Name: __________________________________________________________

grade 2 Student ID: _______________________ School Year: _________________

Teacher: ________________________________________________________

reading k–6 School: _________________________________________________________

Benchmark Assessment
1 Beginning 2 Middle 3 End

Date
CLS

WWR

NWF

Second Grade Scoring Booklet

1 2 3 1 2 3 1 2 3
Passage

Words
Correct

Errors

Acadience Learning
Accuracy
859 Willamette Street, Suite 320
Eugene, Oregon 97401 ORF Retell
www.acadiencelearning.org (Circle the
median
Retell
score)
Quality

Acadience is a registered trademark of Acadience Learning Inc.

Please Recycle (Remove identifiable information)

© 2011 Acadience Learning Inc. Acadience is a registered trademark of Acadience Learning Inc. Revised 7/20/20.
 1 Acadience Nonsense Word Fluency
Directions
Notes:

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:

We are going to read some make-believe words. Listen. This word is “sog.” (Run your finger
under the word as you say it.) The sounds are /s/ /o/ /g/ (point to each letter). Your turn. Read
this make-believe word (point to the word “mip”). If you can’t read the whole word, tell me any
sounds you know.

Correct Whole Word Read Very good reading the word

(Begin testing.)
mip “mip.”

Correct Letter Sounds Very good. /m/ /i/ /p/ (point to each
Any other response with all letter) or “mip” (run your finger (Begin testing.)
the correct letter sounds under the word as you say it).

Listen. /m/ /i/ /p/ or “mip.” (Run your

Correct Very (Begin
finger under the letters as you say response
Incorrect response good. testing.)
the sounds.) Your turn. Read this
No response within make-believe word. (Point to the
3 seconds, or response word “mip.”) If you can’t read the
includes any errors Incorrect (Begin
whole word, tell me any sounds Okay.
response testing.)
you know.

Begin testing. I would like you to read more make-believe words. Do your best reading. If you
can’t read the whole word, tell me any sounds you know. (Place the student copy in front of the
student.) Put your finger under the first word. Ready, begin.

Page 2 © 2011 All rights reserved © 2011 All rights reserved Page 31
 Notes:
1 Acadience Nonsense Word Fluency
Directions continued

Timing 1 minute. Start your stopwatch after telling the student to begin. Place a bracket
( ] ) and say Stop after 1 minute.

Wait If the student responds sound-by-sound, mixes sounds and words, or sounds
out and recodes, allow 3 seconds, then provide the correct letter sound.
If the student responds with whole words, allow 3 seconds, then provide the
correct word.

If the student has no correct letter sounds in the first line, say Stop and record a
Discontinue
score of 0.

Reminders If the student does not read from left to right, say Go this way. (Sweep your
finger across the row.) (Allowed one time.)

If the student says letter names, say Say the sounds, not the letter names.
(Allowed one time.)

If the student reads the word first, then says the letter sounds, say Just read
the word. (Allowed one time.)

If the student says all of the letter sounds correctly in the first row, but does
not make any attempt to blend or recode, say Try to read the words as whole
words.

If the student stops (and it’s not a hesitation on a specific item), say Keep
going. (Repeat as often as needed.)

If the student loses his/her place, point. (Repeat as often as needed.)

Page 30 © 2011 All rights reserved © 2011 All rights reserved Page 3
 1 Acadience Nonsense Word Fluency
Grade 2/Benchmark 1
Notes:

CLS WWR

d i l k a j o s w e l h u n /14
(14)

d u j t e k v o l i j d a g /14
(28)

w u j k e t v a b l o m h i v /15
(43)

o p d e v w a n s i b s u s /14
(57)

a k v e p r o l b i c s u v /14
(71)

b e l z i j t u s n o j v a l /15
(86)

k e s u v y a c n o z r i n /14
(100)

k a b r o z v u l k i k e t /14
(114)

s a n b o j y u z l e m j i k /15
(129)

y i n e b t u j t a t b o s /14
(143)

Total Correct Letter Sounds (CLS): _________

NWF Response Patterns:
Total Whole Words Read (WWR): _________
Says correct sounds out of order
(sound-by-sound)

Makes random errors

Says correct sounds, does not recode Doesn’t track correctly

Says correct sounds, recodes out of order Tries to turn nonsense words into real words

Says correct sounds, recodes with Makes consistent errors on specific letter
incorrect sound(s) sound(s)
Says correct sounds and correctly
Other
recodes

Page 4 © 2011 All rights reserved © 2011 All rights reserved Page 29
 3 Acadience Oral Reading Fluency­
Grade 2/Benchmark 3 1 Acadience Oral Reading Fluency
Directions

General ORF Response Patterns for all three passages: 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:
Reads with appropriate phrasing, intonation/expression, and observed punctuation

Self-corrects/monitors meaning 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
Shows automaticity on re-read words about the story when you finish. (Place the passage in front of the student.)

Uses effective decoding strategies Begin testing. Put your finger under the first word (point to the first word of the passage).
Ready, begin.
Errors preserve passage meaning

Errors violate passage meaning

Timing 1 minute. Start your stopwatch after the student says the first word of the
Frequently omits words or letters passage. Place a bracket ( ] ) and say Stop after 1 minute.
Frequently adds words or letters
Wait If no response in 3 seconds, say the word and mark it as incorrect.
Frequent errors on sight words (e.g., I, was, and, the, said, etc.)
Discontinue If no words are read correctly in the first line, say Stop, record a score of 0, and
Frequent errors on phonetically regular words (e.g., cat, milk, etc.) do not administer Retell.
If fewer than 10 words are read correctly on passage #1, do not administer
Frequent errors on phonetically irregular words
Retell or passages #2 and #3.
Skips lines If fewer than 40 words are read correctly on any passage, use professional
judgment whether to administer Retell for that passage.
Other
Reminders If the student stops (not a hesitation on a specific item), say Keep going.
(Repeat as often as needed.)
General Retell Response Patterns for all three passages:
If the student loses his/her place, point. (Repeat as often as needed.)
Summarizes

Repeats the same detail

Retells the passage verbatim

“Speed reads” the passage (i.e., reads quickly with no phrasing or intonation) and has
limited retell relative to number of words read
Talks about own life related to passage

Other

Page 28 © 2011 All rights reserved © 2011 All rights reserved Page 5
 1 Acadience Oral Reading Fluency
Grade 2/Benchmark 1.1 3 Acadience Oral Reading Fluency
Grade 2/Benchmark 3.3

Retell: Roller Skating Fun

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.
Picture Day
If the student stops or hesitates for 3 seconds, select one of the following
0 The teacher told the class that they would have their pictures 11 (allowed one time):
11 taken the next day. Nick did not look forward to picture day. He did not 26 Wait/
—If the student has not said anything at all, provides a very limited response, or
Reminder
26 understand why all of the other kids were so excited. Why did they like 40 provides an off-track response, say Tell me as much as you can about the story.

40 picture day so much? 44 —Otherwise, ask Can you tell me anything more about the story?

44 Nick took the picture order form home and gave it to Mom. Even 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 she was excited. She filled out the form and put it in an envelope with 72

72 money. Then she went into Nick’s room to find the right outfit. Nick 85

85 wondered again why everyone got so excited about picture day. 95

95 The next day, Nick went to school in his best red shirt and new blue 110 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
110 jeans. His hair was combed neatly. His mom had even sprayed his hair 123 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
123 with hair spray! 126 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
126 The classroom buzzed with excitement. The other children could 135 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94
135 not wait to have their picture taken! Nick sat at his desk and felt puzzled. 150
Retell Total: _________
150 Someone sat down at the desk next to him. Nick saw that it was his 165

165 friend Cody, and he was smiling. Nick asked Cody why he was so happy. 179

179 Nick could not believe his ears when Cody told him that the school had 193 Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)

193 a new plan for picture day. This year there would be real animals in 207 1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence
207 the pictures! You could pet the animal while they took the picture. Nick 220 Provides 3 or more details in a meaningful sequence that
2 Provides 3 or more details 4 captures a main idea
220 suddenly was looking forward to picture day! 227

Page 6 © 2011 All rights reserved © 2011 All rights reserved Page 27
 3 Acadience Oral Reading Fluency
Grade 2/Benchmark 3.3 1 Acadience Oral Reading Fluency
Grade 2/Benchmark 1.1

Retell: Picture Day

Now read this story to me. Total words: _________
Please do your best reading. Now tell me as much as you can about the story you just read. Ready, begin.
Ready, begin. Errors (include skipped words): – _________

Words correct: = _________

Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say
Roller Skating Fun Stop after 1 minute.
0 Every Saturday Dad and Craig did something together. This morning 10
If the student stops or hesitates for 3 seconds, select one of the following
10 Dad had a surprise. They were going to go roller skating. Craig was 23 (allowed one time):
Wait/
23 excited. He had never been roller skating. Dad said it was a lot of fun, so 39 —If the student has not said anything at all, provides a very limited response, or
Reminder
provides an off-track response, say Tell me as much as you can about the story.
39 Craig got dressed and put on his coat. They walked to the bus and rode 54
—Otherwise, ask Can you tell me anything more about the story?
54 to the skating rink. 58

58 As soon as they walked in, Dad started smiling and telling stories 70 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.
70 about his childhood. He told how he had skated at this same rink. He 84

84 told of birthday parties and skating contests. Dad was very happy. Craig 96

96 liked to hear about the things his dad did when he was a boy. They were 112

112 both excited to start skating. 117 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

117 Dad and Craig went to the counter to rent skates. Then they sat on 131 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48

131 a bench and laced up their skates. Loud music played, and Craig sang 144 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71

144 along with the song. Red and blue lights flashed, calling the skaters to the 158 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94

158 wooden floor. 160

Retell Total: _________
160 Together, Dad and Craig stood up. Craig was a bit shaky on four 173

173 wheels. Dad had an easier time skating, remembering the skating he 184
Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)
184 did as a boy. They both moved closer to the rink and entered through 198

198 a gate. Dad led the way. Craig had a hard time at first. He clung to the 215 1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence

215 wall, inching slowly around the rink. Dad did one lap and skated up to 229 Provides 3 or more details in a meaningful sequence that
2 Provides 3 or more details 4 captures a main idea
229 Craig. He took Craig’s hand and led him away from the wall. Soon, Craig 243

243 found it easier to skate. He let go of Dad’s hand and was skating on his 259

259 own. Craig smiled. Skating with Dad was a lot of fun. 270

Page 26 © 2011 All rights reserved © 2011 All rights reserved Page 7
 1 Acadience Oral Reading Fluency
Grade 2/Benchmark 1.2 3 Acadience Oral Reading Fluency
Grade 2/Benchmark 3.2

Retell: The New Year

Now read this story to me. Total words: _________
Please do your best reading. Now tell me as much as you can about the story you just read. Ready, begin.
Ready, begin. Errors (include skipped words): – _________

Words correct: = _________

Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say
Going Camping Stop after 1 minute.
0 Some people like to camp. Will Lily be one of them? She is going on 15 If the student stops or hesitates for 3 seconds, select one of the following
15 her first camping trip. She wonders what it will be like to sleep in a tent. 31 (allowed one time):
Wait/
31 Will she see any wild animals? 37 —If the student has not said anything at all, provides a very limited response, or
Reminder
provides an off-track response, say Tell me as much as you can about the story.
37 Lily, her parents, and her sister drive to the camp site. First, they set 51
—Otherwise, ask Can you tell me anything more about the story?
51 up their tent. It is not as easy as Lily thought it would be! There are so 68
Discontinue After the first reminder, if the student does not say anything or gets off track for
68 many steps to follow. Finally, the tent is ready, and each person puts a 82
5 seconds, say Thank you and discontinue the task.
82 sleeping bag inside. 85

85 Everyone sits down and eats sack lunches they brought from home. 96

96 After Lily eats, she throws her trash away in the trash can. Then she has 111
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
111 a fantastic idea! She says they should split into two groups and go on 125
26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
125 hikes. They will draw pictures of things in nature that they see. They will 139

have fifteen minutes to hike and then return to the camp site. Then the 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
139 153

153 two groups can compare all the different things they have seen. The 165
72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94

165 family thinks the plan sounds like fun. They get ready and set off on the 180
Retell Total: _________
180 two paths. 182

182 Just after she leaves the camp site with her dad, Lily sees a deer! It 197
Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)
197 is the first wild animal she has ever seen. Lily hurriedly sketches its picture 211

211 in her notebook. 214 1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence

214 Fifteen minutes later, the family meets back at the camp site. They 226 2 Provides 3 or more details 4
Provides 3 or more details in a meaningful sequence that
captures a main idea
226 show their drawings to each other. Lily loves seeing what everyone 237

237 drew. She is already enjoying her first camping trip! 246

Page 8 © 2011 All rights reserved © 2011 All rights reserved Page 25
 3 Acadience Oral Reading Fluency
Grade 2/Benchmark 3.2 1 Acadience Oral Reading Fluency
Grade 2/Benchmark 1.2

Retell: Going Camping

Now read this story to me. Total words: _________
Please do your best reading. Now tell me as much as you can about the story you just read. Ready, begin.
Ready, begin. Errors (include skipped words): – _________

Words correct: = _________

Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say
The New Year Stop after 1 minute.
0 The first day of the year is a special day. People around the world 14
If the student stops or hesitates for 3 seconds, select one of the following
14 celebrate the New Year in different ways. In some places, people watch 26 (allowed one time):
Wait/
26 fireworks. In other places, there are parades with people in colorful 37 —If the student has not said anything at all, provides a very limited response, or
Reminder
provides an off-track response, say Tell me as much as you can about the story.
37 costumes. In our country, people often celebrate by having a party. 48
—Otherwise, ask Can you tell me anything more about the story?
48 People count down the seconds until midnight when the New Year starts. 60

60 Then they blow horns and make a lot of noise. 70 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.
70 In some places, people make special New Year’s bread. When the 81

81 bread is being made, the baker puts a gold coin in the dough. The 95

95 coin gets mixed up in the bread dough and is baked inside the bread. 109

109 No one knows where the coin is. After the bread is baked, it is cut into 125 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

125 pieces. It is lucky to get the piece of bread with the coin. All of the 141 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48

141 people chew carefully. They wonder who the lucky person will be. 152 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71

152 In the country of Denmark, people save their broken dishes all year. 164 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94

164 On New Year’s Eve, they throw the broken dishes at friends’ doors. If 177
Retell Total: _________
177 you wake up on the first day of the New Year and find a lot of broken 194

194 dishes, you are happy. Finding a lot of dishes means you have many 207
Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)
207 friends. 208

208 How do you celebrate the New Year? Maybe you would like to try 221 1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence

221 one of these customs with your family. 228 Provides 3 or more details in a meaningful sequence that
2 Provides 3 or more details 4 captures a main idea

Page 24 © 2011 All rights reserved © 2011 All rights reserved Page 9
 1 Acadience Oral Reading Fluency
Grade 2/Benchmark 1.3 3 Acadience Oral Reading Fluency
Grade 2/Benchmark 3.1

Retell: Gavin’s Jump

Now read this story to me. Total words: _________
Please do your best reading. Now tell me as much as you can about the story you just read. Ready, begin.
Ready, begin. Errors (include skipped words): – _________

Words correct: = _________

Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say
The South Pole Stop after 1 minute.
0 What do you think of when you hear the words South Pole? Do you 14 If the student stops or hesitates for 3 seconds, select one of the following
14 see a pole in your mind? There really is a pole at the South Pole. It is 31 (allowed one time):
Wait/
31 red and white like a candy cane. The flags of many countries surround 44
Reminder
—If the student has not said anything at all, provides a very limited response, or
provides an off-track response, say Tell me as much as you can about the story.
44 it. Scientists from these countries come to the South Pole. They work 56
—Otherwise, ask Can you tell me anything more about the story?
56 together to study the climate. 61
Discontinue After the first reminder, if the student does not say anything or gets off track for
61 The scientists have learned that the South Pole is the coldest place 73
5 seconds, say Thank you and discontinue the task.
73 on Earth. Even in the summer the temperature is below zero degrees. 85

85 It is so cold that most scientists only live at the South Pole during the 100
Retell:
100 warmer summer months. Very few stay for the harsh winters. No one 112

else lives at the South Pole. 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

112 118

118 While the scientists are at the South Pole, they see some animals, 130
26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48

130 including penguins and seals. There are many fish in the water, too. In 143 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71

143 the summer, some whales come to the South Pole. Even the whales 155 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94

155 leave in the winter. It is just too cold. 164

Retell Total: _________
164 Most people are surprised to learn that the South Pole is a dry 177

177 place. Yes, there is a lot of snow and ice, but little new sleet or snow falls 194
Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)
194 each year. The South Pole is like a frozen desert. 204

204 Perhaps you would like to see the South Pole for yourself. If you 217 1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence

217 travel there, you will see a few buildings where the scientists work and 230
2 Provides 3 or more details 4
Provides 3 or more details in a meaningful sequence that
captures a main idea
230 live. Of course, you will see the red and white pole, too. Other than that, 245

245 when you look around, you will only see flat land covered with snow and 259

259 ice. 260

Page 10 © 2011 All rights reserved © 2011 All rights reserved Page 23
 3 Acadience Oral Reading Fluency
Grade 2/Benchmark 3.1 1 Acadience Oral Reading Fluency
Grade 2/Benchmark 1.3

Retell: The South Pole

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.
Gavin’s Jump
If the student stops or hesitates for 3 seconds, select one of the following
0 It was the first day of summer vacation. Gavin was excited. He had 13 (allowed one time):
13 decided to jump off the diving board at the community pool! 24 Wait/
—If the student has not said anything at all, provides a very limited response, or
Reminder
24 Last summer, many of Gavin’s friends jumped off the diving board. 35 provides an off-track response, say Tell me as much as you can about the story.

35 Gavin watched them, but he knew he was not ready to jump. Instead, 48 —Otherwise, ask Can you tell me anything more about the story?

48 he practiced his swimming strokes while they took turns jumping off the 60 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.
60 diving board. Then they all swam and played together. 69

69 When Gavin woke up this morning, he knew he was ready to jump 82

82 off the diving board. He was looking forward to it. He hopped out of 96

96 bed and went to the kitchen to eat some oatmeal. 106 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

106 Just then, Gavin’s uncle came into the kitchen for his coffee. He told 119 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
119 Gavin they could go to the pool that afternoon. When Gavin told his 132 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
132 uncle that he planned to jump off the diving board, his uncle patted him 146 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94
146 on the shoulder. “I know you can do it,” he said encouragingly. 158
Retell Total: _________
158 Finally it was time to go to the pool. When Gavin arrived, his friends 172

172 were already there. He surprised them by saying he was going to the 185

185 diving board. Gavin waited in line. His friends stood behind him. When 197 Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)

197 it was his turn, he walked out to the edge of the diving board. He saw 213 1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence
213 his uncle smile at him. He heard his friends saying, “You can do it!” Gavin 228 Provides 3 or more details in a meaningful sequence that
2 Provides 3 or more details 4 captures a main idea
228 counted to three and jumped into the water. He shot up to the surface 242

242 with a huge smile on his face. He could not wait to jump again! 256

Page 22 © 2011 All rights reserved © 2011 All rights reserved Page 11
 1 Acadience Oral Reading Fluency­
Grade 2/Benchmark 1 3 Acadience Oral Reading Fluency
Directions

General ORF Response Patterns for all three passages: 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:
Reads with appropriate phrasing, intonation/expression, and observed punctuation

Self-corrects/monitors meaning 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
Shows automaticity on re-read words about the story when you finish. (Place the passage in front of the student.)

Uses effective decoding strategies Begin testing. Put your finger under the first word (point to the first word of the passage).
Ready, begin.
Errors preserve passage meaning

Errors violate passage meaning

Timing 1 minute. Start your stopwatch after the student says the first word of the
Frequently omits words or letters passage. Place a bracket ( ] ) and say Stop after 1 minute.
Frequently adds words or letters
Wait If no response in 3 seconds, say the word and mark it as incorrect.
Frequent errors on sight words (e.g., I, was, and, the, said, etc.)
Discontinue If no words are read correctly in the first line, say Stop, record a score of 0, and
Frequent errors on phonetically regular words (e.g., cat, milk, etc.) do not administer Retell.
If fewer than 10 words are read correctly on passage #1, do not administer
Frequent errors on phonetically irregular words
Retell or passages #2 and #3.
Skips lines If fewer than 40 words are read correctly on any passage, use professional
judgment whether to administer Retell for that passage.
Other
Reminders If the student stops (not a hesitation on a specific item), say Keep going.
(Repeat as often as needed.)
General Retell Response Patterns for all three passages:
If the student loses his/her place, point. (Repeat as often as needed.)
Summarizes

Repeats the same detail

Retells the passage verbatim

“Speed reads” the passage (i.e., reads quickly with no phrasing or intonation) and has
limited retell relative to number of words read
Talks about own life related to passage

Other

Page 12 © 2011 All rights reserved © 2011 All rights reserved Page 21
 2 Acadience Oral Reading Fluency­
Grade 2/Benchmark 2 2 Acadience Oral Reading Fluency
Directions

General ORF Response Patterns for all three passages: 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:
Reads with appropriate phrasing, intonation/expression, and observed punctuation

Self-corrects/monitors meaning 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
Shows automaticity on re-read words about the story when you finish. (Place the passage in front of the student.)

Uses effective decoding strategies Begin testing. Put your finger under the first word (point to the first word of the passage).
Ready, begin.
Errors preserve passage meaning

Errors violate passage meaning

Timing 1 minute. Start your stopwatch after the student says the first word of the
Frequently omits words or letters passage. Place a bracket ( ] ) and say Stop after 1 minute.
Frequently adds words or letters
Wait If no response in 3 seconds, say the word and mark it as incorrect.
Frequent errors on sight words (e.g., I, was, and, the, said, etc.)
Discontinue If no words are read correctly in the first line, say Stop, record a score of 0, and
Frequent errors on phonetically regular words (e.g., cat, milk, etc.) do not administer Retell.
If fewer than 10 words are read correctly on passage #1, do not administer
Frequent errors on phonetically irregular words
Retell or passages #2 and #3.
Skips lines If fewer than 40 words are read correctly on any passage, use professional
judgment whether to administer Retell for that passage.
Other
Reminders If the student stops (not a hesitation on a specific item), say Keep going.
(Repeat as often as needed.)
General Retell Response Patterns for all three passages:
If the student loses his/her place, point. (Repeat as often as needed.)
Summarizes

Repeats the same detail

Retells the passage verbatim

“Speed reads” the passage (i.e., reads quickly with no phrasing or intonation) and has
limited retell relative to number of words read
Talks about own life related to passage

Other

Page 20 © 2011 All rights reserved © 2011 All rights reserved Page 13
 2 Acadience Oral Reading Fluency
Grade 2/Benchmark 2.1 2 Acadience Oral Reading Fluency
Grade 2/Benchmark 2.3

Retell: The Best Big Brother

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.
Check Out a Book
If the student stops or hesitates for 3 seconds, select one of the following
0 There are many reasons to go to a library. You can find many books 14 (allowed one time):
14 there. Did you know that a library also has movies and music? Many 27 Wait/
—If the student has not said anything at all, provides a very limited response, or
Reminder
27 have programs just for kids, too. You can go to story time or meet a real 43 provides an off-track response, say Tell me as much as you can about the story.

43 author. 44 —Otherwise, ask Can you tell me anything more about the story?

44 If you want to borrow something from the library, you need to get 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 a library card. To get a card, an adult must fill out a form. The form has 74

74 information such as the person’s name and address. At many libraries, 85

85 children may get a card too, but an adult must sign the form. When you 100

100 get your card, learn the library’s rules. Ask how many items you can 113 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
113 check out at one time. Also ask how long you may keep them. 126 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
126 Once you have your card, you are ready to find something to 138 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
138 check out. You can use the library’s computer to find a book or a 152 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94
152 movie. Search by title, author’s name, or subject. Or, you can always 164
Retell Total: _________
164 just browse. Maybe you want to read a fiction book. Look at the books 178

178 in the fiction section. Or browse the movie section. You are sure to find 192

192 something you like! 195 Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)

195 Once you have chosen the items you want, take them to the front 208 1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence
208 desk. Give the librarian your library card and your items. He or she 221 Provides 3 or more details in a meaningful sequence that
2 Provides 3 or more details 4 captures a main idea
221 will check them out for you and tell you when to bring them back. 235

235 Remember to return the items by their due date. Then come back to 248

248 the library to check out more items! 255

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 2 Acadience Oral Reading Fluency
Grade 2/Benchmark 2.3 2 Acadience Oral Reading Fluency
Grade 2/Benchmark 2.1

Retell: Check Out a Book

Now read this story to me. Total words: _________
Please do your best reading. Now tell me as much as you can about the story you just read. Ready, begin.
Ready, begin. Errors (include skipped words): – _________

Words correct: = _________

Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say
The Best Big Brother Stop after 1 minute.
0 Max thought his big brother Kevin was awesome. Kevin was perfect. 11
If the student stops or hesitates for 3 seconds, select one of the following
11 He was a great soccer player, and he played in the band. He was a 26 (allowed one time):
Wait/
26 good student, too. Max wanted to be just like Kevin. However, when Max 39 —If the student has not said anything at all, provides a very limited response, or
Reminder
provides an off-track response, say Tell me as much as you can about the story.
39 tried to do something Kevin did, he was never as good. Kevin always 52
—Otherwise, ask Can you tell me anything more about the story?
52 reminded him that he was six years younger. When Max was older, he 65

65 would be able to play soccer just like Kevin. Although Max knew Kevin 78 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.
78 was right, he still felt disappointed. He wanted to be just like Kevin right 92

92 now! 93

93 Years went by, and Max got better at what he did. Then one day, 107

107 Kevin went to college. What would Max do without his big brother? At 120 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

120 first, Max was very sad, but his schoolwork and activities kept him busy. 133 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48

133 After school, he had band practice twice a week. Two days a week he 147 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71

147 had soccer practice, and he had soccer games on Saturdays. 157 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94

157 One Saturday, Max was having a great soccer game. He scored 168
Retell Total: _________
168 two goals in the first half. When he scored the second goal, he heard 182

182 a familiar voice yelling in excitement. Max scanned the stands and saw 194
Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)
194 Kevin! He had come home from college to watch Max’s game. After the 207

207 game, Kevin congratulated Max on having a great game. “You’re the 218 1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence

218 best,” he said. 221 Provides 3 or more details in a meaningful sequence that
2 Provides 3 or more details 4 captures a main idea
221 As Max hugged Kevin, he realized he had become a lot like his big 235

235 brother. “No,” he said. “We’re the best!” 242

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 2 Acadience Oral Reading Fluency
Grade 2/Benchmark 2.2 2 Acadience Oral Reading Fluency
Grade 2/Benchmark 2.2

Retell: Sue’s Goals

Now read this story to me. Total words: _________
Please do your best reading. Now tell me as much as you can about the story you just read. Ready, begin.
Ready, begin. Errors (include skipped words): – _________

Words correct: = _________

Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say
Sue’s Goals Stop after 1 minute.
0 Mom was sitting at the table writing in a notebook. Sue asked what 13
If the student stops or hesitates for 3 seconds, select one of the following
13 she was doing. Mom said she was making a list of goals she wanted to 28 (allowed one time):
Wait/
28 meet at work. Sue was interested. She wondered how it would feel to set 42 —If the student has not said anything at all, provides a very limited response, or
Reminder
provides an off-track response, say Tell me as much as you can about the story.
42 a goal and reach it. 47
—Otherwise, ask Can you tell me anything more about the story?
47 Sue decided she would write down one goal a day. She thought 59

59 about what she wanted to do for her first goal. At school she was 73 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.
73 learning about healthy foods. That gave Sue a great idea. She would 85

85 set a goal to eat two servings of vegetables that day. Later, at lunch, 99

99 Sue looked in the fridge. She got out a stalk of celery to eat with her 115

115 sandwich. At dinner, Sue had a helping of spinach. That night, she drew 128 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

128 a line through the goal on her paper. She felt great about meeting her 142 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48

142 first goal. Sue even decided she liked eating spinach. 151 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71

151 The next morning, Sue set a new goal. She would clean out a 164 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94

164 drawer in her dresser. Sue opened the drawer and took everything out. 176
Retell Total: _________
176 She made a pile to keep and a pile to give away. She could not believe 192

192 how much stuff was in the drawer. Sue neatly placed things she wanted 205
Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)
205 to keep in the drawer. She carried the other pile to her mother. Her 219

219 mother helped her decide which things were in good enough shape to 231 1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence

231 be given away. 234 Provides 3 or more details in a meaningful sequence that
2 Provides 3 or more details 4 captures a main idea
234 Sue smiled as she crossed the second goal off her list. She was 247

247 proud of what she had done. She began to think about the goal she 261

261 would set for tomorrow. 265

Page 16 © 2011 All rights reserved © 2011 All rights reserved Page 17