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Rubric for Fluency in Reading K-3
Fluency means more than a graceful oral reading performance. It’s the gateway to comprehension, interpretation, and ultimately, independence as a reader and writer.
To assess fluency development in young readers, Mansfield City Schools uses a four-point rubric targeting specific elements of fluency.
Rubric for Fluency Evaluation
4
- Reads primarily in larger meaningful phrases
- Fluent, phrased reading with a few word-by-word slowdowns for problem solving
- Expressive interpretation is evident at places throughout the reading
- Attention to punctuation and syntax
- Rereading for problem solving may be present but is generally fluent
3
- A mixture of word-by-word reading and fluent, phrased reading (expressive interpretation)
- There is evidence of attention to punctuation and syntax
- Reading for problem solving may be present
2
- Mostly word-by-word reading but with some two-word phrasing and even a couple of three-or-four-word phrases (expressive interpretation)
- Evidence of syntactic awareness of syntax and punctuation, although not consistently so
- Rereading for problem solving may be present
1
- Very little fluency
- All word-by-word reading with some long pauses between words
- Almost no recognition of syntax or phrasing (expressive interpretation)
- Very little evidence of awareness of punctuation
- Perhaps a couple of two-word phrases but generally disfluent
- Some word groupings awkward
Source: Fountas, I., & Pinnell, G. (1996). “Using Assessment to Inform Teaching.” In Guided Reading: Good First Teaching for All Children, p. 81). Portsmouth, NH: Heinemann.
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