READING ASSESSMENT ANALYSIS AND PLAN OF INSTRUCTION
Teacher Candidate: Emily Winchel
Student: Paige
Instructional Level: C
ASSESSMENT ANALYSIS
MISCUES/SOURCES OF
INFORMATION:
E MSV: The child uses V more
than M & S. Both M & S are used
equally to figure out the words.
SC MSV: The child equally uses
M, S,& V to correct themselves.
Patterns Noticed: Child sounds
out words they do not know and
gets the base word most times
and then adds the ending.
Using/Neglecting information:
Sounds out words and knows
most frequency words
DIMENSIONS OF FLUENCY:
● Rate: The child read at an
appropriate speed with little
slow spots when sounding
words out.
● Phrasing: Two to three word
phrasing.
● Pausing: Stopped at periods.
INSTRUCTIONAL GOALS
MISCUES/SOURCES OF
INFORMATION:
Monitoring and Self-correcting
● Use visual features of
words to self-monitor
and self-correct
● Use of high frequency
words to self-monitor
and self-correct
● Use understanding of
how the book works to
self-monitor and self-
correct
Solving words
-Reading
● Recognize a few high
frequency words quickly
and easily
● Read a few verbs with
inflectional endings (e.g.,
-s, -ing) that are fully
supported by pictures
and language structure
● Locate easy high
frequency words in a text
DIMENSIONS OF FLUENCY:
● Reread to notice the
language or meaning
● Begin to read in phrased
units
INSTRUCTIONAL
CONTEXT/STRATEGIES AND
COMMON CORE
MISCUES/SOURCES OF
INFORMATION:
● INSTRUCTIONAL CONTEXT/
STRATEGIES:
Echo reading
Interactive writing
● COMMON CORE
RL.1.2 Retells stories, including
key details, and demonstrate
understanding of their central
message or lesson.
RI.1.2 Identify the main topic
and retell key details of a text.
DIMENSIONS OF FLUENCY:
● INSTRUCTIONAL CONTEXT/
STRATEGIES:
Shared Reading
● COMMON CORE
RF.1.4 Read with sufficient
accuracy and fluency to support
comprehension
RF.1.4.c Use context to confirm
● Stress: Minimum, only at the self-correct word recognition
end of sentences once and understanding, rereading as
comprehended. necessary.
● Intonation: Varies voice in all
ways, tone, pitch and
volume.

COMPREHENSION:
Within the Text:
COMPREHENSION: COMPREHENSION:
● She knew what the cat
Within the Text: Within the Text:
was doing. (sleeping
-Summarizing ● INSTRUCTIONAL CONTEXT/
everywhere)
● Remember important STRATEGIES:
● Knew the girl tried to
information while
wake the cat up but the Shared Reading
reading to understand
cat didn’t wake up
the meaning of the text
● Knew sequence of events ● COMMON CORE
● Remember and talk
when prompted
about the important
● Child was supported with RF.1.1 Demonstrate
events in a simple story
prompting to discuss understanding of the
● Remember and talk
story organization and basic features
about clear, simple ideas
that are easy to identify of print.
RF.1.1.a Recognize the
distinguishing features of a
sentence (e.g., first word,
capitalization, ending
punctuation).

COMPREHENSION: COMPREHENSION:
COMPREHENSION:
Beyond & About the Text: Beyond & About the Text:
Beyond & About the Text:
● The child inferred and it ● INSTRUCTIONAL CONTEXT/
-Making Connections
went with the text, (socks STRATEGIES:
● Make connections
is a sleepy cat) between personal
● No connections to herself Shared Reading
experience and a text
● critically thinking about
● Make connections
the text the child only ● COMMON CORE
between background
new a few details but did
knowledge of familiar
not go into depth RI.1.1 Ask and answer questions
content and the content
● the child’s only analysis about key details.
in the text
was that the cat ate food RI.1.4 Ask and answer questions
-Synthesizing
and that is was how it to help determine or clarify the
● Talk about what is
showed socks was happy. meaning of words and phrases in
learned from the reading
the text a text.
WRITING:
● answered on topic but
not complete sentence
● The child uses three
places that the cat slept (
on the coach, on the
chair, on the bed)
● The child uses pictures
and the book to write her
labels
● The child used no
capitalization, attempts
to use punctuation and
uses a period at the end
of her sentences but they
are not complete
sentences.
WRITING: WRITING:
● The child looked at words ● INSTRUCTIONAL CONTEXT/
in the book to spell them STRATEGIES:
● The child needs to know
all the parts of a Interactive Writing
sentence to construct
one. ● COMMON CORE
● The child’s drawing
reflect her words exactly. W.1.5 With guidance and
● The child only wrote key support from adults, focus on a
words topic, respond to questions and
suggestions from peers, and add
details to strengthen writing as
needed.