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