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Student Profile Report

Academic year: 2016-2017 Class: 062-00503Y-302 Grade 3 Define "On Level": Standard View
Science-062-00503Y-302-66459
(Reading)
Select Students by: Class Student: Boston, Keon'te Show: Test 1 - 09/22/16

Use this report to view a student's Diagnostic performance overall and by domain and customized instructional support to help this student improve.

Overall Performance
On or Above Level < 1 Level Below > 1 Level Below

On Le ve l
Test Placement Sca le Scor e Standard Error

Test 1 - 9/22/2016 Level 1 456 +/- 10.0

Sca le Scor e 0 50 100 150 200 250 300 350 400 450 500 550 600 650 700 750 800

Detail for Test 1 - 9/22/16

Domain Placement Sca le Scor e

Phonological
Foundational Skills

Tested Out
Awareness

Phonics Level 1 445

High-Frequency Words Tested Out

Vocabulary Level 1 456

Comprehension:
Level 1 453
Literature
Comprehension:
Level 1 467
Informational Text
Sca le Scor e 0 50 100 150 200 250 300 350 400 450 500 550 600 650 700 750 800

Date: 3/26/2018 | Page: 1 of 20

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Student Profile Report
Academic year: 2016-2017 Class: 062-00503Y-302 Grade 3 Define "On Level": Standard View
Science-062-00503Y-302-66459
(Reading)
Select Students by: Class Student: Boston, Keon'te Show: Test 1 - 09/22/16

Placement Developmental Analysis

Overall Reading Results indicate that Keon'te has not acquired fundamental decoding skills and needs instruction in Phonics. Vocabulary is another cause for
Level 1 concern. This score indicates that the student has gaps in grade-level word knowledge that also need to be addressed. Taken together, this
Performance information places Keon'te in Instructional Grouping Profile 1.

This domain is focused on how students distinguish the sounds (or phonemes) in spoken words. Based on testing results, Keon'te has
Phonological demonstrated the ability to distinguish individual sounds in spoken words and is exempt from taking the Phonological Awareness subtest.
Tested Out
Awareness Max
Above Level 1
Score
Foundational Skills

This domain focuses on how accurately students decode written words. Keon'te will benefit from instruction and practice in decoding words with
Phonics Level 1 either one or two syllables, as well as words with r-controlled vowels and silent letters such as knob and wrist.
Max
Score Above Level 3

This domain addresses how well students recognize frequently occurring words. Keon'te has demonstrated accuracy and is exempt from taking
High-Frequency this subtest.
Tested Out
Words Max
Above Level 2
Score

Both word knowledge and word-learning strategies are addressed in this domain. Test results indicate a serious vocabulary deficit for Keon'te,
perhaps because of second language issues. This student needs instruction in more words, particularly vocabulary used in literature, content
Vocabulary Level 1 areas, and other school contexts. Keon'te should also receive instruction in compound words as well as practice with word categories and
multiple-meaning words.

Comprehension: This domain addresses Keon'te's understanding of literary text. Results indicate that this student will benefit from instruction that targets reading
Level 1 comprehension skills such as connecting text and visuals, determining point of view, and identifying story elements. Use read-alouds to introduce
Literature a variety of literary genres, including fantasy and realistic fiction. Encourage Keon'te to summarize read-aloud stories.

Comprehension: This domain addresses Keon'te's understanding of informational text. Results indicate that this student will benefit from instruction that targets
Level 1 reading comprehension skills such as using text features to locate important information and connecting pictures to descriptions in the text.
Informational Text Encourage Keon'te to share new information learned from informational texts.

Date: 3/26/2018 | Page: 2 of 20

i-ready.com © Curriculum Associates, LLC


Student Profile Report
Academic year: 2016-2017 Class: 062-00503Y-302 Grade 3 Define "On Level": Standard View
Science-062-00503Y-302-66459
(Reading)
Select Students by: Class Student: Boston, Keon'te Show: Test 1 - 09/22/16

Building Phonics Skills


This subtest measures how accurately students decode written words, or match sounds to letters. The CCSS emphasize the importance of differentiated
instruction in Phonics, as well as other foundational skills. This subtest is designed to identify which Phonics skills a student already knows and which skills need
targeted instruction.

What Keon'te Can Do Next Steps for Instruction


Results indicate that Keon'te can likely do the skills shown Results indicate that Keon'te will benefit from instruction and practice in the skills shown below.
below.
Review words with final -e.
Decode regularly spelled one-syllable words with short • Write cub and cube. Read the words with Keon'te and other students. Underline the e in cube and remind
vowels. Decode simple VC and CVC words with short a, students that the final e is silent, but it signals that the word has a long vowel sound. Ask: "What is the
short i, or short o. vowel sound in cube?" (long u)
• Repeat with other words such as pin / pine; rob / robe; mad / made; pet / Pete.
Decode regularly spelled one-syllable words with short • Have students sort CVCe words by vowel sound. Then have them blend and read each word.
vowels. Decode simple VC and CVC words with short u or
short e. Teach decoding words with common long-vowel digraphs, or vowel teams.
• Write tail. Explain that ai stands for the long a vowel sound. Model how to blend the word, and then blend it
Decode regularly spelled one-syllable words with final together.
double consonants or ck. Decode words beginning with • Write gray. Explain that ay stands for the long a vowel sound. Model how to blend the word, and then blend
an initial continuous sound and ending with either a final it together.
double consonant or ck: VCC (egg) and CVCC (fill, rock). • Repeat to introduce the spellings for other long-vowel digraphs, or vowel teams. Use words such as beet,
geese, peach; high, light; goat, grow.

Match long vowel sounds with common spellings for


the five major vowels. Recognize the long vowel sound Teach decoding two-syllable words.
within one-syllable words. • Write rabbit. Label the vowels and consonants by writing a V or C below each letter.
• Say: "This word has two vowel sounds, so it has two syllables." Point out the VC/CV syllable pattern.
Explain that syllables are often divided between two consonants. Draw a line between the syllables: rab |
Decode regularly spelled one-syllable words with final bit. Read the word with students.
-e. Decode words with final -e conventions. • Repeat with other two-syllable words such as cactus, kitten, person, problem. Have Keon'te and other
students divide the syllables.

Date: 3/26/2018 | Page: 3 of 20

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