Emily Murray

ASSESSMENT ANALYSIS
READING:
ASSESSMENT RESULTS
MISCUES:
Brian:
Relies on visual
information heavily
and occasionally
integrates meaning
and structure in errors
Not attending to word
endings which affects
structure
In self-corrects, uses
more visual
information
Makes good attempts
at unknown words
Repeats phrases
Repeats words told by
teacher
Anasophia:
Integrates meaning,
structure, and visual in
errors majority of the
time
Not attending to word
beginnings
In self-corrects, uses
more visual
information
Self-corrects during
repeats frequently
Makes attempts at
unknown words

INSTRUCTIONAL FOCUS

COMMON CORE

MISCUES:
Brian:
At errors, help child
use meaning and
structure with visual
information
Help child attend to
word endings
Help child use
meaning and structure
on self-corrects

MISCUES:
Brian:
RF.1.1 Demonstrate
understanding of the
organization and basic
features of print.
RF.1.4 Read with
sufficient accuracy and
fluency to support
comprehension.
RF.1.4.c Use context to
confirm or self-correct word
recognition and
understanding, rereading as
necessary.
RF.1.3 Know and apply
grade-level phonics
and word analysis
skills in decoding
words.
RF.1.3.b Decode regularly
spelled one-syllable words.
RF.1.3.e Decode twosyllable words following basic
patterns by breaking the
words into syllables.
Ana:
RF.1.4 Read with
sufficient accuracy and
fluency to support
comprehension.
RF.1.4.c Use context to
confirm or self-correct word
recognition and
understanding, rereading as
necessary.
RF.1.3 Know and apply
grade-level phonics

Ana:

Help child to attend to

word beginnings
Help child use
meaning and structure
on self-corrects

Emily Murray

FLUENCY:
Brian:
Rate is appropriate
according to grade
level and time of year
Reads primarily wordby-word
Reads in a monotone
voice
Irregular pausing with
no attention to
authors punctuation

Ana:

Reads primarily in
three or four word
groups
Pauses appropriately
at authors
punctuation
Uses expressive
interpretation

FLUENCY:
Brian:
Help child to read
larger, meaningful
phrases or word
groups
Help child read like
characters, read bold
words correctly, and
increase expression
Help child know
periods and commas;
help child read
punctuation
appropriately
Ana:
Help student to
student to read in
larger, more
meaningful phrases or
word groups

and word analysis

skills in decoding
words.
RF.1.3.b Decode regularly
spelled one-syllable words.
RF.1.3.e Decode twosyllable words following basic
patterns by breaking the
words into syllables.
FLUENCY:
Brian:
RF.1.4 Read with
sufficient accuracy and
fluency to support
comprehension.
RF.1.4b Read gradelevel text orally with
accuracy, appropriate
rate, and expression
on successive
readings.

Ana:

RF.1.4 Read with

sufficient accuracy and
fluency to support
comprehension.
RF.1.4b Read gradelevel text orally with
accuracy, appropriate
rate, and expression
on successive
readings.

Emily Murray

COMPREHENSION:
Brian:
Within the Text:
Recall of important
facts within the text is
limited
Beyond the Text:
Includes important
information and ideas
but neglects other key
understandings
About the Text:
Tends to talk off topic

COMPREHENSION:
Brian:
Help child to recognize
important details and
key points in the text

Ana:

Ana:

Within the Text:

Recalls important facts
and details within the
text
Beyond and About the
Text: Reflects a good
understanding about
and beyond the text
but occasionally leaves
of important
information

Help child to recognize

important information
about and beyond the
text
Focus on making
inferences, doing
character analysis

COMPREHENSION:
Brian:
RL.1.1 Ask and answer
questions about key
details in a text.
RL.1.2 Retell stories,
including key details,
and demonstrate
understanding of their
central message or
lesson.
RL.1.3 Describe
characters, settings,
and major events in a
story, using key
details.
Ana:
RL.1.1 Ask and answer
questions about key
details in a text.
RL.1.2 Retell stories,
including key details,
and demonstrate
understanding of their
central message or
lesson.
RL.1.3 Describe
characters, settings,
and major events in a
story, using key
details.

Emily Murray

ASSESSMENT ANALYSIS

SPELLING
ASSESSMENT RESULTS
SPELLING LEVEL:
Ana: Late Letter NameAlphabetic/Early Within Word
Pattern Stage
Brian: Early-Middle Within
Word Pattern Stage
USING WELL:
Ana:
Uses initial and final
consonants
Uses short vowels and
digraphs

Brian:
Uses initial and final
consonants
Uses short vowels
Uses digraphs and
blends
CONFUSING:
Ana:
R blends such as dr
and br
Brian:
Common long vowels
Will be watching for
letter reversal of
letters b and d

INSTRUCTIONAL FOCUS
Ana:
dr blends plus other rblends
short vowels with
blends and digraphs
short vowels in CVC
words
short a, a-e, ai
Brian:
short a, ai, a-e
short o, o-e, oa
i-e, igh, y
u-e, ui, oo, ew

COMMON CORE
Ana:

L.1.2 Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when writing.
L.1.2.d Use conventional
spelling for words with
common spelling patterns and
for frequently occurring
irregular words.
RF.1.3 Know and apply
grade-level phonics
and word analysis
skills in decoding
words.
RF.1.3.c Know final -e and
common vowel team
conventions for representing
long vowel sounds.
RF.1.2 Demonstrate
understanding of
spoken words,
syllables, and sounds
(phonemes).
RF.1.2.b Orally produce
single-syllable words by
blending sounds (phonemes),
including consonant blends.
Brian:
L.1.2 Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and

Emily Murray

spelling when writing.

L.1.2.d Use conventional
spelling for words with
common spelling patterns and
for frequently occurring
irregular words.
RF.1.3 Know and apply
grade-level phonics
and word analysis
skills in decoding
words.
RF.1.3.c Know final -e and
common vowel team
conventions for representing
long vowel sounds.