Ventura Ashley 236599338 Diagnostic-Results Reading 05012021

Diagnostic Results
Subject Reading
Student ASHLEY VENTURA
Student ID 236599338
Student Grade 8
Placement Definition Standard View
Diagnostic Diagnostic 4 (04/30/21)
Diagnostic 4
Mid On Grade Level (642) Grade 3 (499)

Typical Growth Overall
On Grade Level (620 - 684) Standard Error +/- 10
490
Typical Growth: The average
+80 Domain Placement
annual growth for a student at this
grade and initial placement level. Stretch 469
Phonological Awareness* Tested Out
Stretch Growth Phonics* Grade 2
Stretch Growth: An ambitious, but

Typical 437 High-Frequency Words* Tested Out
attainable, level of annual growth
that puts students who are below Vocabulary Grade 2
grade level on a path to proficiency.
Comprehension: Literature Grade 2
Comprehension: Informational
Grade 3
Text
* Foundational Domains
370
Diagnostic 4
499
Grade 3
04/30/21
National Norm and Lexile® Performance
National Norm Lexile Measure: Lexile Range: "Find a Book, i‑Ready" enables you to build custom reading lists based on
(Updated 2020): the student's Lexile measure and personal interests. Search for books now
555L 455L-605L
at Find a Book, i‑Ready
5th Percentile
Understanding Lexile measures How to use Find a Book, i‑Ready
Placement by Domain
Results indicate that ASHLEY has not acquired fundamental decoding skills and needs instruction in Phonics. Vocabulary is another cause for concern. This score
indicates that the student has gaps in grade-level word knowledge that also need to be addressed. Taken together, this information places ASHLEY in Instructional
Grouping Profile 1.
Phonological Awareness
Tested Out
Developmental Analysis
© Curriculum Associates, LLC, All Rights Reserved. | i-Ready.com 05/01/21 | Page: 1/20
Diagnostic Results
Subject Reading
Student Grade 8
This domain is focused on how students distinguish the sounds (or phonemes) in spoken words. Based on testing results, ASHLEY has
demonstrated the ability to distinguish individual sounds in spoken words and is exempt from taking the Phonological Awareness subtest.
The skills in this domain extend through grade 1.
Phonics
Grade 2
502
This domain focuses on how accurately students decode written words. ASHLEY will benefit from instruction and practice in decoding words with
three and four syllables, as well as words with prefixes and suffixes. This student can also begin to decode words with schwa sounds.
Can Do
Decode words with silent letters and other spellings.
Decode words with two-letter, one-sound combinations, such as ph, kn, wr.
Decode regulary spelled one- and two-syllable words with common vowel teams.
Decode words with digraphs, diphthongs, and other vowel teams: oo (moon), oo (foot), ie (piece); ou (out), ow (cow), oy (boy), oi (oil); ew (blew), ew (few), aw
(law), au (author), ou (young).
Decode words with inconsistent sound-spelling correspondences.
Decode words with inconsistent but common sound-spelling correspondences, such as come or kind.
Decode words with inflectional endings and spelling changes.
Decode words with common inflectional endings, such as -es, -ed, -ing, that include spelling changes.
Understand contractions.
Recognize contractions and match them to the words they represent.
Decode two-syllable words with prefixes and suffixes.
Decode two-syllable words with common prefixes and suffixes.
Decode two-syllable words with short vowels.
Decode two-syllable short vowel words following VC/CV, VCCCV, or VC/V patterns.
Diagnostic Results
Subject Reading
Student Grade 8
Decode two-syllable words with long vowels.
Decode regularly spelled two-syllable words with long vowels: open syllables, vowel team syllables, CVCe syllables.
Next Steps & Resources for Instruction
Practice decoding three- and four-syllable words.

Practice decoding three- and four-syllable words.
ASHLEY will benefit from decoding the same multisyllabic words multiple times.
Create speed drills that combine 10 to 20 three- and four-syllable words multiple times. Ask ASHLEY to read the words aloud with a partner.
Tools For Instruction

Multisyllabic Words: Three and Four Syllables
Additional Resources
Phonics for Reading
Third Level
all the lessons in this book, including fluency practice with decodable passages
Practice decoding multisyllabic words with prefixes and suffixes.

Practice decoding multisyllabic words with prefixes and suffixes.
Write untie. Read the word and explain that it has two word parts: the prefix un- and the base word tie. Have ASHLEY read the word. Repeat with words such as
unpopular, uncommon, reappear, renumber.
Repeat the process with words containing suffixes such as colorful, delightful, consistently, entirely.
Then present words with both prefixes and suffixes such as disorderly, unlikely, uncomfortable.

Multisyllabic Words with Prefixes and Suffixes
Phonics for Reading
Diagnostic Results
Subject Reading
Student Grade 8
Third Level
Teach decoding multisyllabic words with schwa sounds.

Teach decoding multisyllabic words with schwa sounds.
Remind students that sometimes vowels have the schwa sound instead of their regular long or short sound. Often the schwa sound is followed by the /l/ or /n/
sound.
Write compliance. Draw vertical lines to divide the syllables: com | pli | ance. Point out that both the o and the a in this word have the schwa sound rather than their
short vowel sounds. Note that the a is followed by n.
Have students practice decoding other words with schwa sounds such as funeral, visual, organize, specimen.

Multisyllabic Words: Three to Five Syllables
Teach identifying syllable sounds.

Teach identifying syllable sounds.
Write a multisyllabic word and draw vertical lines in the word to show the syllables. For example, display va | por | ize. Then have ASHLEY read the word.
Underline one of the syllables and ask ASHLEY to pronounce only that syllable.
Repeat with other multisyllabic words such as limited, influence, gravity, cultivate.

Multisyllabic Words: Three and Four Syllables
Phonics for Reading
Third Level
Diagnostic Results
Subject Reading
Student Grade 8
High-Frequency Words
Tested Out
This domain addresses how well students recognize frequently occurring words. ASHLEY has demonstrated accuracy and is exempt from taking
this subtest.
Vocabulary
Grade 2
491
Both word knowledge and word-learning strategies are addressed in this domain. ASHLEY needs instruction and practice in more words,
particularly vocabulary used in literature and in content area texts such as science, social studies, and math. This student should also receive
further instruction and practice with synonyms and antonyms as well as prefixes un-, re-, pre- and suffixes -tion, -sion, -ion, -or/er, -ful, -less.
Can Do
Understand word relationships.
Recognize synonyms and antonyms. Sort words into categories, define words by category, and identify real-life connections between words. Demonstrate
understanding of multiple-meaning words and shades of meaning.
Teach general academic and domain-specific vocabulary. Introduce 5 to 10 new words per week, ideally related by a story, theme, or concept.
Follow these steps to help ASHLEY start building a deep understanding of each word:
Diagnostic Results
Subject Reading
Student Grade 8
Teach general academic and domain-specific vocabulary.

Introduce 5 to 10 new words per week, ideally related by a story, theme, or concept. Follow these steps to help ASHLEY start building a deep understanding of each
word:
Display and read the new word. Help students decode the word. Read it chorally several times.
Explain the new word. Use clear and simple language.
Provide a context for the new word or give an example. Discuss the context or the example.
Engage students in rich, motivating activities around the word. Connect the new word with other words they know. Connect the new word with other words they are
learning.

Use Adjectives and Adverbs
Teach New Word Meanings
Use Multiple Strategies to Figure out Word Meanings
Use Context to Find Word Meaning
Ready® New York CCLS English Language Arts Instruction

Or
Digital access to Ready® through Teacher Toolbox
Grade 2
Language Handbook Lesson 18: Using Context Clues
Ready® New York NGLS English Language Arts Instruction
Or
Grade 2
Language Handbook Lesson 23: Using Context Clues
Continue to build understanding of prefixes and suffixes.
Diagnostic Results
Subject Reading
Student Grade 8
Continue to build understanding of prefixes and suffixes.
Teach prefixes.
Explain that a prefix is a group of letters that go in front of a word, such as re- in retie and retry.
Point out that the prefix re- means "again."
Display a sentence such as: Angela had to retie her shoes.
Underline retie and say, "Listen and watch as I read the word parts: re tie."
Ask: "What do you think this word means?" ("tie again")
Follow the same procedure with the prefixes pre- (meaning "before") as in preview and un- (meaning "not") as in unfair.
Teach suffixes.
Explain that a suffix is a letter or a group of letters that come at the end of a word, such as in hopeful and endless.
Point out that the suffix -less means "without."
Display a sentence such as: Sometimes Monday feels like an endless day.
Underline the word endless and say: "Listen and watch as I read the word parts: end less."
Ask: "What do you think this word means?" ("without end")
Follow the same procedure with the suffix -ful (meaning "full of") as in joyful; the suffixes -tion, -sion, and -ion (all meaning "the action or result of") as in creation; and
the suffixes -or and -er (both meaning "someone who" or "something that") as in painter and sculptor.

Prefixes pre-, un-, re-
Suffixes -ful and -less
Understand Base Words
Compound Words

Or
Grade 2
Language Handbook Lesson 19: Prefixes
Language Handbook Lesson 20: Root Words
Language Handbook Lesson 21: Compound Words
Diagnostic Results
Subject Reading
Student Grade 8

Or
Grade 2
Language Handbook Lesson 24: Prefixes
Language Handbook Lesson 25: Root Words
Language Handbook Lesson 26: Compound Words
Extend understanding of word relationships.

Extend understanding of word relationships.
Have ASHLEY continue to sort words into categories. Model sorting words into categories such as Words About Sounds, Words About Feelings.
Explore synonyms. Identify words with similar meanings such as flat/level, shout/yell.
Explore antonyms. Identify words with opposite meanings such as flat/hilly, shout/whisper.
Continue to teach multiple-meaning words. Use context to identify how a multiple-meaning word is used. Share sentence pairs that contain examples, such as: I
surfed a wave in the ocean. I gave a friendly wave to my neighbor.
Teach homophones. Identify homophones as words that sound the same but have different meanings and sometimes different spellings. For example, change can
mean "coins" or "to become different." The word hare means "rabbit," while hair is what grows on your head.

Recognize Synonyms
Recognize Antonyms
Shades of Meaning
Make Connections to Words
Recognize Multiple-Meaning Words

Or
Diagnostic Results
Subject Reading
Student Grade 8
Grade 2
Language Handbook Lesson 25: Shades of Meaning

Or
Grade 2
Language Handbook Lesson 30: Shades of Meaning
Comprehension: Literature
Grade 2
492
This domain addresses ASHLEY's understanding of literary text. Results indicate that ASHLEY needs instruction in Grade 2 literary skills and
strategies such as describing story elements and determining word meaning from context clues. Teach a variety of literary genres, including fantasy
and realistic fiction. Encourage ASHLEY to retell both stories read independently and stories read aloud.
Can Do
Answer questions about key ideas and details.
Demonstrate understanding of key ideas and details explicitly stated in Grade 1 literary or informational text.
Identify point of view in literary text.
Identify who is telling the story in Grade 1 literary text.
Diagnostic Results
Subject Reading
Student Grade 8
Identify sequence of events.
Identify the sequence of events (beginning, middle, end) in Grade 1 literary or informational text.
Compare and contrast within a literary text.
Compare or contrast key details about characters and/or events within a Grade 1 literary text.
Determine the message or lesson in literary text.
Determine the central message or lesson in Grade 1 literary text.
Compare story elements in two literary texts.
Compare the adventures and experiences of characters in two Grade 1 literary texts.
Build understanding of characters.

Build understanding of characters.
Review that characters are the people, animals, or objects with human characteristics in a story. To understand a character, the reader needs to identify what the
character does, says, and thinks.
Read aloud a Grade 2 narrative text. As you read, use think-alouds to help ASHLEY notice and track story events along with how certain characters are involved in
those events.
After reading, discuss the characters. Work with ASHLEY to describe what the characters look like and how they feel about certain things.
Support ASHLEY in finding the answers using details in the text and illustrations.

Understand Characters

Or
Grade 2
Lesson 9: Describing How Characters Act
Diagnostic Results
Subject Reading
Student Grade 8
Lesson 22: Comparing and Contrasting Stories

Or
Grade 2
Lesson 9: Describing How Characters Act
Develop knowledge of plot elements. Work with ASHLEY to determine the main characters in a story. Support the student in noticing details in
the text or illustrations that help tell or show information about what the characters are doing. Identify any significant events that take place
during the beginning, middle, or end of the story. Use a graphic organizer to help ASHLEY keep track of important details during reading.
Develop knowledge of plot elements.
Work with ASHLEY to determine the main characters in a story. Support the student in noticing details in the text or illustrations that help tell or show information
about what the characters are doing. Identify any significant events that take place during the beginning, middle, or end of the story. Use a graphic organizer to help
ASHLEY keep track of important details during reading.

Story Elements

Or
Grade 2
Lesson 6: Ask and Answer Questions About Stories
Or
Diagnostic Results
Subject Reading
Student Grade 8
Grade 2
Extend understanding of cause and effect.

Define effect as something that happens. Define cause as something that makes something else happen.
Read aloud a Grade 2 fictional story and model the thought processes behind discovering cause-and-effect relationships.
Say, "When I read, I think about things that happen and why those things happen."
Model asking and answering questions such as "What happened?" and "Why did it happen?"
Then have ASHLEY read a story in a small group, asking and answering these questions.

Identify Cause and Effect

Or
Grade 2
Lesson 1: Ask and Answer Questions About Key Details
Lesson 3: Describing Connections Between Historical Events
Lesson 4: Describing Connections Between Scientific Ideas
Or
Diagnostic Results
Subject Reading
Student Grade 8
Grade 2
Lesson 1: Ask and Answer Questions About Key Ideas and Details
Lesson 3: Describing Connections Between Historical Events
Lesson 4: Describing Connections Between Scientific Ideas
Provide additional strategies for determining word meaning. Provide ASHLEY with these steps to figure out the meaning of unfamiliar words
in Grade 2 text:
Provide additional strategies for determining word meaning.
Provide ASHLEY with these steps to figure out the meaning of unfamiliar words in Grade 2 text:
Look around the word for context clues.
Break the word apart and look for clues in the parts (base word, prefix, suffix).
Guess the meaning of the word.
Try out the guessed meaning in the original sentence and see if it makes sense in context.
Use the dictionary, if needed, to confirm this meaning.


Or
Grade 2
Lesson 10: Unfamiliar Words
Lesson 14: Sound and Meaning in Stories
Lesson 15: Rhythm and Meaning in Poems and Songs
Diagnostic Results
Subject Reading
Student Grade 8

Or
Grade 2
Lesson 14: Feelings and Sensory Details
Lesson 15: Sound and Meaning
Continue to develop understanding of message, lesson, or moral. After reading a Grade 2 narrative text such as a fable, discuss the central
message, or the big idea that the author wants the reader to take away from the story. Prompt ASHLEY to ask these questions during and
after reading:
Continue to develop understanding of message, lesson, or moral.
After reading a Grade 2 narrative text such as a fable, discuss the central message, or the big idea that the author wants the reader to take away from the story.
Prompt ASHLEY to ask these questions during and after reading:
"What lesson does the main character learn?"
"What lesson did I learn from the story?"
"What is the moral of the story?"
"What is the author trying to tell the reader?"

Determine Message, Lesson, or Moral

Or
Grade 2
Lesson 8: Determining the Central Message
Diagnostic Results
Subject Reading
Student Grade 8

Or
Grade 2
Lesson 8: Determing the Central Idea
Comprehension: Informational Text

Grade 3
510
This domain addresses ASHLEY's understanding of informational text. Results indicate that ASHLEY needs instruction in Grade 3 informational
skills and strategies such as analyzing cause-and-effect relationships and determining main idea. Teach a variety of informational genres, including
biographies, autobiographies, and newspaper or magazine articles.
Can Do
ASHLEY is developing proficiency with below-grade informational texts in skills such as:
demonstrating understanding of key ideas and details
using text features to locate information
identifying reasons that support an author's point
retelling the most important ideas
comparing and contrasting information between two texts
Diagnostic Results
Subject Reading
Student Grade 8
Define effect as something that happens. Define cause as something that makes something else happen.
Read aloud a Grade 3 informational book and model the thought process behind discovering cause-and-effect relationships.
Say, "When I read, I think about things that happen and why those things happen."
Model asking and answering questions such as "What happened?" and "Why did it happen?"
Then have ASHLEY read an informational text in a small group. Remind the child to ask these same questions and to look for details in the text to find answers.

Identify Cause and Effect

Or
Grade 3
Lesson 4: Describing Cause and Effect
Lesson 18: Describing Connections Between Sentences and Paragraphs
Or
Grade 3
Lesson 4: Describing Cause and Effect
Teach sequence of events. Teach signal words such as rst, next, and nally. Ask questions to identify the order of events, such as "What
happens first in this paragraph?" and "What happens next?" Model using a sequence chain to show the relationship between details in a text.
Teach sequence of events.
Teach signal words such as first, next, and finally. Ask questions to identify the order of events, such as "What happens first in this paragraph?" and "What happens
next?" Model using a sequence chain to show the relationship between details in a text.
Diagnostic Results
Subject Reading
Student Grade 8
Sequence of Events

Or
Grade 3
Lesson 3: Reading About Time and Sequence
Lesson 7: Recounting Stories
Lesson 18: Describing Connections Between Sentences and Paragraphs
Or
Grade 3
Lesson 3: Reading About Time and Sequence
Lesson 7: Summarizing Stories
Develop knowledge of comparing and contrasting. Review signal words that are used to communicate similarities and differences, such as
each, also, alike, however, yet, and instead. Challenge ASHLEY to use a Venn diagram to depict similarities and differences between people,
places, events, or descriptions of the same event in a Grade 3 informational text.
Develop knowledge of comparing and contrasting.
Review signal words that are used to communicate similarities and differences, such as each, also, alike, however, yet, and instead. Challenge ASHLEY to use a Venn
diagram to depict similarities and differences between people, places, events, or descriptions of the same event in a Grade 3 informational text.
Provide additional strategies for determining word meaning. Support ASHLEY in using these steps to figure out the meaning of unfamiliar
words in Grade 3 text:
Diagnostic Results
Subject Reading
Student Grade 8
Provide additional strategies for determining word meaning.

Support ASHLEY in using these steps to figure out the meaning of unfamiliar words in Grade 3 text:
Look around the word for context clues.
Break the word apart and look for clues in the parts (base word, prefix, suffix).
Guess the meaning of the word.
Try out the meaning in the original sentence and see if it makes sense in context.
Use the dictionary, if needed, to confirm this meaning.


Or
Grade 3
Lesson 12: Words in Context
Or
Grade 3
Diagnostic Results
Subject Reading
Student Grade 8
Lesson 12: Words in Context
Develop understanding of using evidence to support inferences in Grade 3 text.

Develop understanding of using evidence to support inferences in Grade 3 text.
Explain that readers must use evidence from a text to support inferences about the text. Evidence can include words or phrases from the text, details from pictures
and illustrations, and one's own prior knowledge and experience.
Point out that readers often revise inferences as they read and gather more information. They consider new details and ask themselves, "Does my previous inference
still make sense with what I know now?"

Make Inferences

Or
Grade 3
Lesson 1: Ask and Answer Questions About Key Ideas
Lesson 5: Asking and Answering Questions About Stories
Lesson 17: Connecting Words and Pictures in Informational Text
Lesson 21: Connecting Words and Pictures
Or
Grade 3
Lesson 1: Ask and Answer Questions About a Text
Lesson 5: Asking and Answering Questions About Stories
Lesson 17: Connecting Words and Pictures in Informational Text
Lesson 21: Connecting Words and Pictures
Diagnostic Results
Subject Reading
Student Grade 8
Build understanding of main idea. Have ASHLEY read an informational paragraph and identify the person, animal, place, event, or thing that
the paragraph is mostly about. Then have the student identify details that tell the most important information about this subject. Help to
condense this information into one main-idea statement of ten words or fewer.
Build understanding of main idea.
Have ASHLEY read an informational paragraph and identify the person, animal, place, event, or thing that the paragraph is mostly about. Then have the student
identify details that tell the most important information about this subject. Help to condense this information into one main-idea statement of ten words or fewer.

Main Idea and Key Details

Or
Grade 3
Lesson 2: Finding Main Ideas and Key Details
Lesson 20: Comparing and Contrasting Two Texts
Or
Grade 3
Lesson 2: Finding Central Ideas and Key Details
Lesson 20: Comparing and Contrasting Two Texts
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Diagnostic Results

Mid On Grade Level (642) Grade 3 (499)

Stretch Growth Phonics* Grade 2

Stretch Growth: An ambitious, but

National Norm and Lexile® Performance

Understanding Lexile measures How to use Find a Book, i‑Ready

The skills in this domain extend through grade 1.

The skills in this domain extend through grade 3.

Decode words with silent letters and other spellings.

Decode words with inconsistent sound-spelling correspondences.

Decode words with inﬂectional endings and spelling changes.

Recognize contractions and match them to the words they represent.

Decode two-syllable words with preﬁxes and suﬃxes.

Decode two-syllable words with common preﬁxes and suﬃxes.

Decode two-syllable words with short vowels.

Decode two-syllable words with long vowels.

Next Steps & Resources for Instruction

Practice decoding three- and four-syllable words.

Tools For Instruction

Phonics for Reading

Practice decoding multisyllabic words with preﬁxes and suﬃxes.

Tools For Instruction

Phonics for Reading

Teach decoding multisyllabic words with schwa sounds.

Tools For Instruction

Teach identifying syllable sounds.

Tools For Instruction

Phonics for Reading

The skills in this domain extend through grade 2.

Understand word relationships.

Next Steps & Resources for Instruction

Teach general academic and domain-speciﬁc vocabulary.

Explain the new word. Use clear and simple language.

Tools For Instruction

Ready® New York CCLS English Language Arts Instruction

Continue to build understanding of preﬁxes and suﬃxes.

Continue to build understanding of preﬁxes and suﬃxes.

Point out that the preﬁx re- means "again."

Display a sentence such as: Angela had to retie her shoes.

Ask: "What do you think this word means?" ("tie again")

Point out that the suﬃx -less means "without."

Ask: "What do you think this word means?" ("without end")

Tools For Instruction

Ready® New York CCLS English Language Arts Instruction

Ready® New York NGLS English Language Arts Instruction

Extend understanding of word relationships.

Tools For Instruction

Ready® New York CCLS English Language Arts Instruction

Language Handbook Lesson 25: Shades of Meaning

Answer questions about key ideas and details.

Identify point of view in literary text.

Identify who is telling the story in Grade 1 literary text.

Identify sequence of events.

Compare and contrast within a literary text.

Determine the message or lesson in literary text.

Determine the central message or lesson in Grade 1 literary text.

Compare story elements in two literary texts.

Next Steps & Resources for Instruction

Build understanding of characters.

Tools For Instruction

Ready® New York CCLS English Language Arts Instruction

Lesson 22: Comparing and Contrasting Stories

Tools For Instruction