Describes the academic needs of each student based on his performance on the Diagnostic and provides customized instructional support to maximize growth.

Student Profile Report Daniel Campbell – Grade 2 – Reading Class

Click on either of the Reading Comprehension tabs to see more detailed domain information.

Subject: Reading

High-Frequency Words

Phonics

Overall Performance On or Above Level

< 1 Level Below

Test

> 1 Level Below

Late 2

Test 1 - 10/01/2012

Early 2 Sca le Scor e

High level comparison between assessments allows for quick growth measurement. Here, Daniel is already on grade level and ready to move on.

Comprehension: Informational Text

Lexile® Performance

Le ve l 2

Sca le Scor e

Placement

Test 2 - 02/25/2013

Comprehension: Literature

Vocabulary

Click on the Lexile Performance tab to see Daniel’s Lexile Measure.

Standard Error +/- 15.0 +/- 14.0

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Detail for Test 3 - 2/25/13

Foundational Skills

Domain

Tested Out

Phonics

Late 2

High-Frequency Words

Tested Out

Vocabulary

Late 2

Comprehension: Literature

Mid 2

Comprehension: Informational Text

Mid 2 Sca le Scor e

Placement

Foundational Skills

Overall Reading Performance

Sca le Scor e

Placement

Phonological Awareness

Late 2

Phonological Awareness

Tested Out

Phonics

Late 2

538

563

Domain scores and placement levels, as well as more detailed explanations of those scores, allow Daniel’s teacher to understand how best to continue to challenge Daniel, especially in Vocabulary.

554 531 0

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Developmental Analysis Results indicate that Daniel understands grade-level literary and informational texts and applies effective Comprehension skills and strategies. Daniel also demonstrates steady progress in Phonics, as well as a growing command of grade-level words and word-learning skills. Expect continued growth in reading and expose this child to increasingly complex texts. This information places Daniel in Instructional Grouping Profile 5. This domain is focused on how children distinguish the sounds (or phonemes) in spoken words. Based on testing results, Daniel has demonstrated the ability to distinguish individual sounds in spoken words and is exempt from taking the Phonological Awareness subtest. Max Score

Above Level 1

This domain focuses on how accurately children decode written words. Daniel will benefit from instruction and practice in decoding words with three and four syllables, as well as words with prefixes and suffixes. This child can also begin to decode words with schwa sounds. Max Score

Above Level 3

This domain addresses how well students recognize frequently occurring words. Daniel has demonstrated accuracy and is exempt from taking this subtest.

High-Frequency Words

Tested Out

Vocabulary

Late 2

Both word knowledge and word-learning strategies are addressed in this domain. Daniel is ready to learn prefixes in-, dis-, mis-, non- as well as suffixes -y, -ly, -ily, -er, -est, -ness and is ready to further explore shades of meaning. Additionally, this child should continue to deepen understanding of words used in stories and in content area texts such as science, social studies, and math.

Comprehension: Literature

Mid 2

This domain addresses Danielʼs understanding of literary text. Results indicate that Daniel is ready for instruction in Level 2 literary skills and strategies such as identifying the authorʼs purpose for writing and determining the message, lesson, or moral of a story. Teach a variety of literary genres, including poetry and plays. Daniel can also start exploring fairy tales, fables, folktales, or myths.

Comprehension:

Max Score

Above Level 2

This domain addresses Danielʼs understanding of informational text. Results indicate that Daniel is ready for instruction in Level 2 informational

Student Profile Report

Reports out on Reading Comprehension Literature and Informational Text separately because we recognize that students need to master different skills for each type of text.

Daniel Campbell – Grade 2 – Reading Class Subject: Reading Overview

High-Frequency Words

Phonics

Test

Mid 2 Sca le Scor e

Lexile® Performance

Sca le Scor e

Placement

Comprehension: Literature

Comprehension: Informational Text

Vocabulary

554 0

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Provides a detailed instructional action plan to support Daniel’s teacher in interpreting the Diagnostic 6 5 0results 7 0 0 and7 to 5 0take 8 0the 0 guesswork out of individualizing instruction.

Building Comprehension: Literature Skills The CCSS expect students at this level to engage closely and actively with the details of both literary and informational text and to begin drawing inferences out of these textual details. A prerequisite to success with these standards is a strong base in comprehension skills and strategies. This subtest measures these prerequisite skills as they apply to literary text.

What Daniel Can Do

Next Steps for Instruction

Results indicate that Daniel can likely do the skills shown below.

Results indicate that Daniel will benefit from instruction and practice in the skills shown below.

Describe story elements in literary text. Identify and describe setting or events in Level 1 literary text, using key details. Compare and contrast in literary text. Compare or contrast key details about characters and/or events in Level 1 literary text. Retell literary text. Retell what happens at the beginning, middle, or end in Level 1 literary text. Determine word meaning. Understand the meaning of words and phrases in Level 2 literary or informational text, including academic and/or domain-specific words. Answer questions about key ideas and details. Answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in Level 2 literary or informational text.

Continue to teach story elements. Support Daniel in extending the following skills to Level 2 text: • Identify the main characters and the setting, or when and where the story takes place. • Identify the problem the characters face, any significant events that include attempts to solve the problem, and the resolution that explains how the problem is solved. • Identify each of these events as belonging to the beginning, middle, or end of the story. Use a graphic organizer to help Daniel keep track of important details during reading. Continue to teach comparing and contrasting. Model using signal words that are used to communicate similarities and differences, such as like, both, same, but, unlike, and different. Then guide Daniel to use a Venn diagram to depict similarities and differences between characters, events, and versions of the same story in Level 2 texts. Provide additional practice with retelling. Explain that a good retelling includes the names of the main characters and the setting. It also includes a brief description of the key events in the order in which they happen, including the problem the characters have and an explanation of how the characters solve the problem. Guide Daniel to retell a Level 2 story. As needed, provide follow-up questions and feedback such as “What happened right before that?” to focus the retelling. Introduce message, lesson, or moral. After reading a Level 2 narrative text such as a fable, discuss the central message, or the big idea that the author wants the reader to take away from the story. Prompt Daniel to ask these questions during and after reading: • “What lesson does the main character learn?” • “What lesson did I learn from the story?” • “What is the moral of the story?” • “What is the author trying to tell the reader?”

Describe characters in literary text. Describe how characters in a story respond to major events and challenges in Level 2 literary text. Identify point of view in literary text. Identify the point of view of characters in Level 2 literary text. Make inferences based on textual evidence. Draw conclusions or make inferences in Level 2 literary or informational text.

Indicates Common Core standards on which Daniel has demonstrated proficiency. Great to use for parent conferences and to motivate learners who may not often feel successful in school.

Teach about authorʼs purpose. Use a variety of familiar texts to demonstrate that an authorʼs purpose, or reason, for writing may include to inform, to persuade, or to entertain. Model for Daniel how to determine the authorʼs purpose in new texts by asking and answering questions such as these: • “What is this book mostly about?” • “Is it serious or silly?” • “Did I learn anything from this book?” • “Why do I think the author wrote this?” • “What details make me think so?”

Links to immediately downloadable Tools for Instruction. These lesson plans provide best-practice instruction on the exact same skills Daniel is ready to work on next, as determined by the Diagnostic.

Tools for Instruction

Story Elements

Compare and Contrast

(1 of 5)

(2 of 5)

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Use...

Ready Common Core Reading Instruction

Grade 2 Coming Soon!

From Retelling to Summarizing

Determine Message, Lesson, or Moral

(3 of 5)

Saves teachers the hours of time needed to search for content to differentiate instruction for students performing at a variety of levels.

(4 of 5)

Reports out on Reading Comprehension Literature and Informational Text separately because we recognize that students need to master different skills for each type of text.

Student Profile Report Daniel Campbell – Grade 2 – Reading Class Subject: Reading Overview

High-Frequency Words

Phonics

Test

Sca le Scor e

Placement

Comprehension: Informational Text

531

Mid 2 Sca le Scor e

Lexile® Performance

Comprehension: Literature

Vocabulary

0

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800

Building Comprehension: Informational Text Skills The CCSS expect children at this level to engage closely and actively with the details of both literary and informational text. A prerequisite to success with these standards is a strong base in comprehension skills and strategies. This subtest measures these prerequisite skills as they apply to informational text.

What Daniel Can Do

Next Steps for Instruction

Results indicate that Daniel can likely do the skills shown below.

Results indicate that Daniel will benefit from instruction and practice in the skills shown below.

Use text features in informational text. Use headings, tables of contents, glossaries, or other text features to locate key facts or information in Level 1 informational text. Identify sequence of events. Identify the sequence of events (beginning, middle, end) in Level 1 literary or informational text. Identify cause-and-effect relationships. Identify cause-and-effect relationships in Level 1 literary or informational text. Compare and contrast in informational text. Compare or contrast key details about people and/or events in Level 1 informational text. Identify main idea in informational text. Identify the main idea or topic in Level 1 informational text. Retell informational text. Retell the most important ideas and details in Level 1 informational text. Evaluate argument in informational text. Identify a reason an author gives to support specific points in Level 1 informational text. Determine word meaning. Understand the meaning of words and phrases in Level 2 literary or informational text, including academic and/or domain-specific words. Answer questions about key ideas and details. Answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in Level 2 literary or informational text. Make inferences based on textual evidence. Draw conclusions or make inferences in Level 2 literary or informational text.

Continue to teach sequence of events. Emphasize using signal words to identify what happened first, second, next, and last in an informational text. Work with Daniel to brainstorm a list of signal words, such as first, second, third, then, next, finally, after awhile, and eventually. Then encourage the child to sequence the events in a retelling of an important part of a text. Extend understanding of cause and effect. • Define cause as something that happens. Define effect as something that makes something else happen. • Read aloud an informational book and model the thought processes behind discovering cause-and-effect relationships. • Say, “When I read, I think about things that happen and why those things happen.” • Model asking and answering questions such as “What happened?” and “Why did it happen?” • Then have Daniel read an informational text in a small group, asking and answering these questions. Continue to teach comparing and contrasting. Model using signal words that are used to communicate similarities and differences, such as like, both, same, but, unlike, and different. Then guide Daniel to use a Venn diagram to depict similarities and differences between people, places, events, and versions of the same Level 2 texts. Extend understanding of main idea and supporting details. • Have Daniel read an informational paragraph. • Ask the child to identify the person, animal, place, or thing that the paragraph is mostly about. Then have Daniel identify details that tell the most important information about this subject. • Model for the child how to condense this information into one main-idea statement of ten words or fewer. Build understanding of evaluating an argument. Ask Daniel a question such as this: “What is the most fun sport to play?” Use the childʼs answer to identify the point and the supporting reasons. Transfer this exercise to identifying a point and supporting reasons in an informational text. Use a graphic organizer to show the relationship between ideas. Teach about authorʼs purpose. Use a variety of familiar texts to demonstrate that an authorʼs purpose, or reason, for writing may include to inform, to persuade, or to entertain. Model for Daniel how to determine the authorʼs purpose in new texts by asking and answering questions such as these: • “What is this book mostly about?” • “Is it serious or silly?” • “Did I learn anything from this book?” • “Why do I think the author wrote this?” • “What details make me think so?”

Tools for Instruction

Sequence of Events

Identify Cause and Effect

(1 of 6)

(2 of 6)

Recommended Products from Curriculum Associates If you have this product...

Use...

Ready Common Core Reading Instruction

Grade 2 Coming Soon!

Compare and Contrast

(3 of 6)

Main Idea and Key Details

(4 of 6)

Student Profile Report Daniel Campbell – Grade 2 – Reading Class Subject: Reading Overview

High-Frequency Words

Phonics

Vocabulary

Comprehension: Literature

Comprehension: Informational Text

Lexile® Performance Test

Lexile® Measure

Lexile® Range

Test 2 - 02/25/2013

785L

685L - 835L

Test 1 - 09/11/2012

450L

350L - 500L

Use the Lexile Measure and Lexile Range to choose books at the right level for Daniel. Just click on the link to search among thousands of books!

“Find a Book, i-Ready” enables you to build custom reading lists based on Danielʼs Lexile measure and personal interests. Search for books now at www.Lexile.com/fab/i-ready.

Lexile® Measures and i-Ready

Read more about Lexile Measures and the research we conducted to link i-Ready scale score with Lexile Measures.

The Lexile® Framework for Reading is a scientific approach to measuring reading ability and the difficulty of reading materials which was developed by MetaMetrics®, an educational research organization located in Durham, NC. The Lexile Framework includes a Lexile measure and the Lexile scale. A Lexile measure represents both the complexity of a text, such as a book or article, and an individualʼs reading ability. Lexile measures are expressed as numeric measures followed by an “L” (e.g., 850L), and are placed on the Lexile scale. The Lexile scale is a developmental scale for measuring reader ability and text complexity, ranging from below 200L for beginning readers and beginning-reader materials to above 1700L for advanced readers and materials. Knowing the Lexile measures of a reader and a text helps to predict how the text matches the readerʼs ability—whether the text may be too easy, too difficult, or just right. The i-Ready Diagnostic Reading Assessment has been statistically linked with the Lexile Framework, making it possible to provide an equivalent Lexile measure for every Overall Scale Score. Due to this linking, you may see some fluctuation in studentsʼ Lexile measures. For example, if a studentʼs Overall Scale Score goes down, his or his Lexile measure will also go down. This lower Lexile measure and Lexile range will be reported out on the studentʼs Student Profile Report. Before advising a student to a change in his or his Lexile measure, consider the situation. Is it possible that the student simply had a bad day on testing day? Does it look like the student rushed through the Diagnostic? If this is the case, have the student continue reading within the previously reported Lexile range and monitor his or his comprehension. Make adjustments to the studentʼs Lexile range as you see fit. A Lexile measure is a powerful tool that you can use to help your students grow as readers. For more information on any of the following topics, visit www.Lexile.com. • Lexile measures at home and at school • Lexile measures and grade levels • Managing multiple Lexile measures • Lexile measures and the Common Core State Standards

“Find a Book, i-Ready”

Learn more about how i-Ready makes it easy to find books that are at the right level and are interesting for your students. A great resource to help develop students’ reading over the summer and throughout the school year.

Young readers have a much better chance of successfully applying the reading skills and strategies they are learning when they are matched with “just right” texts—those that provide just the right mix of challenge and support. “Find a Book, i-Ready” (http://www.Lexile.com/fab/i-ready) is a tool that enables you to search for books and other reading materials that have the same or close to the same Lexile measure as a student or group of students. Incorporate “Find a Book, i-Ready” into your classroom with activities such as the ones below. As students become increasingly independent, consider having them register for their own “Find a Book, i-Ready” account so that they can create, save, and print their own customized reading lists. Organize browsing bins. • Organize the Lexile measures of the students in your class into groups that span approximately 150L each. Be sure that each studentʼs Lexile measure falls within one of the groups. • Use “Find a Book, i-Ready” to create a list of books within each Lexile group. Strive to incorporate a variety of topics and styles into your lists. Use your completed lists to locate books in your class, school, or local library. • To create browsing bins, sort the titles you gathered into containers, one container for each Lexile group you created. Then label each container with the names of the students whose Lexile measures correspond to the Lexile range of the browsing bin. • Schedule a period of time for reading each day. Independent readers may choose a book from their designated bin. Emergent readers may choose a book for you to read aloud to them. • Change the selection of books in each bin on a regular basis to help increase studentsʼ exposure to a wide range of reading materials. Create book displays. • Use current themes in your curriculum to create classroom book displays. • Search “Find a Book, i-Ready” to identify books on the topic in various Lexile ranges so that the entire class can read and learn about the same topic. • Work with your school librarian to locate these books for display. Scaffold book searches. • As early readers become increasingly independent, guide them through the steps for using “Find a Book, i-Ready” to create their own custom reading lists. • Ask students to list three favorite books. Then have them tell why they liked each book so much. • Help students identify the genre of each book. Prompt as necessary with questions such as, Was the book exciting? Were the characters funny? Did the book tell facts about something in real life? • Explain that “Find a Book, i-Ready” is a tool that can help students find books they might be interested in, and that they can get to it from any computer that connects to the Internet. • Model how to navigate to “Find a Book, i-Ready,” enter a Lexile range, and choose search categories that seem interesting. Then demonstrate how to get more information about a book by clicking on the title or the cover and how to add a book to a reading list by clicking on “Add to My Reading List.” • Allow students to practice searching for a book independently, and offer feedback as needed. • Send home a copy of the “Find a Book, i-Ready” handout, which is located in the “For Parents” section of the Resources tab.