Dominguez Jerry 223487927 Diagnostic-Results Reading 05012021

Diagnostic Results
Subject Reading
Student JERRY DOMINGUEZ
Student ID 223487927
Student Grade 8
Placement Definition Standard View
Diagnostic Diagnostic 3 (04/29/21)
Diagnostic 3
Mid On Grade Level (642) Grade 7 (616)

Typical Growth Overall
On Grade Level (620 - 684) Standard Error +/- 11
660
Typical Growth: The average
annual growth for a student at this Domain Placement
grade and initial placement level.

Phonological Awareness* Tested Out
Stretch 632
Stretch Growth Phonics* Tested Out
Stretch Growth: An ambitious, but

+34 High-Frequency Words* Tested Out
attainable, level of annual growth
Typical 600
that puts students who are below Vocabulary Mid 8
grade level on a path to proficiency.
Comprehension: Literature Grade 6
Comprehension: Informational
Grade 6
Text
* Foundational Domains
540
Diagnostic 3
616
Grade 7
04/29/21
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
1085L 985L - 1135L
at Find a Book, i‑Ready
45th Percentile
Understanding Lexile measures How to use Find a Book, i‑Ready
Placement by Domain
Results indicate that JERRY is decoding accurately but is not comprehending well. The Vocabulary score indicates that word knowledge is not a contributing factor. It
is possible that decoding still requires extra effort, which can interfere with reading for meaning. Targeted instruction in key Comprehension strategies will be effective.
This information places JERRY in Instructional Grouping Profile 4.
Phonological Awareness
Tested Out
Developmental Analysis
© Curriculum Associates, LLC, All Rights Reserved. | i-Ready.com 05/01/21 | Page: 1/17
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, JERRY 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
Tested Out
This domain focuses on how accurately students decode written words. JERRY has demonstrated accuracy in decoding and is exempt from taking
this subtest.
High-Frequency Words
Tested Out
This domain addresses how well students recognize frequently occurring words. JERRY has demonstrated accuracy and is exempt from taking this
subtest.
Vocabulary
Mid 8
667
Both word knowledge and word-learning strategies are addressed in this domain. JERRY should continue to learn additional multiple-meaning
words and explore finer shades of meaning among related words. This student will also benefit from reviewing the meaning of common Latin and
Greek word roots such as ast, qui, path, mand/mend, duc/duc as well as prefixes a-, ab-, ante-, eu-, hyper-, peri-, sym- and suffixes -ite, -logy, -ify, -ancy.
Finally, JERRY should continue to receive instruction in the meaning of words used in literature and content area texts.
Can Do
Understand word relationships.
Recognize synonyms and antonyms. Demonstrate understanding of multiple-meaning words, analogies, shades of meaning, and figurative language, such as
similes, metaphors, idioms, or allusions.
Diagnostic Results
Subject Reading
Student Grade 8
Use prefixes, suffixes, and word roots.
Use common, grade-appropriate prefixes (such as, but not limited to, circum-, counter-, hemi-, poly-, ultra-); suffixes (such as, but not limited to, -ic, -cracy, -ide, -
hood, -ure); and word roots (such as, but not limited to, log/logue, gen, vid/vis, phil, sens/sent) to determine the meaning of words and phrases.
Use general academic and domain-specific vocabulary.
Demonstrate knowledge of Grade 7 words used in literary texts, grade-level-appropriate content areas, and other academic contexts.
Next Steps & Resources for Instruction
Continue to teach grade-level-appropriate general academic and domain-specific vocabulary. Introduce 10 to 15 new words per week related
to topics and themes in students' literary and informational texts. Recognize how some academic words, such as clarify, convert, and
sequence, can be used in different content areas. Then have JERRY and other students brainstorm words they use in different subject areas.
Ask engaging questions and encourage students to use the new words in group discussion and in their writing.
Continue to teach grade-level-appropriate general academic and domain-specific vocabulary.
Introduce 10 to 15 new words per week related to topics and themes in students' literary and informational texts. Recognize how some academic words, such as
clarify, convert, and sequence, can be used in different content areas. Then have JERRY and other students brainstorm words they use in different subject areas. Ask
engaging questions and encourage students to use the new words in group discussion and in their writing.
Tools For Instruction

Verbal Irony
Teach New Word Meanings
Use Context to Find Word Meaning
Use Different Strategies to Figure Out Word Meanings
Use a Dictionary
Verify Word Meanings
Additional Resources
Ready® New York CCLS English Language Arts Instruction

Or
Digital access to Ready® through Teacher Toolbox
Grade 8
Language Handbook Lesson 13: Using Context Clues
Ready® New York NGLS English Language Arts Instruction
Or
Diagnostic Results
Subject Reading
Student Grade 8
Grade 8
Language Handbook Lesson 13: Using Context Clues
Extend understanding of word relationships.

Extend understanding of word relationships.
Teach multiple-meaning words. Have JERRY and other students suggest at least two meanings for the following words: change, check, quarter, story, yard, current,
rare. Have them check their ideas in a dictionary.
Have JERRY and other students create lists of gradations of synonyms that move from light to more dramatic meanings. You might get paint chips from a local
paint store and have students use them to create their list. For example, write sad on the lightest chip and progress through darker colors with downcast, glum,
forlorn, melancholy, miserable, wretched, inconsolable.

Understand Synonyms
Understand Puns
Understand Antonyms
Shades of Meaning
Interpret Figurative Language: Metaphor and Simile
Use a Dictionary
Verify Word Meanings

Or
Grade 8
Language Handbook Lesson 17: Figures of Speech
Language Handbook Lesson 18: Analogies
Language Handbook Lesson 19: Denotation and Connotation
Or
Diagnostic Results
Subject Reading
Student Grade 8
Grade 8
Language Handbook Lesson 17: Figures of Speech
Language Handbook Lesson 18: Analogies
Language Handbook Lesson 19: Denotation and Connotation
Continue to provide practice with prefixes, suffixes, and word roots. Develop understanding of how to analyze a word by breaking it into
meaningful parts, and then build a definition from these parts. For example, hypersensitive has the prefix hyper- (meaning "excessive"), the
word root sens (meaning "feeling"), and the suffix -itive (meaning "having the quality of"). Taken together, these word parts mean "have the
quality of excessive feeling or sensation."
Continue to provide practice with prefixes, suffixes, and word roots.
Review the prefixes a- and ab- ("not" or "away") as in amoral, abduct; the prefix ante- ("before" or "ahead") as in antebellum; the prefix eu- ("good" or "well") as in
eurythmic, eucalyptus; the prefix hyper- ("excessive") as in hyperactive, hyperspace; the prefix peri- ("enclosing" or "around") as in perimeter; and the prefix sym-
("with" or "together") as in symmetry.
Review the suffixes -ite ("someone or something connected to a certain place") as in socialite, stalagmite; -logy ("the study of") as in biology, psychology; -ify ("to make
or cause") as in clarify, purify; and -ancy ("quality or state") as in vacancy, infancy.
Review etymological word roots to determine the meaning of words or phrases. Identify related words and meanings from a common root such as ast (meaning
"star"): astronaut, asterisk, asteroid; qui (meaning "rest" or "quiet"): acquiesce, acquit; path (meaning "disease" or "feeling"): pathology, empathic; mand/mend
(meaning "order" or "commit"): command, recommend, mandatory; duc/duct (meaning "lead"): abduct, ductwork, produce.
Develop understanding of how to analyze a word by breaking it into meaningful parts, and then build a definition from these parts. For example, hypersensitive has
the prefix hyper- (meaning "excessive"), the word root sens (meaning "feeling"), and the suffix -itive (meaning "having the quality of"). Taken together, these word parts
mean "have the quality of excessive feeling or sensation."

Prefixes anti-, auto-
Suffixes -ible,-able, -cracy, -meter
Understand Word Roots
Explore Word Families
Explore Prefix and Suffix Families
Use Word Parts to Explore Vocabulary

Or
Diagnostic Results
Subject Reading
Student Grade 8
Grade 8
Language Handbook Lesson 14: Greek and Latin Word Parts
Or
Grade 8
Language Handbook Lesson 14: Greek and Latin Word Parts
Comprehension: Literature
Grade 6
592
This domain addresses JERRY's understanding of literary text. Results indicate that JERRY needs instruction in Grade 6 skills and strategies such as
summarizing and analyzing narrative point of view. Teach these skills in a variety of literary genres, including realistic and historical fiction. JERRY
should be reading novels as well as legends, myths, folktales, and tall tales.
Can Do
Analyze characters in literary text.
Analyze characterization in Grade 6 literary text. Describe how characters respond or change as the plot moves toward a resolution.
Compare story elements within a literary text.
Compare two or more characters, settings, or events within a Grade 5 literary text, drawing on specific details in the text.
Interpret figurative language.
Identify or interpret an author's use of figurative language and/or other literary devices in Grade 5 literary or informational text and how it contributes to the
meaning of the text.
Diagnostic Results
Subject Reading
Student Grade 8
Determine word meaning.
Understand the meaning of words and phrases in Grade 5 literary or informational text, including academic and/or domain-specific words.
Identify narrator's point of view in literary text.
Identify how a narrator's or speaker's point of view influences how events are described in Grade 5 literary text.
Determine theme in literary text.
Identify the theme(s) or central idea(s) in Grade 5 literary text and how each is conveyed through particular details.
Provide additional practice with citing textual evidence. Review that when readers make a point about a text in discussion or in writing, they
are expected to support that point with evidence from the text. The textual evidence should come directly from the text, without interpretation,
and it should explain more about the point. Challenge JERRY to find at least three examples of textual evidence in support of a conclusion or
inference that can be made about a character, the setting, or the plot in Grade 6 text. Encourage the student to use both direct quotation and
paraphrasing. Discuss whether each piece of evidence is strong or weak.
Provide additional practice with citing textual evidence.
Review that when readers make a point about a text in discussion or in writing, they are expected to support that point with evidence from the text. The textual
evidence should come directly from the text, without interpretation, and it should explain more about the point. Challenge JERRY to find at least three examples of
textual evidence in support of a conclusion or inference that can be made about a character, the setting, or the plot in Grade 6 text. Encourage the student to use both
direct quotation and paraphrasing. Discuss whether each piece of evidence is strong or weak.

Cite Textual Evidence
Evaluate Arguments

Or
Grade 6
Lesson 3: Citing Evidence to Make Inferences
Lesson 4: Analyzing Key Ideas in a Text
Lesson 18: Evaluating an Argument
Diagnostic Results
Subject Reading
Student Grade 8

Or
Grade 6
Lesson 3: Citing Evidence to Support Ideas
Extend understanding of making inferences.

Extend understanding of making inferences.
Emphasize that readers make inferences by combining evidence from the text with what they know from their own experiences.
Challenge JERRY to make inferences about characters, setting, and plot in Grade 6 literary text, and then to support those inferences with evidence from the text.
Remind the student that readers may revise inferences as they gather more information.

Make Inferences

Or
Grade 6
Or
Diagnostic Results
Subject Reading
Student Grade 8
Grade 6
Build knowledge of analyzing characters. Support JERRY in extending the following skills to Grade 6 text:
Build knowledge of analyzing characters.
Support JERRY in extending the following skills to Grade 6 text:
Analyze a main character's traits or characteristics. Notice how clues about the character are revealed through dialogue, actions, thoughts or feelings, and from
what the narrator or other characters say about the character.
Compare and contrast two or more characters in a text or between two texts, drawing on specific details such as how the characters behave.
Analyze how characters respond to challenges and, consequently, change during the course of a story. Point out that just as people change, so do characters.
Analyze the way the plot is impacted by a character's words or actions.

Analyze Characters

Or
Grade 6
Lesson 7: Analyzing Character Development
Or
Diagnostic Results
Subject Reading
Student Grade 8
Grade 6
Lesson 7: Analyzing Character Development
Teach first- and third-person point of view. Support JERRY in applying these skills to Grade 6 text:
Teach first- and third-person point of view.
Support JERRY in applying these skills to Grade 6 text:
Distinguish between first person, third person, omniscient, or limited omniscient narrators. Identify the scope of a narrator's knowledge about characters' thoughts
and feelings in addition to their actions.
Discuss how a first- or third-person narrator affects the way events are described as a result of giving information objectively or subjectively.

Analyze Character's Point of View

Or
Grade 6
Lesson 17: Explaining Point of View
Or
Grade 6
Lesson 17: Explaining Point of View
Provide strategies for determining word meaning. Teach JERRY to ask these questions about an unfamiliar word: Encourage JERRY to make
an educated guess about the word's meaning and then to check whether the meaning fits in the sentence. Have the student check the
meaning in the dictionary.
Diagnostic Results
Subject Reading
Student Grade 8
Provide strategies for determining word meaning.

Teach JERRY to ask these questions about an unfamiliar word:
"Is the word defined in the sentence or in a nearby sentence?"
"Does the author use a synonym, or a word that is similar in meaning to the unfamiliar word? Does that help me?"
"Does the author use an antonym, or a word that has the opposite meaning of the unfamiliar word? Does that help me?"
"Does the author provide an example of an unfamiliar word?"
"Do the sentences around the unfamiliar word give more detail about it?"
Encourage JERRY to make an educated guess about the word's meaning and then to check whether the meaning fits in the sentence. Have the student check the
meaning in the dictionary.

Teach New Word Meanings
Use Context to Find Word Meaning

Or
Grade 6
Lesson 10: Determining Word Meanings: Figurative, Connotative, & Technical
Lesson 13: Determining Word Meanings: Figurative and Connotative
Or
Grade 6
Lesson 10: Determining Word Meanings: Figurative, Connotative, & Technical
Lesson 13: Determining Word Meanings: Figurative and Connotative
Diagnostic Results
Subject Reading
Student Grade 8
Provide practice with summarizing. Review that a summary identifies the main characters, key events, and important details, and does not
express personal opinions or judgments. Have JERRY examine details in a Grade 6 story and ask, "Would I understand the plot without this
detail?" If the answer is no, then the detail is important enough to include in a summary.
Provide practice with summarizing.
Review that a summary identifies the main characters, key events, and important details, and does not express personal opinions or judgments. Have JERRY examine
details in a Grade 6 story and ask, "Would I understand the plot without this detail?" If the answer is no, then the detail is important enough to include in a summary.

Summarize Literary Text

Or
Grade 6
Lesson 9: Summarizing Literary Texts
Or
Grade 6
Lesson 9: Summarizing Literary Texts
Comprehension: Informational Text

Grade 6
583
This domain addresses JERRY's understanding of informational text. Results indicate that JERRY needs instruction in Grade 6 informational skills
and strategies such as determining central idea and creating effective summaries Teach a variety of informational genres, including biographies,
autobiographies, reference sources, and opinion essays.
Diagnostic Results
Subject Reading
Student Grade 8
Can Do
Make inferences based on textual evidence.
Draw conclusions or make inferences in Grade 5 literary or informational text.
Cite textual evidence.
Identify facts and details or cite explicit statements from Grade 5 literary or informational text to explain what the text says explicitly or to support inferences
made about the text.
Determine word meaning.
Understand the meaning of words and phrases in Grade 5 literary or informational text, including academic and/or domain-specific words.
Interpret figurative language.
Identify or interpret an author's use of figurative language and/or other literary devices in Grade 5 literary or informational text and how it contributes to the
meaning of the text.
Identify author's point of view or purpose in informational text.
Determine an author's point of view or purpose in Grade 5 informational text.
Develop knowledge of distinguishing fact and opinion. Challenge JERRY to extend the following skills to Grade 6 text:
Develop knowledge of distinguishing fact and opinion.
Challenge JERRY to extend the following skills to Grade 6 text:
Differentiate fact from opinion. Explain that descriptive adjectives and signal phrases such as I think and I believe can help identify a statement of opinion, whereas
a fact can be verified in a reliable source.
Discuss ways in which both facts and opinions can be persuasive. Brainstorm places in which it is appropriate to use either or both.
Read an argument. Identify places where opinions are used to support facts, and where facts are used to support opinions. Determine whether this creates a strong
or weak argument.

Fact and Opinion
Teach central idea.
Diagnostic Results
Subject Reading
Student Grade 8
Teach central idea.
Have JERRY read a Grade 6 informational text. Ask the student to identify what person, place, animal, or thing the text is mostly about.
Then have the student identify the most important information about this subject. Provide a graphic organizer for recording notes.
Help the student think about what all of the supporting details have in common and then condense the central idea into a statement of ten words or fewer.

Central Idea and Supporting Ideas

Or
Grade 6
Lesson 1: Determining Central Idea and Details
Or
Grade 6
Lesson 1: Determining Central Idea and Details
Teach summarizing. Build on understanding of central idea to guide JERRY in creating an effective summary.
Teach summarizing.
Build on understanding of central idea to guide JERRY in creating an effective summary.
Provide a graphic organizer for the student to record important details and write a central-idea statement. The student should then use this organizer to write a
short summary.
Emphasize that a summary tells only the most important ideas to remember. Work with JERRY to review the written summary and decide if any of the ideas included
are not important. Delete those ideas.
Diagnostic Results
Subject Reading
Student Grade 8
Summarize Informational Text

Or
Grade 6
Lesson 2: Summarizing Informational Texts
Or
Grade 6
Lesson 2: Summarizing Informational Texts
Provide additional practice with citing textual evidence. Review that when readers make a point about a text in discussion or in writing, they
are expected to support that point with evidence from the text. The textual evidence should come directly from the text, without interpretation,
and it should explain more about the point. Challenge JERRY to find at least three examples of textual evidence in support of an argument or
inference about a person, idea, or event in Grade 6 text. Encourage the student to use both direct quotation and paraphrasing. Discuss
whether each piece of evidence is strong or weak.
Provide additional practice with citing textual evidence.
Review that when readers make a point about a text in discussion or in writing, they are expected to support that point with evidence from the text. The textual
evidence should come directly from the text, without interpretation, and it should explain more about the point. Challenge JERRY to find at least three examples of
textual evidence in support of an argument or inference about a person, idea, or event in Grade 6 text. Encourage the student to use both direct quotation and
paraphrasing. Discuss whether each piece of evidence is strong or weak.

Cite Textual Evidence
Evaluate Arguments

Or
Diagnostic Results
Subject Reading
Student Grade 8
Grade 6
Or
Grade 6
Develop knowledge of text structure. Explain that text structure is the way an informational text is organized and that understanding how a text
is organized can help in understanding the information presented. Guide JERRY to identify these types of text structures in Grade 6
informational texts: Model analyzing how an individual sentence, paragraph, or sentence fits into the overall structure of the text and how
individual sections of a text help shape and develop the main idea.
Develop knowledge of text structure.
Explain that text structure is the way an informational text is organized and that understanding how a text is organized can help in understanding the information
presented. Guide JERRY to identify these types of text structures in Grade 6 informational texts:
sequence (groups ideas by order or time)
compare/contrast (presents how things are alike and different)
cause/effect (describes what happens and why those things happen)
problem/solution (poses an issue and suggests a possible solution)
Model analyzing how an individual sentence, paragraph, or sentence fits into the overall structure of the text and how individual sections of a text help shape and
develop the main idea.
Diagnostic Results
Subject Reading
Student Grade 8
Analyze Text Structure

Or
Grade 6
Lesson 11: Analyzing Text Structures
Or
Grade 6
Lesson 11: Analyzing Text Structures
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Diagnostic Results

Mid On Grade Level (642) Grade 7 (616)

grade and initial placement level.

Stretch Growth Phonics* Tested Out

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.

The skills in this domain extend through grade 2.

Understand word relationships.

Use preﬁxes, suﬃxes, and word roots.

Use general academic and domain-speciﬁc vocabulary.

Next Steps & Resources for Instruction

Tools For Instruction

Ready® New York CCLS English Language Arts Instruction

Extend understanding of word relationships.

Tools For Instruction

Ready® New York CCLS English Language Arts Instruction

Digital access to Ready® through Teacher Toolbox

Tools For Instruction

Ready® New York CCLS English Language Arts Instruction

Analyze characters in literary text.

Compare story elements within a literary text.

Interpret ﬁgurative language.

Determine word meaning.

Identify narrator's point of view in literary text.

Determine theme in literary text.

Next Steps & Resources for Instruction

Tools For Instruction

Ready® New York CCLS English Language Arts Instruction

Ready® New York NGLS English Language Arts Instruction

Extend understanding of making inferences.

Tools For Instruction

Ready® New York CCLS English Language Arts Instruction

Analyze the way the plot is impacted by a character's words or actions.

Tools For Instruction

Ready® New York CCLS English Language Arts Instruction

Tools For Instruction

Ready® New York CCLS English Language Arts Instruction

Provide strategies for determining word meaning.

"Is the word deﬁned in the sentence or in a nearby sentence?"

"Does the author provide an example of an unfamiliar word?"

Tools For Instruction

Ready® New York CCLS English Language Arts Instruction

Tools For Instruction

Ready® New York CCLS English Language Arts Instruction

Comprehension: Informational Text

Make inferences based on textual evidence.

Draw conclusions or make inferences in Grade 5 literary or informational text.

Cite textual evidence.

Determine word meaning.

Interpret ﬁgurative language.

Identify author's point of view or purpose in informational text.

Determine an author's point of view or purpose in Grade 5 informational text.

Next Steps & Resources for Instruction

Tools For Instruction

Teach central idea.

Teach central idea.

Tools For Instruction

Ready® New York CCLS English Language Arts Instruction

Tools For Instruction

Summarize Informational Text