MAJESTIC ELEMENTARY

Interim Assessment Analysis & Instructional Plan

Language Arts
Teacher: Jennifer Black

Grade: 2

Directions:
The Interim Assessment Analysis will consist of three parts.
Part I
will begin with questions that will help guide the self-reflection of your Tier I
instruction to assure that the majority of our students are responding first to high
quality core instruction. You will then look at your assessment analysis and identify
three priority standards that need the most immediate attention. Please take the time
to answer the questions as they pertain to your class in general.
Part II
will be a detailed analysis of student achievement from the data you have
collected throughout the year. This will help you identify which students need
additional support and begin to establish some whole group, small group and/or
individualized next steps to assure that each student makes progress
.
Part III
will look at a six-week instructional plan. This will help you plan and pace what
will be covered in language arts. It will help plan for standards that need to be
reviewed before the next benchmark assessment.

Self Reflection
Which standards/questions did I feel most confident about?I felt confident that they would do well with questions 1
and 2 on characters and setting. I also thought that they would do well on plural nouns, contractions, syllables and long
vowels.

Were my predictions accurate? M

y predictions were mostly accurate. They didnt do as well with syllables and long
vowels as I thought they would.

What surprised me the most on this assessment?They really struggled with their writing more than I thought they
would. I think that I think they understand more language than they really do, as evidenced by their poor overall
performance on #5.

What correlation did I see between my teaching and student learning?They didnt perform as well on standards that I
have a harder time teaching. For instance, I wasnt sure how to teach the skills for #17, and they didnt do very well on
that question. I dont understand why topic sentence and the opinion should be different things on Opinion writing, so
Im not always consistent in teaching it. Only one wrote a topic and an opinion as a result.

What instructional strategies yielded the highest results?Teaching the vocabulary helped to improve scores. I was
worried about central message, so I taught the vocabulary and we practiced extensively with different stories. They
performed better than expected. They seemed to understand reflexive pronouns. I think that I used a variety of ways to

present the concept.

Did student engagement influence overall student achievement?

yes

What are my biggest re-teaching priorities going forward (which standards)?R.L 2.3 and L2.5b are similar in that they
involve nuances in language and understanding figurative language. I need to be much better at teaching vocabulary. I
assume that they understand the language, but they dont. W2.1 and W2.2 are big priorities because I felt that they
should have done better, but they didnt. I need to look at changing the way I am teaching writing, and we need to do a
lot more practice. I will also work on L 2.1f, compound sentences, because they could use a lot of work writing all sorts
of sentences, including compound sentences.

What am I most proud of?There were only three students whose scores did not improve from the last benchmark.

Part I:
Tier One Analysis
S
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s
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Standard ___
W2.1 & W 2.2
_________
Standard that was not mastered but taught
in-depth.

What misunderstandings are revealed in the data? Why do you think students failed
to reach mastery? What gaps in the instruction of the standard contributed to these
misunderstandings?
They do not understand topic sentences. They misunderstand
the writing prompts or write about what they want to when there is a prompt. I dont
know that there are gaps in the instruction; they just need more time and practice.

Informative and Opinion Writing

What will you do to help students achieve mastery?

More shared writing

Greater variety of writing prompts

Standard ___
L 2.1f
__________
Standard that was not mastered but taught
in-depth.
Compound sentences

What misunderstandings are revealed in the data? Why do you think students failed
to reach mastery? What gaps in the instruction of the standard contributed to these
misunderstandings?
They all wrote sentences, just not compound sentences. I have
not taken enough time to teach and have them practice proper sentence writing. I
also need to be better at using proper vocabulary to explain sentences: compound,
exclamatory, etc.
What will you do to help students achieve mastery?

A
dd sentence writing practice to our do nows
Use proper vocabulary while teaching

Standard ___
R.L 2.2
________
Standard that was not mastered but taught
in-depth.

What misunderstandings are revealed in the data? Why do you think students failed
to reach mastery? What gaps in the instruction of the standard contributed to these
misunderstandings?
They are answering sequence questions based on their memory
of the story instead of looking back at the text. They do not look for text evidence
often enough.

Sequence
What will you do to help students achieve mastery?

Add a sequence question as a do now for every new lesson in

Journeys
Continue to integrate questions that require looking for evidence
in the text during reading lessons.

Part II:
Analysis of Student Achievement
Individual Student Achievement Data
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B
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#
1

#
2

#
3

#
4

37

69

56

149

183

Focus on vocabulary building and comprehension so

she understands the test, and reinforce test taking
skills. Work on retell and accuracy in reading group.

56

76

86

244

253

Work on building vocabulary and finding the meaning

of words using text evidence.

Katelyn

78

67

88

168

275

Increase use of text evidence

Tyler

56

71

79

262

286

Differentiate curriculum to increase learning and hold

him accountable for the quality of his work.

45

58

177

179

Focus on accuracy and retelling in small group

reading. Work on handwriting. Reading group every
day.

E
L
L

R
e
s
o
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r
c
e

Student:
Vanessa
Edith

L
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v
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Princeton

B
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Instructional Plan:
S
A
G
E

Based on all of the data I have collected this

year, what are the next steps for each student to
make progress?
How will you measure that progress?

Aumbria

70

69

77

257

241

Increase use of text evidence

Joshua

56

67

58

115

203

Reading groups every day, work on fluency, practice

decoding with nonsense words

Elizabeth

48

93

77

280

280

focus on grammar and punctuation in her writing

48

57

77

184

254

Reading and comprehension are a concern. Work on

building vocabulary. Small reading group everyday.
Start home reading challenge.

74

81

93

208

294

Differentiate curriculum to increase learning.

Spencer

37

67

77

115

179

Slow down his reading for better fluency and

comprehension. Work on retell for DIBELS.

Aleah

59

81

86

226

272

Spelling- focus on spelling patterns and increase high

frequency word practice.

30

26

42

20

24

Send kindergarten and 1st grade sight words home to

pass off. Small reading group everyday working on
decoding and comprehension. Start home reading
challenge.

Maddison

37

60

70

188

247

Main topic and details- identify in reading, use in

writing.

Kamlynn

56

60

81

153

126

Get to school on time and focus. Call mom to talk

about attendance. Practice nonsense words and
fluency before the next DIBELS.

41

67

67

188

225

Vocabulary and reading comprehension.

59

69

88

171

233

Spelling and handwriting- Send home writing

practice sheets and regulate spelling assignments for
his mom.

52

67

67

234

240

Work on building vocabulary. Differentiate

curriculum to increase learning and engagement.

59

81

88

208

252

Have Sofia do more editing of her writing on her own

to check for language components.

Jalena
Ariana

Kevin

Patricia

5+

Bradley
Erwin

5+

Sofia
Marina

5+

70

79

84

298

302

Building reading comprehension and work on using

text evidence.

Ammy

48

64

74

66

192

Build vocabulary and reading comprehension

Dayana

33

31

49

24

Send home kindergarten and first grade sight words

to pass off. Small reading groups every day focusing
on decoding, sight words, fluency. Start home
reading challenge.

Alexa

48

52

70

177

237

Continue to build vocabulary and work on reading

comprehension. I have some concerns about possible
cheating. Watch closely during individual work that
her eyes are on her own paper and set her apart from
the group during tests to make sure.

78

69

79

250

337

Differentiate curriculum to increase learning. Insist

on following work and writing directions completely.

33

50

51

10

89

Send home first and second grade sight words to

practice for fluency. Reading groups every day.
Check progress in Mountain Lion Academy.
Resource or lack of motivation to do work. Build
vocabulary and reading comprehension.

Stanton

52

69

67

203

233

Practice handwriting, listening to all directions before

beginning work, slowing down and double checking
work. Practice reading with expression and fluency in
reading groups.

Ethan

59

69

81

226

281

Call mom about concerns with swearing and off task

behavior in class. Insist on following direction
completely in writing.

Caitlin

74

76

86

179

280

Reading comprehension and using text evidence in an

informational text. Work on topic sentence, details
and using conventions when writing.

Hailey
Albert

Language Arts Benchmark Data

Standard: W2.1
Teachers Comments:
Opinion Writing

What is your plan?

Be Specific. When?

Mastery

Near Mastery

Well Below

___25_____%

__36______%

____39____%

Students:
Katelyn
Jalena
Ariana
Aleah
Bradley
Sofia
Marina

Students:
Edith
Princeton
Aumbria
Elizabeth
Kamlynn
Erwin
Dayana

Whole group lessons on March 3, 4,

5.

Whole group lessons on March 3, 4,

5, including shared writing. Practice
identifying and writing topic
sentences during whole group, then
again during small group work with
these students.

Whole group lessons on March 3, 4,

5, including shared writing. Practice
identifying and writing topic
sentences during whole group, then
again during small group work with
these students. Work with these
students in individual meetings
during their individual writing time.

Writing product on March 5

Writing product on March 5

Writing product on March 5

Whole group? Small group? Do

Now? One on one?

How will you reassess?

What evidence will you have?

Hailey
Ethan
Caitlin

Students:
Vanessa
Tyler
Joshua
Spencer
Kevin
Maddison
Patricia

Ammy
Alexa
Albert
Stanton

Language Arts Benchmark Data

Standard: L2.1f
Teachers Comments:

Compound Sentences

What is your plan?

Be Specific. When?

Whole group? Small group? Do

Now? One on one?

How will you reassess?

What evidence will you have?

Mastery

Near Mastery

Well Below

___43_____%

__________%

___57_____%

Students:
Joshua
Tyler
Edith
Ammy
Sofia
Ariana
Marina
Hailey
Vanessa

Students:
Katelyn
Elizabeth
Ethan

Students:
Spencer
Kevin
Albert
Kamlynn
Jalena
Dayana
Maddison
Bradley
Princeton
Patricia

Erwin
Aumbria
Stanton
Aleah
Alexa
Caitlin

Whole group instruction on March

3. Do now on March 4, 5. Have
students write a compound
sentence as a Do Now weekly until
next benchmark.

Whole group instruction on March

3. Do now on March 4, 5. Have
students write a compound
sentence as a Do Now weekly until
next benchmark.

Have students write a compound

sentence as an exit ticket on March
5.

Have students write a compound

sentence as an exit ticket on March
5.

Language Arts Benchmark Data

Standard: RL2.2
Teachers Comments:

Sequence

What is your plan?

Be Specific. When?

Mastery

Near Mastery

Well Below

___57_____%

___29_______%

___14_____%

Students:

Students:

Students:

Maddison
Marina
Ethan
Dayana
Ammy
Erwin
Alexa
Vanessa

Joshua
Kevin
Albert
Princeton

Sequencing Do Now once with

every Journeys lesson for the whole
group.

Sequencing Do Now once with

every Journeys lesson for the whole
group. Sequencing questions
during whole group reading
instruction during Journeys day 2
lesson.

Sequencing Do Now once with

every Journeys lesson for the whole
group. Sequencing questions
during whole group reading
instruction during Journeys day 2
lesson. Sequencing questions with
books during small group
instruction.

Do Now with Journeys lesson

Do Now with Journeys lesson

Do Now with Journeys lesson

Tyler
Edith
Spencer
Kamlynn
Jalena
Bradley
Patricia
Aumbria
Stanton
Aleah

Sofia
Ariana
Caitlin
Hailey
Kate
Elizabeth

Whole group? Small group? Do

Now? One on one?

How will you reassess?

What evidence will you have?

Part III:
6-Week Instructional Plan
th
WEEK 1: March 9

th
WEEK 2: March 16

rd
WEEK 3: March 23

New Standards and Objectives:

Standards and Objectives:

Standards and Objectives:

JourneysLesson14

Journeyslesson14review

JourneysLesson15

RF2.3voweldigraphsoa,ow

RF2.3schwavowelsound,

L2.4suffixly

Whole Group:

L2.4abbreviations

Phonicslongosound,voweldigraphsoa,ow

Whole Group:

Readingbiography,authorspurpose,summarizing

Whole Group:

Phonicslongosound,voweldigraphsoa,ow

Grammarpropernouns

Readingbiography,authorspurpose,summarizing

Vocabularysuffixly

Grammarpropernouns

Writingopinionwriting

Phonicscompoundwords,schwavowelsounds
Readinghumor,causeandeffect
Grammarabbreviations
Vocabularyrootwords
Writingopinion

Vocabularysuffixly
Writingopinionwriting

Skill-based Groups
Centerswithopinionwritingprompts,gamesandactivitiesfor
adverbs,collectivenouns,pluralnouns,reflexivepronouns,r
controlledvowelsounds,addbiographiestothereadingcenter

Below
dufferentiatedphonicsandvocabulary,differentiated
comprehension
On
differentiatedcomprehension,differentiatedfluency:using
naturalpauses
Above
differentiatedfluency:usingnaturalpauses

Review Standards:
Sequencequestionsaddedtoreadinginstruction
InformationalTextcomprehension:RI2.1,RI2.2,RI2.3,RI2.5,
RI2.6,RI2.7,RI2.9,RI2.10
PhonicsandSpelling:RF2.3
Language:L2.2

How will you assess for understanding? (Success criteria,

performance of understanding)
Exittickets
Tuesdayquiz
Dailyworksamples

Skill-based Groups
Centerswithopinionwritingprompts,gamesandactivitiesfor
adverbs,collectivenouns,pluralnouns,reflexivepronouns,r
controlledvowelsounds,addbiographiestothereadingcenter

Below
dufferentiatedphonicsandvocabulary,differentiated
comprehension,reteachingbasedonweeklytestresults
On
differentiatedcomprehension,differentiatedfluency:using
naturalpauses,reteachingbasedonweeklytestresults
Above
differentiatedfluency:usingnaturalpauses,research
Braille

Review Standards:
Sequencequestionsaddedtoreadinginstruction
Compoundsentencewritingpractice
InformationalTextcomprehension:RI2.1,RI2.2,RI2.3,RI2.5,
RI2.6,RI2.7,RI2.9,RI2.10
PhonicsandSpelling:RF2.3
Language:L2.2
OpinionWriting:W2.1,2.6,2.7

How will you assess for understanding? (Success criteria,

performance of understanding)
Exittickets
Dailyworksamples
Journeyslesson14test
Opinionwritingproduct

Skill-based Groups
Addvoweldigraphgamestowordworkcenter

Below
dufferentiatedphonicsandvocabulary,differentiated
comprehension
On
differentiatedcomprehension,differentiatedfluency:accuracy
Above
differentiatedfluency:accuracy

Review Standards:
Sequencequestionsaddedtoreadinginstruction
Literaturecomprehension:RL2.1,RL2.2,RL2.3,RL2.6,RL2.7,
RL2.10
PhonicsandSpelling:RF2.3
Language:L2.1,L2.4,L2.5,L2.6
OpinionWriting:W2.1,W2.5,W2.6

How will you assess for understanding? (Success criteria,

performance of understanding)
Exittickets
Tuesdayquiz
Dailyworksamples

th
WEEK 4: March 30

th
WEEK 5: April 6

th
WEEK 6: April 13

New Standards and Objectives:

New Standards and Objectives:

New Standards and Objectives:

ReviewJourneyslesson15

ReviewandtakeJourneysUnit3test

Learnandapplytesttakingstrategies

Practicereadingandunderstandingcomplextext

practiceusingtextbasedevidencetorespondto
questionsabouttext

ReviewandtakeLanguageArtsBenchmark4

Whole Group:
Phonicscompoundwords,schwavowelsounds
Readinghumor,causeandeffect
Grammarabbreviations
Vocabularyrootwords
Writingopinion

Skill-based Groups

Below
dufferentiatedphonicsandvocabulary,differentiated
comprehension,reteachbasedonweeklytestresults
On
differentiatedcomprehension,differentiatedfluency:
accuracy,reteachbasedonweeklytestresults
Above
differentiatedfluency:accuracy

Review Standards:
Sequencequestionsaddedtoreadinginstruction
Compoundsentencewritingpractice
Literaturecomprehension:RL2.1,RL2.2,RL2.3,RL2.6,RL2.7,
RL2.10
PhonicsandSpelling:RF2.3
Language:L2.1,L2.4,L2.5,L2.6
OpinionWriting:W2.1,W2.5,W2.6

How will you assess for understanding? (Success criteria,

performance of understanding)
Exittickets
Dailyworksamples
Journeyslesson15test
Opinionwritingproduct

Whole Group:

Skill-based Groups

Practicetestsforreadingcomprehension
Sequencereviewlessons
Practicewritingcompoundsentences
Reviewwritinglessonsandproductsforopinion,informational
andnarrativewriting
Lessonsonconceptsthatwillbetestedbuthavenotbeencovered
inJourneystothispoint.

Dividestudentsbasedonperformanceonweeklytestsinthe
reviewskillslistedbelow.Usedifferentiatedpracticeactivities
fromweeklylessons

Skill-based Groups
Dividestudentsintoskillbasedgroupsbasedonperformanceon
practicetests.

Review Standards:

Review Standards:

Dictionaryskills
idioms
textcluesforfindingmeaningofunknownwords
rootwords
voweldigraphsandconsonantblendsounds
contractions
completesentences
connectingwords
s,edendings
punctuationmarks
compoundsentences

opinion,informationalandnarrativewriting
sequencing
usingtextevidence
readingcomprehension
writingcompoundsentences
reflexivepronouns
pluralnouns
syllables
longvowelandrcontrolledvowelsounds
collectivenouns
adverbs
OthersubjectstobedeterminedafterBenchmark4ismade
availabletoteachers

Whole Group:
reviewgames
reviewlessonsonopinionwriting

How will you assess for understanding? (Success criteria,

performance of understanding)
JourneysUnit3test

How will you assess for understanding? (Success criteria,

performance of understanding)
LanguageArtsBenchmark4