Taylor Burger

Skarlett

Assessment Results and Instructional Focus

Assessment Results
Miscues
Substitutions tend
to use a lot of V
and some S
Struggles with
some letter
combinationsblends and vowel
combinations

Fluency

Uses excellent
expression and is
very fluent when
reading.
Groups common
phrases together
well
Sometimes repeats
lines in text with
more fluency than
the first attempt

Comprehension

Has excellent
comprehension
within the text;
grasps some

Instructional Focus
Common Core
Miscues
Miscues
Look more closely
RF.1.2- Demonstrate
at the word
understanding of spoken
words, syllables, and
Letter
sounds.
combinations
-RF.1.2a Distinguish long
from short vowel sounds
in spoken single-syllable
words.
RF.1.3- Know and apply
grade-level phonics and
word analysis skills in
decoding words
-RF.1.3a- Know the
spelling-sound
correspondences for
Fluency
common consonant
digraphs
-RF.1.3c- Know final e
Strengthen the
and common vowel team
skills she is using
conventions for
representing long vowel
sounds
Fluency

Comprehension
Beyond the text
thinking and
comprehension
of the story

RF.1.4- Read with

sufficient accuracy and
fluency to support
comprehension.
-RF.1.4a- Read gradelevel text with purpose
and understanding
-RF.1.4b- Read gradelevel text orally with
accuracy, appropriate
rate, and expression.

Taylor Burger
Skarlett

concepts beyond
text but does not
comprehend others
Room for
improvement on
grasping beyond
the text concepts

Ideas3- Developing

she has the main

idea but does not
give many details.
Writing is simple
and is repetitive.
Pictures did
correspond to
writing.

Comprehension
RF.1.4- Read with
sufficient accuracy and
fluency to support
comprehension
-RF.1.4a- Read gradelevel text with purpose
and understanding.

Ideas
add supporting
details and
narrow topic of
writing.

Ideas
W.1.5- With guidance
and support from adults,
focus on a topic, respond
to questions and
suggestions from peers,
and add details to
strengthen writing as
needed.

Organization
Organization
Organization3 show a sense of
W.1.2- Write
developing
knowing what she
informative/ explanatory
text and format are
is going to write
texts in which they name
shown correctly,
next rather than
a topic, supply some facts
shows a sense of
writing and to
about the topic, and
structure but does
continue
provide some sense of
not show
sentence. Sort
closure.
sequencing, uses
writing into
L.1.5- With guidance and
and as transition
groups that go
support from adults,
a lot. Writes using a
together.
demonstrate
list style.
understanding of word
relationships and
nuances in word
meanings.
-L.1.5a- Sort words into
categories to gain a sense
of the concepts the
categories represent.
RF.1.1- Demonstrate

Taylor Burger
Skarlett

understanding of the
organization and basic
features of print.

Voice2- Emerging
individual
expression is still
emerging, can tell
her favorite things,
uses a list like
writing style when
she could use some
details to explain.

Voice
add details to
make her writing
her own.

Voice
W.1.5- With guidance
and support from adults,
focus on a topic, respond
to questions and
suggestions from peers,
and add details to
strengthen writing as
needed.
L.1.1- Demonstrate
command of the
conventions of standard
English grammar and
usage when writing or
speaking.
-L.1.1f- Use frequently
occurring adjectives.
-L.1.1g Use frequently
occurring conjunctions.

Word Choice3Developing writing skills.

Repetitive word
choice. Does not
seem to challenge
herself in her
writing from the
small sample I have
seen.

Word Choice- Challenge

herself in word choice
and increase variety.
Express main ideas using
more detail.

Word Choice
W.1.2- Write
informative/ explanatory
texts in which they name
a topic, supply some facts
about the topic, and
provide some sense of
closure.
W.1.5- With guidance
and support from adults,
focus on a topic, respond
to questions and
suggestions from peers,
and add details to
strengthen writing as

Taylor Burger
Skarlett

needed.
L.1.1- Demonstrate
command of the
conventions of standard
English grammar and
usage when writing or
speaking.
-L.1.1f- Use frequently
occurring adjectives.
-L.1.1g Use frequently
occurring conjunctions.

Sentence Fluency3Developing
sentences begin in
the same way or
are very similar to
each other. Writing
is choppy and
repetitive. Uses
and to connect
ideas.

Sentence Fluency expand into

different ways to
begin sentences,
create rhythm in
writing

Sentence Fluency
L.1.6- Use words and
phrases acquired through
conversations, reading
and being read to, and
responding to texts,
including using frequently
occurring conjunctions to
signal simple
relationships.

Conventions2
uses upper and
lower case letters
randomly, does not
use punctuation,
and spells
phonetically

Conventions
Use end
punctuation for
sentences
Use spelling
patterns that she
knows to be able
to spell other
words

Conventions
L.1.2- Demonstrate
command of the
conventions of standard
English capitalization,
punctuation, and spelling
when writing
-L.1.2b- Use end
punctuation for
sentences.
-L.1.2c- Use commas in
dates and to separate

Taylor Burger
Skarlett

Using well
Initial and final
consonants
Short vowels
Digraphs
Word blends
Confusing
lower case L for
upper case i in
Letter
Identification
Assessment (but I
would have toothey look the
same)
Spelling Level:
Late Letter Name
Alphabetic- progressing
into Early Within Word
Pattern

common long
vowels
some digraphs
and letter blends

single words in a series.

-L.1.2d- Use conventional
spelling for words with
common spelling
patterns and for
frequently occurring
irregular words.
L.1.2e-Spell untaught
words phonetically,
drawing on phonemic
awareness and spelling
conventions.
RF.1.1-Demonstrate
understanding of the
organization and basic
features of print
-RF.1.1a- Recognize the
distinguishing features of
a sentence.
RF.1.2- Demonstrate
understanding of spoken
words, syllables, and
sounds.
-RF.1.2a Distinguish long
from short vowel sounds
in spoken single-syllable
words
RF.1.3- Know and apply
grade-level phonics and
word analysis skills in
decoding words
-RF.1.3a- Know the
spelling-sound
correspondences for
common consonant
digraphs
-RF.1.3c- Know final e
and common vowel team
conventions for
representing long vowel
sounds

Taylor Burger
Skarlett