Where is the Assessor's Guide for Oral Reading Fluency progress monitoring?

Where is the Assessor's Guide for Oral Reading Fluency progress monitoring?

The assessor's guide is included below.

Consistency is essential in administering the Oral Reading Fluency assessment. The testing environment should be the same for each student,  this includes how an assessor introduces the task, marks errors, and calculates the student’s score. An assessor script is located on each assessor passage copy. 

Oral Reading Fluency is a timed one-to-one assessment where the assessor listens to one student read the selected passage. For 1 minute the assessor marks the words the student does not read correctly, and the words a student corrects on their own.  At the end of 1 minute, the assessor marks the last word the student reads and calculates the student’s words correct per minute (WCPM) score.

Administration Step
Detailed Description



Set-Up


Prepare an Assessor’s copy for each student. Set up a quiet area away from excessive distractions so you can focus on the student as he/she reads the passage out loud.

Gather assessor and student passage copies, a timer or stopwatch, and ink pens.



Student Prep


Remind the students that you want to check on how they read. They will be reading a passage they haven’t read before and should do their best. If you’ve taught them word attack strategies you may want to remind them about some of those.

Tell the student that they will only be reading for 1 minute, and not to worry if they don’t finish the entire passage. Just to do their best, reading too fast isn’t the goal. 




Progress Monitoring Administrations Directions 


Read this paragraph from the Assessor Copy:

“I want you to read this to me. The title is “Passage Title” You’ll have 1 minute to read as much as you can. When I say “begin,” start reading aloud at the top of the page. Do your best reading. If you have trouble with a word, I’ll read it to you. Do you have any questions? Place your finger on the first word. “Begin”.”

Start timing when the student says the first word.


Track Errors


While the student is reading, mark errors with a slash ( / ).


Track Self Corrections


When the student corrects an error on their own add an (SC) on top of the slash ( / ).


3 Second Prompt Rule


If the student hesitates for more than 3 seconds on a word, mark it as an error. 
Provide the word and then say, “Go on.”




Stop


At the 1-minute mark, place a bracket next to the last word read  ( ] ).
After marking the last word read in 1 minute the assessor can choose to let the student come to a natural stopping point or end the administration.

Say “Stop” so the student knows to stop reading.


Early Finishers


If the student finishes all the words before the time is up, note the time required to read
all the words.


During the first week of an Oral Reading Fluency Progress Monitoring session, educators may elect to have the student read two different passages.  This helps to address student nervousness and test anxiety. This also helps build student comfort and confidence and takes into account the practice effect. In this situation, teachers should average the two scores together to determine a single week 1 score.

How do I Score Each Student?

  1. Use the Assessor Copy to track as the student reads the passage. 
  1. Follow the directions to note any errors the student makes.
  1. Use the numbers in the far right column to help you count the total words the student read during the 1-minute time frame.
  1. Write that number in the appropriate place on the Assessor Copy
  1. Count the number of slashes ( / ). DO NOT include self-corrected (SC) errors.
  1. Write that number in the appropriate place on the Assessor Copy.
  1. Subtract the number of errors from the total number of words read to determine the WCPM 
Look at the example below:
  1. Rosalind read a passage to her teacher and her teacher marked the last word she read in 1-minute and the errors she made.



  1. Rosalind's teacher counted the total number of words Rosalind read in 1-minute (43) and how many uncorrected errors she made (4). She wrote these numbers on the form and subtracted to find that Rosalind read 39 words correctly in a minute (WCPM).

Document Performance on the Student's Oral Reading Fluency Tracking Document

  1. There are six tracking/graphing forms to select from. 
  2. Choose the leveled form that aligns with the student’s instructional, performance or developmental level. For example; students reading at a first grade level should use the Level 1 form.
Notice how Rosalind's teacher added her scores to the recording document example below:


  1. Print and prepare a form for each student.
  2. Classworks suggests keeping the form and the student copies of the passages together.
  3. Use file folders and paperclips to manage these hard copies.





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