12Acadience Oral Reading Fluency

Name: _________________________________________________________ ORF level 2 Student ID: ______________________ School Year: ________________ Teacher: _______________________________________________________ reading k–6 School: ________________________________________________________ © 140 2011 Acadience Learning Inc. Acadience is a registered trademark of Acadience Learning Inc. Revised 7/20/20. Revised LearningAcadience Inc. trademark of isaregistered Acadience LearningAcadience Inc. 2011 120 100 80 60 Acadience Learning 859 Willamette Street, Suite 320 40 Eugene, Oregon 97401 www.acadiencelearning.org 20 Acadience is a registered trademark of Acadience Learning Inc. ________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ Month Booklet 2 Scoring Level Week 1 ________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ / Please Recycle (Remove identifiable information) Week 2 ________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ Week 3 ________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ORF Scores Week 4 ________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ Progress Monitoring Acadience Oral Reading Fluency Notes: Directions 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, sayStop , 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), sayKeep going. (Repeat as often as needed.) If the student loses his/her place, point. (Repeat as often as needed.) Page 2 © 2011 All rights reserved © 2011 All rights reserved Page 63 Acadience Oral Reading Fluency Acadience Oral Reading Fluency 20 Level 2/Progress Monitoring 20 1Level 2/Progress Monitoring 1 Retell: Flower Parts Total words: _________ Now tell me as much as you can about the story you just read. Ready, begin. Errors (include skipped words): – _________ Words correct: = _________ Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute. Building Happy Places If the student stops or hesitates for 3 seconds, select one of the following (allowed one time): 0 What do you do when you go to a playground? Maybe you run as 14 Wait/ —If the student has not said anything at all, provides a very limited response, or Reminder 14 quickly as you can to an empty swing, hop in, and soar to the sky. All 30 provides an off-track response, say Tell me as much as you can about the story. 30 children like to play and do fun things. There are lots of different ways 44 —Otherwise, ask Can you tell me anything more about the story? 44 to have fun. Matthew is a teenager who uses a wheelchair. He wanted 57 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. 57 some cool things for the playground that all children could use, so he did 71 71 something about it. 74 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 74 When he was only six years old, Matthew had a great idea. He 87 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 87 thought of a swing that all kids could use. It looks like a big boat. It can 104 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 104 hold two kids in wheelchairs and six other children at the same time. He 118 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 118 called it The Dreamer. The challenge for Matthew was to look at all the 132 132 things on a playground and figure out how they could be made to work 146 Retell Total: _________ 146 with a wheelchair. That way all children could play together. 156 Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.) 156 Matthew gives his time to a group that builds playgrounds that are 168 168 fun for all kids. The playgrounds have the usual swings that you would 181 1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence 181 find in most places. They also have swings like The Dreamer. Instead 193 Provides 3 or more details in a meaningful sequence Provides 3 or more details 193 of sandboxes on the ground, they have sand tables that children in 205 2 4 that captures a main idea 205 wheelchairs can use. Matthew helps the group raise money so they can 217 Retell Response Patterns: 217 build more playgrounds. They built a special one called Friendship Place. 228 Summarizes Talks about own life related to passage 228 It was built at Matthew’s school. 234 234 For his work helping other children Matthew has been given many 245 Retells the passage verbatim “Speed reads” the passage 245 awards. He even had his picture on a cereal box. He feels proud that 259 Repeats the same detail Other 259 what he does helps all children play together and makes everyone happy. 271 Page 62 © 2011 All rights reserved © 2011 All rights reserved Page 3 Acadience Oral Reading Fluency Acadience Oral Reading Fluency 1Level 2/Progress Monitoring 1 20 Level 2/Progress Monitoring 20 Building Happy Places (continued) Flower Parts (continued) 247 begin to make seeds. The seeds will one day grow more plants that will 261 261 make more flowers. Through this process, flowers will continue to grow 272 ORF Response Patterns: 272 and bloom. 274 Reads with appropriate phrasing, intonation/ Frequent errors on sight words expression, and observed punctuation (e.g., I, was, and, the, said, etc.) Frequent errors on phonetically Self-corrects/monitors meaning regular words (e.g., cat, milk, etc.) ORF Response Patterns: Frequent errors on phonetically Shows automaticity on re-read words irregular words Reads with appropriate phrasing, intonation/ Frequent errors on sight words Uses effective decoding strategies Frequently omits words or letters expression, and observed punctuation (e.g., I, was, and, the, said, etc.) Frequent errors on phonetically Errors preserve passage meaning Frequently adds words or letters Self-corrects/monitors meaning regular words (e.g., cat, milk, etc.) Errors violate passage meaning Skips lines Frequent errors on phonetically Shows automaticity on re-read words Other 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 Page 4 © 2011 All rights reserved © 2011 All rights reserved Page 61 Acadience Oral Reading Fluency Acadience Oral Reading Fluency 20 Level 2/Progress Monitoring 20 1Level 2/Progress Monitoring 1 Retell: Building Happy Places Total words: _________ Now tell me as much as you can about the story you just read. Ready, begin. Errors (include skipped words): – _________ Words correct: = _________ Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute. Flower Parts If the student stops or hesitates for 3 seconds, select one of the following (allowed one time): 0 Many people enjoy flowers in outdoor gardens and in vases in their 12 Wait/ —If the student has not said anything at all, provides a very limited response, or 12 homes. Flowers come in all colors and sizes, and many flowers smell 24 Reminder provides an off-track response, say Tell me as much as you can about the story. 24 pleasant. People buy roses for their sweet smell and beautiful color. A 36 —Otherwise, ask Can you tell me anything more about the story? 36 rose may be red and small enough to hold in your hand. A sunflower 50 Discontinue After the first reminder, if the student does not say anything or gets off track for 50 may be yellow and tower over your head. One kind of flower smells so 64 5 seconds, say Thank you and discontinue the task. 64 bad, many people hold their nose when they walk by! 74 74 Flowers are not just for us to enjoy. They have a job to do. Flowers 89 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 89 make seeds for the plant. When the seeds are released, they grow into 102 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 102 new plants. 104 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 104 116 While there are many different kinds of flowers, they all have some 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 116 parts in common.

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