Assessment Results and Instructional Focus-Danielle Kolb

Assessment Results Miscues Substitutions do not use M, S material. Student corrects self using V information. When student repeats text she uses V information to correct. Instructional Focus Miscues Look at V information at the beginning of words. Cross check choices with M and S information. Common Core Miscues RF.1.3 Know & apply grade-level phonics and word analysis skills in decoding words o RF.1.3b Decode regularly spelled one-syllable words o RF.1.3g Recognize and read grade appropriate irregularly spelled words RF.1.4 Read with sufficient accuracy and fluency to support comprehension o RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary Fluency RF.1.4 Read with sufficient accuracy and fluency to support comprehension o RF.1.4b Read on-level text orally with accuracy, appropriate rate, and expression Comprehension RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson o RL.1.1 Ask and answer questions about key details in a text o RL.1.3 Describe characters, setting, and major events in a story, using key details

Fluency Student reads smoothly with few word-by-word phrases and some expression.

Fluency Continue to improve smooth reading skills and use expression appropriately.

Comprehension Retelling does include all major events. Able to identify problem/solution in text. Able to critically think beyond the text about characters.

Comprehension Retell the story and include all major events. Continue to identify problem/solution in text. Continue to use critical thinking to describe characters in the

text.

o RL.1.7 Use illustrations and details in a story to describe characters, setting, or events W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. 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. RF.1.1 Demonstrate understanding of the organization and basic features of print. W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. L.1.1 Demonstrate command of the conventions of standard English grammar and

Ideas: A big idea is stated and pictures and graphs offer supporting details but supporting details are minimal, the writing is limited to one sentence, and the idea is simplistic.

Write a simple story with supporting details and focus on developing sequencing and punctuation.

Organization: Structure is present but sequencing and beginning, middle and ending of the writing are absent or unclear.

Develop beginning, middle, and end sequencing with appropriate transitions and accurate placement of elements.

Voice: The writer is aware of the audience in general way and does show some signs of individual

Use punctuation and words to develop expression in

expression emerging but does not use punctuation or words to express emotion.

writing.

usage when writing or speaking. 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.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. 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 (e.g., because). Literacy.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

Word Choice: The writers phrases make sense with the help of safe and known words but there is frequent repetition of these safe and known words.

Add challenging words to vocabulary used and avoid repetition

Sentence Fluency: The writing does not contain any connective words and most of the sentences begin the same way. The rhythm of the writing is choppy but the writing does contain a limited sampling of sentence patterns.

Work on writing text that conveys a simple message while using some connective words. Work on new sentence beginnings and developing a rhythm to the writing.

Conventions: Writer uses some capitalization and many grade level words. The spelling is good and the words are easy to read but there is little to no punctuation and no paragraphs present.

Work on developing punctuation, capitalization, and grammatical constructions. Moving on to paragraphs at some point.

Literacy.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.1g Use frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. RF.1.1 Demonstrate understanding of the organization and basic features of print. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. .1.2a Capitalize dates and names of people. L.1.2b Use end punctuation for sentences. L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

Presentation: Pictures are present and match the text and the writer uses some markers to match the text. Words are properly spaced on the paper and the handwriting is properly shaped and neat.

Work on adding more defined pictures to support the text and organizing the text to fill the defined space.

Using well: Initial consonants Final consonants Short vowels Digraphs (ones tested) Confusing: Blends (Sl and St) Common long vowels Spelling Level: Letter Name-Alphabetic Late

Digraphs Blends (sl and st) Common long vowels Sorts for long vowels Picture sorts for digraphs and blends

L.1.1e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). L.1.1f Use frequently occurring adjectives. L.1.1g Use frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1i Use frequently occurring prepositions (e.g., during, beyond, toward). RF.1.1 Demonstrate understanding of the organization and basic features of print. RF.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable words. RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. 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.