DRAFT
UFLI Foundations Unit Assessments:
Fluency Checks
In response to requests from teachers and schools, UFLI is developing unit assessments
to provide an overall picture of each student's reading development. The first of
these assessments we have ready to pilot is the Fluency Check. As you use this pilot
version, we welcome your feedback.
Fluency is a key indicator of reading proficiency and the goal of foundational
reading skills instruction. Fluency can be defined as accuracy, automaticity at both
the word and text levels, and prosody. A dedicated fluency assessment passage is
provided for each unit in the first and second grade scope and sequence to
measure text-level automaticity. The fluency check passages are designed to
measure oral reading fluency (ORF) using decodable passages that include
concepts the student has learned so far. These can be used to track student progress
and plan small group support.
Administration & Scoring. Fluency checks are intended to be used as a one-minute
timing of student oral reading. They are administered individually. Each fluency
check includes a teacher form and student form. Read the teacher form for
administration and scoring directions.
Interpreting Scores. After completing the
fluency check, the teacher will calculate how
many words the student read correctly in the
one-minute timing. This is the student’s words
correct per minute (WCPM) score. Until we
have had the opportunity to develop our own
criteria, we recommend using the Hasbrouck
and Tindal (2017) ORF norms for first and second
grade (see table).
According to Hasbrouck and Tindal (2017),
norms begin in Winter of first grade and the 50 th percentile is a measure of average
performance. For example, in Spring of 1st grade the 50th percentile, or average, is 60
WCPM. In Spring of 2nd grade, it is 100 WCPM. A score considerably below the 50 th
percentile indicates the student likely needs additional support.
Using Fluency Data. We recommend using fluency data to inform instructional
decisions. We do not recommend using fluency scores as grades, and for this reason,
we do not provide benchmark or mastery criteria. For information about how to
support students in developing their reading fluency, see our Fluency Support Guide.
Hasbrouck, J., & Tindal, G. (2017). An update to compiled ORF norms (No. 1702). Technical
report.
© 2024 University of Florida Literacy Institute May 2024 pilot version
DRAFT
UFLI Foundations Fluency Check Digraphs Unit Lessons 42-53
Directions
Fluency Checks should be conducted at least one week after the completion of a unit.
Place the student copy of the passage in front of the student. Point to the passage and say You are going to
read this story out loud. If you come to a word you don’t know, I will tell it to you. Keep reading until I tell you
to stop. It’s okay if you don’t read the whole story. Just do your best reading.
Set a timer for 1 minute. Start the timer when the student begins reading. When you are ready, point to the
first word of the first paragraph and say You will start here (point). Please begin reading when you're ready.
If the student pauses for 3 seconds, give them the word, and mark it as an error. If the student reads no words
correctly in the first line, discontinue the assessment.
Draw a slash (/) through each error the student makes.
When 1 minute is up, note the last word the student read with a bracket (]) or line (|).
The Rock Band
Chad sings his song with a twang. Ralph strums the 10
strings with his pick. Whit whacks the drums with his 20
sticks. “You should be in a rock band!” said Trish. “We 31
would,” shrugs Chad. “We wish we could be,” says 40
Ralph. 41
Trish thinks. “You should sing for Rich!” She goes to talk 52
to Rich about the gang. They were in luck. The gang 63
sang for Rich, and he thinks they rock. “This was a thrill! 75
Stick with me and I will help you be a big rock band.” 88
Trish winks at Chad, Ralph, and Whit. They all thank Rich. 99
Scoring
Calculate the total words correct by subtracting the errors from the total words read.
Total words read ______ Total errors ______ Total words correct ______
© 2024 University of Florida Literacy Institute UFLI Foundations Fluency Check
May 2024 pilot version Digraphs Unit Lessons 42–53
DRAFT
The Rock Band
Chad sings his song with a twang. Ralph strums the
strings with his pick. Whit whacks the drums with his
sticks. “You should be in a rock band!” said Trish. “We
would,” shrugs Chad. “We wish we could be,” says
Ralph.
Trish thinks. “You should sing for Rich!” She goes to talk
to Rich about the gang. They were in luck. The gang
sang for Rich, and he thinks they rock. “This was a thrill!
Stick with me and I will help you be a big rock band.”
Trish winks at Chad, Ralph, and Whit. They all thank Rich.
© 2024 University of Florida Literacy Institute UFLI Foundations Fluency Check
May 2024 pilot version Digraphs Unit Lessons 42–53
