., I, was, and, the, said, etc.)
Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)
Shows automaticity on re-read wordsFrequent errors on phonetically irregular words
Uses effective decoding strategies Frequently omits words or letters
Errors preserve passage meaning Frequently adds words or letters
Errors violate passage meaning Skips lines
Other
17 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 17A Poetry Contest (continued)
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read.Whenallthepoemswererecited,thestore’smanagergaveoutprizes.Brendenhadwonagiftcardforhavingthebestpoeminhisagegroup.Hethoughtthatnowhemightlikepoetryasmuchashelikedbaseball!
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ORF Response Patterns:
Reads with appropriate phrasing, intonation/ expression, and observed punctuation
Frequent errors on sight words (e.g., I, was, and, the, said, etc.)
Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)
Shows automaticity on re-read wordsFrequent errors on phonetically irregular words
Uses effective decoding strategies Frequently omits words or letters
Errors preserve passage meaning Frequently adds words or letters
Errors violate passage meaning Skips lines
Other
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© 2011 All rights reserved © 2011 All rights reservedPage 14 Page 51
4 Acadience Oral Reading Fluency Level 3/Progress Monitoring 4Retell: Learning to Skateboard
Now tell me as much as you can about the story you just read. Ready, begin.
Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.
Wait/ Reminder
If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):
—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.
—Otherwise, ask Can you tell me anything more about the story?
Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94
Retell Total: _________
Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)
1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence
2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea
Retell Response Patterns:
Summarizes Talks about own life related to passage
Retells the passage verbatim “Speed reads” the passage
Repeats the same detail Other
17 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 17Total words: _________
Errors (include skipped words): – _________
Words correct: = _________
A Poetry Contest
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Theclasslistenedpolitelyasthevisitingauthorreadsomeofherpoems.Afterthepoetleft,theirteacher,Mrs.North,toldthemtogetouttheirwritingnotebooks.Mrs.Northwantedeachofthemtotrywritingapoem.Everyonestartedscribblingaway.Everyone,thatis,butBrenden.Hejuststaredattheblankpagebeforehim,wonderingwhattowrite.Then,thebellrang.Mrs.Northtoldthemtofinishtheirpoemsforhomework. AsBrendenwalkedhomefromschool,anideahithim.Hewouldwriteapoemaboutbaseball!Helovedbaseball.Athome,hesatdownathisdeskandstartedwriting.Brenden’spencouldbarelykeepupwiththewordstumblingoutofhishead.Hewasevenabletomakehiswordsrhyme,whichtheguestpoethadsaidcouldbedifficult.Thenextday,Brendenturnedinhispoem.Hehopedhisteacherwouldlikeit. Afewweekslater,Mrs.NorthcalledBrendentoherdesk.Shetoldhimthatalocalbookstorehadaskedteacherstoenterpoems,writtenbytheirstudents,inthestore’syearlypoetrycontest.Brenden’spoemhadbeenselected.Mrs.Northtoldhimwhatagreathonorthiswas.Hispoemwouldbepublishedinabookalongwiththeotherselectedentries.Also,eachpoetwastoreadhisorherpoemthatSaturdayatthebookstore. WhenSaturdaycame,Brendenwentwithhisfamilytothebookstore.Finally,itwashisturntoread.Everyoneclappedafterhe
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© 2011 All rights reserved © 2011 All rights reservedPage 50 Page 15
5Acadience Oral Reading FluencyLevel 3/Progress Monitoring 516 Acadience Oral Reading Fluency Level 3/Progress Monitoring 16Retell: Strawberry Festival Day
Now tell me as much as you can about the story you just read. Ready, begin.
Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.
Wait/ Reminder
If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):
—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.
—Otherwise, ask Can you tell me anything more about the story?
Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94
Retell Total: _________
Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)
1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence
2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea
Retell Response Patterns:
Summarizes Talks about own life related to passage
Retells the passage verbatim “Speed reads” the passage
Repeats the same detail Other
Total words: _________
Errors (include skipped words): – _________
Words correct: = _________
Glassmaking
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Themorningsuncameinthewindow,sendingarainbowofcolordancingaroundtheroom.JaydensatinGran’skitchengazingattheglassvasesthatsatonshelvesinfrontofthewindow.Hergrandmotherhadcollectedthemfromallovertheworld.Jaydenlovedthateachpiecewasdifferent.Eachtimeshevisited,shesawsomenewdetailthatshehadmissedbefore. Jaydenaskedhergrandmotherhowtheglasswasmade.Granstartedexplaining,butthenshestopped.“Iknow,”shesaid.“Let’svisitmyfriendMary’sstudioandyoucanseeforyourself.” Attheglassstudio,Maryshowedthemhowglasswasblown.Sheexplainedthatsandandotheringredientsaremixedtogetherandputintoaveryhotfurnacetoformmoltenglass.TheywatchedasMarydippedthetipofherblowpipeintothefurnaceandscoopedsomeglassontotheend.Carefully,sherolledthehotglassbackandforthonasteeltable,forminganeatball.Thensheblewintothepipetoformanairbubbleinsidetheglass.Shesaidthatastheglasscooled,ithadtobereheatedtokeepitsoftenoughtoworkwith.JaydenwatchedcloselyasMaryplacedthepipebackintothefurnace. Whiletheglassheated,Marysprinkledsomeblueandgreencoloredbitsacrossthetable.Then,sherolledthereheatedpieceacrossthebits.Onceagain,shereturnedittothefurnace.Thistime,whensheremovedit,themeltedcolorswirledinside.Jaydenthoughtitwasverybeautiful.
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© 2011 All rights reserved © 2011 All rights reservedPage 16 Page 49
5Acadience Oral Reading FluencyLevel 3/Progress Monitoring 5Glassmaking (continued)
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Finally,Maryshapedtheformwithwoodenblocksandothertoolsbeforeplacingitinacoolingoven. Jaydenhadlearnedsomuch.ShethoughtaboutGran’scollection.Itwasnowmorespecialthanever.
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ORF Response Patterns:
Reads with appropriate phrasing, intonation/ expression, and observed punctuation
Frequent errors on sight words (e.g., I, was, and, the, said, etc.)
Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)
Shows automaticity on re-read wordsFrequent errors on phonetically irregular words
Uses effective decoding strategies Frequently omits words or letters
Errors preserve passage meaning Frequently adds words or letters
Errors violate passage meaning Skips lines
Other
16 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 16Strawberry Festival Day (continued)
ORF Response Patterns:
Reads with appropriate phrasing, intonation/ expression, and observed punctuation
Frequent errors on sight words (e.g., I, was, and, the, said, etc.)
Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)
Shows automaticity on re-read wordsFrequent errors on phonetically irregular words
Uses effective decoding strategies Frequently omits words or letters
Errors preserve passage meaning Frequently adds words or letters
Errors violate passage meaning Skips lines
Other
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© 2011 All rights reserved © 2011 All rights reservedPage 48 Page 17
16 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 16 5Acadience Oral Reading Fluency Level 3/Progress Monitoring 5Retell: Glassmaking
Now tell me as much as you can about the story you just read. Ready, begin.
Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.
Wait/ Reminder
If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):
—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.
—Otherwise, ask Can you tell me anything more about the story?
Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94
Retell Total: _________
Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)
1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence
2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea
Retell Response Patterns:
Summarizes Talks about own life related to passage
Retells the passage verbatim “Speed reads” the passage
Repeats the same detail Other
Total words: _________
Errors (include skipped words): – _________
Words correct: = _________
Strawberry Festival Day
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Atthestrawberryfestival,Tessastoodbetweenherstepmomandherdad.Theparadewasstarting.Lookingdownthestreet,Tessawasstartledbyoneofthefloats.“That’sthebiggestcakeI’veeverseen!”sheexclaimed. “Iknow,”herstepmomanswered.“I’vebeencomingtothisstrawberryfestivalsinceIwasyourage.Everyyear,peopleusetheberriestheygrowhere.Theyworktogethertomakeahugestrawberryshortcake.It’salwaysthefirstthingintheparade.Thebestpartcomesaftertheparade.That’swheneveryoneatthefestivalgetstoeatit!” Whentheparadewasover,Tessaandherparentsmadetheirwaytothelineforapieceofthegiantstrawberryshortcake.Tessa’smouthwateredasshewonderedwhatthecakewouldtastelike.Tessa’sstepmomstoodinlineandgotthemeachahelpingofthecake.“Thisisdelicious,”Tessasaidassheateit. Aftertheyfinishedthecake,theywalkedaroundforalongtime.Theystoppedandlistenedtoabandinthepark,andthenrodeafewrides.Asthesunbegantoset,Tessagotherfacepainted.Shesmiledasshelookedinthemirroratthebrightredstrawberryonhercheek. Tessatookherdad’shand,andwithherotherhand,shereachedforherstepmom.TheybothheldTessa’shandstightlyandsmiledather.Theylookedupatthefireworksthatlitthedarksky.Itwasabeautifulendingtoagreatday.
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© 2011 All rights reserved © 2011 All rights reservedPage 18 Page 47
6 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 6 15 Acadience Oral Reading Fluency Level 3/Progress Monitoring 15Retell: Amazing Dolphins
Now tell me as much as you can about the story you just read. Ready, begin.
Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.
Wait/ Reminder
If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):
—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.
—Otherwise, ask Can you tell me anything more about the story?
Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94
Retell Total: _________
Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)
1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence
2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea
Retell Response Patterns:
Summarizes Talks about own life related to passage
Retells the passage verbatim “Speed reads” the passage
Repeats the same detail Other
Total words: _________
Errors (include skipped words): – _________
Words correct: = _________
Space Camp
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Itwasthesummerafterthirdgrade,andKelseywasexcited.Eversinceshewaslittle,Kelseywantedtobeanastronaut.Thissummer,shewasoldenoughtogotospacecamp.Forsixdaysshewouldgettoexperiencethelifeofanastronaut. Kelseywouldbestayingatthespacecenterwiththeothercampers,soherfatherdroppedherofftheeveningbeforecampbegan.Shewassoexcitedforthenextdaythatshehadahardtimesleeping.Thenextmorningwouldbeginherspaceadventure. Thefirstthingthecampersdidthatmorningwasputonspacesuits.Thentheywentintoamachinethatwaslikeapretendrocketlaunch.Themachinewascalledasimulator.Thecampersspentthemorningpracticingrocketlaunchesandlandingsinthesimulator.Itfeltliketheywereonarealrocket. Afterlunch,itwastimetodivideintogroups.Kelseychosethespaceandaviationgroupbecauseshewantedtobeapilot.Shejoinedothercamperswhowereinterestedinlearninghowtofly.Thecamperslearnedabouttheprinciplesofflight,andtheyevenspenttimeinajetsimulator. KelseyspenttherestofthedaysatcampvisitingthespacemuseumandclimbingtherockwallthatresembledMars’surface.Allofthecampershadachancetobuildtheirownrockets.Attheendofthesixdays,thecamperslaunchedtheirmodelrocketsoutdoors.Kelseyfeltproudasherrocketsoaredhighinthesky.Asshewatchedherrocket,
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6 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 6Space Camp (continued)
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shethoughtaboutherweekatcamp.Spacecampwassomuchfun,shecouldn’twaittoseehowmuchfunshewouldhaveasarealastronaut.
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ORF Response Patterns:
Reads with appropriate phrasing, intonation/ expression, and observed punctuation
Frequent errors on sight words (e.g., I, was, and, the, said, etc.)
Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)
Shows automaticity on re-read wordsFrequent errors on phonetically irregular words
Uses effective decoding strategies Frequently omits words or letters
Errors preserve passage meaning Frequently adds words or letters
Errors violate passage meaning Skips lines
Other
15 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 15Amazing Dolphins (continued)
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you’llknowitisnotjustplaying.Itisalsousingitsamazingbodytostaysafeandhealthy!
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ORF Response Patterns:
Reads with appropriate phrasing, intonation/ expression, and observed punctuation
Frequent errors on sight words (e.g., I, was, and, the, said, etc.)
Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)
Shows automaticity on re-read wordsFrequent errors on phonetically irregular words
Uses effective decoding strategies Frequently omits words or letters
Errors preserve passage meaning Frequently adds words or letters
Errors violate passage meaning Skips lines
Other
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© 2011 All rights reserved © 2011 All rights reservedPage 20 Page 45
6 Acadience Oral Reading Fluency Level 3/Progress Monitoring 6Retell: Space Camp
Now tell me as much as you can about the story you just read. Ready, begin.
Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.
Wait/ Reminder
If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):
—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.
—Otherwise, ask Can you tell me anything more about the story?
Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94
Retell Total: _________
Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)
1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence
2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea
Retell Response Patterns:
Summarizes Talks about own life related to passage
Retells the passage verbatim “Speed reads” the passage
Repeats the same detail Other
15 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 15Total words: _________
Errors (include skipped words): – _________
Words correct: = _________
Amazing Dolphins
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Canyoujumpashighasahouse?Couldyouwinaracewithashark?Couldyoufindaquarterontheplaygroundwithyoureyesclosed?Youcoulddoallthesethingsifyouwereadolphin! Adolphinhasaverystrongtailthathelpsitjumphighintheair.Adolphin’stailmusclesaremuchstrongerthanthemusclesofothermammals.Adolphinpumpsitstailupanddowntopropelitselfthroughthewater.Adolphincanswimsofastthatoneflickofitstailsendsthedolphinsailingintotheair.Jumpingoutofthewaterisonewaythedolphingetsairwhileswimming. Dolphinsdonotalwaysswimattopspeed,buttheyarealwaysreadytogofastifanenemycomesnear.Dolphinsoftenswimtogetherinagroup.Theywarneachotheriftheyseeashark.Whenescapingashark,dolphinscanswimasfastassomespeedboats! Oneofthemostinterestingthingsaboutadolphin’sbodyisthewayitfindsthings.Adolphinmakesclickingsoundsthatbounceoffobjectsinthesea.Whentheclickingsoundsbounce,theymakeechoesthatthedolphincanhear.Thesoundoftheechoestellsthedolphinwherethingsare.Usingclicksandechoes,adolphincouldfindaquarterthatwasahalfablockaway!Theclicksandechoesareimportantbecausetheyhelpthedolphinfindfood.Thesoundsalsohelpdolphinsstayawayfromenemies. Whenyouseeadolphinjumping,swimming,andmakingnoises
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© 2011 All rights reserved © 2011 All rights reservedPage 44 Page 21
7 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 714 Acadience Oral Reading Fluency Level 3/Progress Monitoring 14Retell: Kayla’s Special Owl
Now tell me as much as you can about the story you just read. Ready, begin.
Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.
Wait/ Reminder
If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):
—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.
—Otherwise, ask Can you tell me anything more about the story?
Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94
Retell Total: _________
Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)
1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence
2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea
Retell Response Patterns:
Summarizes Talks about own life related to passage
Retells the passage verbatim “Speed reads” the passage
Repeats the same detail Other
Total words: _________
Errors (include skipped words): – _________
Words correct: = _________
A Woodland Path
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Thesunwasup,anditwasgoingtobeanotherprettyday.Carriewasreadyfortheday’shike.Sheandherfamilyhadrecentlymovedtoasmallranch.Theirlandwasrightnexttoanaturepreserve.Everyday,CarrieandherteenagebrotherJacksonexploredanewpartofthepreserve. Duringthesummer,CarrieandJacksonhadthewholedaytoexplore.Mommadethemalunch.Thentheyheadedoutwiththeircellphones,whichtheyusedtokeepintouchwiththeirparents.Theycarriedbackpacksthatheldtheirlunchesandnotebooks.CarrieandJacksonlikedtomakedrawingsandwriteaboutthingstheysaw. Carrieandherbrotherhadalreadyhikedmanyofthetrailsinthepreserveandwerehopingtofindanew,specialplace.Afterwalkingalittlewayupthemainpath,theystoppedtodiscusswhichwaytogo.ItwasthenthatCarriesawasmall,overgrownpathleadingofftotheright.Shewonderedhowtheyhadmisseditontheirearlierhikes.Theywerebothexcitedatthechancetofindanewpartofthepreserve.Thepathwasverynarrowandbushy,buttheyweredeterminedtofollowittoitsend.Finally,afterhikingforoveranhour,theycameuponaclearing.Intheclearingwasthemostbeautifulwaterfalltheyhadeverseen.CarrieandJacksonknewthattheyhadfoundaspecialplace. Carrieandherbrothersatdownbytheedgeofthewaterandtookofftheirshoes.Astheyatetheirlunch,theydangledtheirfeetinthe
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7 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 7A Woodland Path (continued)
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water.Theywerealreadymakingplanstoshowthisspecialplacetotheirparents.
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ORF Response Patterns:
Reads with appropriate phrasing, intonation/ expression, and observed punctuation
Frequent errors on sight words (e.g., I, was, and, the, said, etc.)
Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)
Shows automaticity on re-read wordsFrequent errors on phonetically irregular words
Uses effective decoding strategies Frequently omits words or letters
Errors preserve passage meaning Frequently adds words or letters
Errors violate passage meaning Skips lines
Other
14 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 14Kayla’s Special Owl (continued)
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owlagain.Thatnight,sheheardahootingsoundinthetreejustoutsideherwindow.Herspecialowlwassafeandnear.
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ORF Response Patterns:
Reads with appropriate phrasing, intonation/ expression, and observed punctuation
Frequent errors on sight words (e.g., I, was, and, the, said, etc.)
Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)
Shows automaticity on re-read wordsFrequent errors on phonetically irregular words
Uses effective decoding strategies Frequently omits words or letters
Errors preserve passage meaning Frequently adds words or letters
Errors violate passage meaning Skips lines
Other
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© 2011 All rights reserved © 2011 All rights reservedPage 42 Page 23
7 Acadience Oral Reading Fluency Level 3/Progress Monitoring 7Retell: A Woodland Path
Now tell me as much as you can about the story you just read. Ready, begin.
Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.
Wait/ Reminder
If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):
—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.
—Otherwise, ask Can you tell me anything more about the story?
Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94
Retell Total: _________
Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)
1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence
2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea
Retell Response Patterns:
Summarizes Talks about own life related to passage
Retells the passage verbatim “Speed reads” the passage
Repeats the same detail Other
14 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 14Total words: _________
Errors (include skipped words): – _________
Words correct: = _________
Kayla’s Special Owl
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Thewildlifecenterwasonlyafewblocksaway.Kaylaandherfamilywalkedtherealmosteveryday.Shehadbeenvisitingthecentersinceshewastwoyearsold.Kaylalovedlookingattheanimalsandhikingthesurroundingtrails.WhatKaylalikedtheverybestofall,though,werethebirds.Thissummer,shewasfinallyoldenoughtovolunteerinthecenter’sbirdrescuearea.Shecouldn’twaittostart. Everyweekpeoplebroughtwoundedorabandonedbirdstothecenter.Theywerecaredforandthenreleasedbackintothewild.Aftertraining,Kaylawasreadyforwork.Shehelpedcleancagesandmixedupspecialfood.Soon,shewasabletoworkwiththe“babies.”Shefedthesetinybirdsbyhandusingasmallpaintbrush.Shewoulddipthebrushintowaterorthefoodmixandthengentlyputherhandoverthebirdanddropasmallamountintoitsgapingmouth.Babybirdsneedtobefedeverytwentyminutes,sothiswassomethingthevolunteerstookturnsdoingalldaylong. OfallthebirdsKaylahelped,herfavoritewasasmallscreechowl.Shehadbeenthefirstonetofeedthetinycreature,andthetwohadformedaspecialbond.Itneededconstantattention.Kaylawatchedtheowlgetstrongereverydayasshecaredforit.Soon,itcouldeatonitsownandwasmovedfromtheinsidecareroomtoanoutsidecageforbirdsthatwouldsoonbereleased.Thetimecametoletthelittleowlgo.Kaylawasn’tsad,though,becauseshesomehowknewshewouldseeher
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© 2011 All rights reserved © 2011 All rights reservedPage 24 Page 41
8 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 8 13 Acadience Oral Reading Fluency Level 3/Progress Monitoring 13Retell: Lan’s First Day
Now tell me as much as you can about the story you just read. Ready, begin.
Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.
Wait/ Reminder
If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):
—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.
—Otherwise, ask Can you tell me anything more about the story?
Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94
Retell Total: _________
Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)
1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence
2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea
Retell Response Patterns:
Summarizes Talks about own life related to passage
Retells the passage verbatim “Speed reads” the passage
Repeats the same detail Other
Total words: _________
Errors (include skipped words): – _________
Words correct: = _________
How Ryan Made a Difference
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OnedayaboynamedRyanaskedhisparentsforseventydollars.HisteacherhadexplainedthatseventydollarswassufficienttobuildawellinapoorAfricancountry.ManychildreninAfricaweregettingsickbecausetheylackedcleanwatertodrink.AlthoughRyanwasonlyinfirstgrade,hewasdeterminedtohelpthem. Ryan’sparentsagreedtolethimdoextrachorestoearnthemoney.Theywouldpayhimonedollarperhour.Hewashedwindows,pickedupyarddebris,anddidotherchores.Inthreemonths,Ryanhadearnedtheseventydollars. WhenRyangavethemoneytothepeoplewhobuildthewells,theyweregrateful.Theyexplainedthatthemoneywouldbuyapumptopullwaterfromundertheground.However,itwouldtakealotmoremoneytodrillthewellbeforethepumpcouldbeused.Drillingthewellwouldcosttwothousanddollars!Ryandecidedtodochoresuntilhecouldpayfordrillingthewell,too. WhenthepeopleinRyan’stownheardwhathewasdoing,theyhelpedhimraisemoremoney.Inafewmonths,Ryanhadenoughmoneytopayforthewell. ThewellwasbuiltnearavillageschoolinUganda.Afterthewellwasbuilt,thevillagerssentRyanlettersandapictureofthewell.Theyhaderectedasignthatsaid“Ryan’sWell.”Theywouldalwaysremembertheyoungpersonwhohadhelpedthem.Ryancorrespondedwiththe
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© 2011 All rights reserved © 2011 All rights reservedPage 40 Page 25
8 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 8How Ryan Made a Difference (continued)
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childrenwhowenttotheschool.Soontheybecamefriends.Ryanwashappytothinkthathisfriendswouldhavecleanwatertodrink. Ryanhascontinuedhiswork.HehashelpedtoconstructwellsinmanyAfricancountries.Hebelieveseachindividualreallycanmakeadifference.
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ORF Response Patterns:
Reads with appropriate phrasing, intonation/ expression, and observed punctuation
Frequent errors on sight words (e.g., I, was, and, the, said, etc.)
Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)
Shows automaticity on re-read wordsFrequent errors on phonetically irregular words
Uses effective decoding strategies Frequently omits words or letters
Errors preserve passage meaning Frequently adds words or letters
Errors violate passage meaning Skips lines
Other
13 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 13Lan’s First Day (continued)
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Lanrepeatedthewordsslowly,“LittleRedRidingHood.”Everyonesmiledwhentheyheardhowwellshespoke.Lansmiledshylybackandthought,“Thisschoolisgoingtobefun!”
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ORF Response Patterns:
Reads with appropriate phrasing, intonation/ expression, and observed punctuation
Frequent errors on sight words (e.g., I, was, and, the, said, etc.)
Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)
Shows automaticity on re-read wordsFrequent errors on phonetically irregular words
Uses effective decoding strategies Frequently omits words or letters
Errors preserve passage meaning Frequently adds words or letters
Errors violate passage meaning Skips lines
Other
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© 2011 All rights reserved © 2011 All rights reservedPage 26 Page 39
8 Acadience Oral Reading Fluency Level 3/Progress Monitoring 8Retell: How Ryan Made a Difference
Now tell me as much as you can about the story you just read. Ready, begin.
Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.
Wait/ Reminder
If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):
—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.
—Otherwise, ask Can you tell me anything more about the story?
Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94
Retell Total: _________
Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)
1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence
2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea
Retell Response Patterns:
Summarizes Talks about own life related to passage
Retells the passage verbatim “Speed reads” the passage
Repeats the same detail Other
13 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 13Total words: _________
Errors (include skipped words): – _________
Words correct: = _________
Lan’s First Day
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ItwasLan’sfirstdayinhernewschoolintheUnitedStates.ShehadleftChinajustoneweekearlier,sotheEnglishwordsherclassmatesspokesoundedstrangetoher. Theteacherexplainedsomethingandthenpassedoutpapers.Landidn’tunderstandwhatwasonthepapersandfeltconfused.Shecouldtellthatherclassmateswereexcitedaboutwhattheywerereading.Fromtheirexpressions,sheguesseditwasastory. SomeofLan’sclassmatesgatheredatthefrontoftheroom.Theytalkedinfunnyvoicesandmadeinterestingexpressionswiththeirfaces.Slowly,Lanrealizedthatthestudentswereactingoutaplay.Lanwatchedcloselyasagirlinaredcapeskippedalongandthenstoppedtohaveaconversationwithatallboy.Theboysmiledinasneakywayandgrowledlikeawolf.“Thatvillainisuptonogood,”thoughtLan. Intheend,thetallboypretendedtobeanoldwomaninbed.Whenthegirlinthecapeapproachedhim,theboysprangoutofbedandchasedher.Thegirloutsmartedthewolfandescaped.Rightthen,Lanrecognizedthestory.Itwassimilartoatalehermothertoldheraboutawolfwhotrickedchildrenbypretendingtobeagrandmother.Lanraisedherhand.“LonPoPo!”shesaidexcitedly. EveryonelookedatLaninsurprise.“That’sright,Lan,”saidtheteacher.“ThistaleissimilartotheChinesestoryofLonPoPo.It’scalledLittleRedRidingHood.”
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© 2011 All rights reserved © 2011 All rights reservedPage 38 Page 27
9 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 912 Acadience Oral Reading Fluency Level 3/Progress Monitoring 12Retell: Planting a Butterfly Garden
Now tell me as much as you can about the story you just read. Ready, begin.
Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.
Wait/ Reminder
If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):
—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.
—Otherwise, ask Can you tell me anything more about the story?
Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94
Retell Total: _________
Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)
1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence
2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea
Retell Response Patterns:
Summarizes Talks about own life related to passage
Retells the passage verbatim “Speed reads” the passage
Repeats the same detail Other
Total words: _________
Errors (include skipped words): – _________
Words correct: = _________
Rachel’s Box
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Thecatwasmakingamaddashtogetawayfromthenewpuppy.Shewastryingtogettoherspotonthewindowledgeoutofthepuppy’sreach.ItwasthenthatthecatknockedoverthebeautifulwoodenboxthatGrandmotherhadgiventoRachelonhermostrecentvisit.StevenandRachelcouldseewhatwasgoingtohappen,butneitheronewasabletogetacrosstheroomquicklyenoughtopreventitfromhappening. StevenputthepuppyoutsidewhileRachellookedtoseehowbadlytheboxwasdamaged.Whenhereturned,hissisterwasstillstaringatthebox.“Don’tworry,”Stevensaid,“It’snotthatserious.IthinkIcanfixitforyou.”Rachelsmiledhappily.Herbigbrotherwasalwaysthereforherwhensheneededhelp. Theytooktheboxtothekitchenforacloserlook.Thehingeneededtobescrewedbackonandseveraloftheinlaidstoneswouldhavetobegluedbackinplace.Allinall,Steventhoughttheyhadbeenverylucky.Theboxwasmorethantwohundredyearsold,andithadfallenonthehardfloor.Ithadbeenaweddingpresenttotheirgrandmother’sgreatgrandmother.Formanyyearsithadbeenpasseddownthroughthefamilytotheoldestgranddaughter. Thebrotherandsisterworkedtogether,andsoontheboxwasasgoodasnew.Rachelputtheboxinherglasscabinet.Shedidn’twantthecattogetanywherenearitagain.BecauseofSteven’shelp,sheknewshewouldnowbeabletokeeptheboxsafetogivetoherowngranddaughter
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© 2011 All rights reserved © 2011 All rights reservedPage 28 Page 37
9 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 9Rachel’s Box (continued)
281 someday.Rachelfeltthankfultohavesuchawonderfulbrother. 292
ORF Response Patterns:
Reads with appropriate phrasing, intonation/ expression, and observed punctuation
Frequent errors on sight words (e.g., I, was, and, the, said, etc.)
Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)
Shows automaticity on re-read wordsFrequent errors on phonetically irregular words
Uses effective decoding strategies Frequently omits words or letters
Errors preserve passage meaning Frequently adds words or letters
Errors violate passage meaning Skips lines
Other
12 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 12Planting a Butterfly Garden (continued)
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Withalittletimeandcare,youcanenjoybothcolorfulflowersandbutterflies!.
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ORF Response Patterns:
Reads with appropriate phrasing, intonation/ expression, and observed punctuation
Frequent errors on sight words (e.g., I, was, and, the, said, etc.)
Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)
Shows automaticity on re-read wordsFrequent errors on phonetically irregular words
Uses effective decoding strategies Frequently omits words or letters
Errors preserve passage meaning Frequently adds words or letters
Errors violate passage meaning Skips lines
Other
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© 2011 All rights reserved © 2011 All rights reservedPage 36 Page 29
9 Acadience Oral Reading Fluency Level 3/Progress Monitoring 9Retell: Rachel’s Box
Now tell me as much as you can about the story you just read. Ready, begin.
Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.
Wait/ Reminder
If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):
—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.
—Otherwise, ask Can you tell me anything more about the story?
Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94
Retell Total: _________
Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)
1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence
2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea
Retell Response Patterns:
Summarizes Talks about own life related to passage
Retells the passage verbatim “Speed reads” the passage
Repeats the same detail Other
12 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 12Total words: _________
Errors (include skipped words): – _________
Words correct: = _________
Planting a Butterfly Garden
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Oneofthemostbeautifulinsectsonearthisthebutterfly.Therearethousandsofdifferentkindsofbutterfliesandtheyliveinallpartsoftheworld.Insomeplaces,though,butterflieshavetroublefindingtheplantstheyneedtosurvive.Plantingabutterflygardenisagreatwaytohelp.Youcanbothprotectandenjoythebutterfliesinyourarea. Manyparksandpublicgardenshavewholefieldsplantedtoattractbutterflies,butabutterflygardendoesnothavetobelarge.Itcanbeasmallbedinyouryardorevenawindowbox.Toplanthistypeofgarden,firstfindoutwhattypeofbutterfliesarenativetowhereyoulive.Then,findoutwhattypeofplantstheylike.Trylookingatthelibraryoratyourlocalgardencenter. Afterresearchinglocalbutterflies,pickaspotforyourgarden.Next,decidehowlargeitwillbe.Itcanalsobehelpfultomapoutaplanforthegarden.Butterflieslikesunshine,sopickasunnyspot.Thegardenshouldalsohavesomeprotectionfromthewind. Ifyouareplantingyourgardeninthegroundorinaraisedbed,youwillneedtopreparethesoilbeforeputtinginplants.Turnthesoiltoloosenitup,makingsuretobreakupanylargeclumps.Youcanaddinsomegardeningdirtwhileyoudothis.Nowitistimetoplant.Butterflygardensneedhostplantsforbutterfliestolayeggsonandforcaterpillarstoeat.Theyalsoneedplantsthatprovidenectartofeedthebutterflies.
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© 2011 All rights reserved © 2011 All rights reservedPage 30 Page 35
10 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 10 11Acadience Oral Reading FluencyLevel 3/Progress Monitoring 11Retell: Save the Turtles!
Now tell me as much as you can about the story you just read. Ready, begin.
Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.
Wait/ Reminder
If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):
—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.
—Otherwise, ask Can you tell me anything more about the story?
Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94
Retell Total: _________
Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)
1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence
2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea
Retell Response Patterns:
Summarizes Talks about own life related to passage
Retells the passage verbatim “Speed reads” the passage
Repeats the same detail Other
Total words: _________
Errors (include skipped words): – _________
Words correct: = _________
The Pinecone Feast
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Snowhadcoveredthegroundforafullmonthnow.Somehow,itseemedcolderthaninyearspast.Oscarhadn’tseenmanybirdsatall.Helookedoutofthewindowandwonderedhowallthebirdsstayedwarmandwhattheyateduringthesecoldfrostymonths.HisgrandfatherlookedupfromthebookhewasreadingandaskedwhatOscarwassoconcernedabout. Oscartoldhimhewasworriedaboutthebirdsinthecold.Grandfathertoldhimthatmanybirdsflewsouthforthewinterbutthatthebirdsthatstayedprobablydidneedfood.Then,Grandfathersmiledandsaid,“Iusedtomakepineconefeastsforthebirdsduringthewinter.Wouldyoulikemetoshowyouhow?”Oscarnoddedanexcitedyes. OscarfollowedGrandfatherouttotheshedtoretrievesomepineconestheyhadgatheredinthefall.Atthekitchentable,theycarefullytiedstringaroundthetopofeachone.Next,Grandfathergotoutajarofpeanutbutterandtwospoons.HetoldOscartocovereachpineconewithpeanutbutter.Then,Grandfatherpouredsomebirdseedontoaplate.Headdedsunflowerseedsanddriedfruittothemixtogivethebirdsextraenergy.Finally,thetworolledthecoatedpineconesthroughthebirdseeduntiltheywerecompletelycoveredwithseeds. OscarandGrandfatherdressedwarmlyandwentouttosetupthebirdfeast.Theycarefullytiedeachpineconeontothebarebranchesofthebigtreeoutsidethekitchenwindow.Afteraquicksnowballfight,
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© 2011 All rights reserved © 2011 All rights reservedPage 34 Page 31
10 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 10The Pinecone Feast (continued)
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theywentinsidetogetwarmandwaitforthebirdstofindthefeast.Bylunchtime,OscarandGrandfatherhadtheirreward.Theylookedoutthewindow.Therewasagroupofbirdshappilymunchingontheseeds.
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ORF Response Patterns:
Reads with appropriate phrasing, intonation/ expression, and observed punctuation
Frequent errors on sight words (e.g., I, was, and, the, said, etc.)
Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)
Shows automaticity on re-read wordsFrequent errors on phonetically irregular words
Uses effective decoding strategies Frequently omits words or letters
Errors preserve passage meaning Frequently adds words or letters
Errors violate passage meaning Skips lines
Other
Save the Turtles! (continued)
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turtlesgo.Also,morepeoplerecyclenow.Thismeansthatpeoplethrowawayfewerplasticbags.Ifweallworktogether,wecansavetheturtles!
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ORF Response Patterns:
Reads with appropriate phrasing, intonation/ expression, and observed punctuation
Frequent errors on sight words (e.g., I, was, and, the, said, etc.)
Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)
Shows automaticity on re-read wordsFrequent errors on phonetically irregular words
Uses effective decoding strategies Frequently omits words or letters
Errors preserve passage meaning Frequently adds words or letters
Errors violate passage meaning Skips lines
Other
11Acadience Oral Reading FluencyLevel 3/Progress Monitoring 11
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© 2011 All rights reserved © 2011 All rights reservedPage 32 Page 33
10 Acadience Oral Reading FluencyLevel 3/Progress Monitoring 10Retell: The Pinecone Feast
Now tell me as much as you can about the story you just read. Ready, begin.
Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.
Wait/ Reminder
If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):
—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.
—Otherwise, ask Can you tell me anything more about the story?
Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
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