READING ASSESSMENT ANALYSIS

Teacher Candidate: Ms. Koehler (Grace Koehler)

Student:

Instructional Level: Level E/F

ASSESSMENT RESULTS INSTRUCTIONAL FOCUS COMMON CORE

MISCUES: MISCUES: MISCUES:

-At E, the student mainly uses
meaning and structure cues
-Initially omitted the word
little during his first two
encounters with the phrase
little house but used
repetition of one-two word
phrases to SC
-During the repetition he used
visual cues to SC his E
-He had to sound out the
digraph /ch/ during his first
encounter with the word
chicken, but he was able to
pronounce the word
completely during his second
and last encounter with this
word.
-Needs to understand CAP
such as 1-1 correspondence
to prevent the omission of
words
-Needs to learn to use more
visual cues along with
meaning and structure cues
while reading
-Needs understand digraphs
and how to pronounce them spelling-sound
RF.1.1 Demonstrate
understanding of the
organization and basic
features of print
RF.1.3 Know and apply
grade-level phonics and word
analysis skills in decoding
words
RF.1.3.A Know the
correspondences for common
consonant digraphs
RF.1.4.C Use context to
confirm or self-correct word
recognition and
understanding, rereading as
necessary

FLUENCY: FLUENCY: FLUENCY:

Rate: Slow reading
Phrasing:
-Frequently read in two word
phrases with occasional
word-by-word phrases
-Briefly paused during the
repeated phrases of little
house before using the visual
cues to SC his original
omission of little
Punctuation:
-No interpretation of authors
punctuation--ignored authors
punctuation
-Needs to recognize how to RF.1.1.A Recognize the
properly read the authors distinguishing features of a
punctuation sentence (e.g., first word,
-Needs to learn how to read capitalization, ending
with proper expression punctuation)
-Needs to learn how to vary RF.1.4 read with sufficient
the tone of voice depending accuracy and fluency to
on the tone of the text support comprehension
-Needs to understand how to RF.1.4.B Read grade-level text
appropriately stress words orally with accuracy,
appropriate rate, and
expression on successive
readings

Stress/Notation:
-Reading was done with a
monotone voice with zero
fluctuation in voice
-Did not stress the bolded
word big on the last page

COMPREHENSION: COMPREHENSION: COMPREHENSION:

Within the Text: Within the Text: Within the Text:
-The student was able to: -Needs to learn how to -RL.1.1 Ask and answer
--Give a general provide key understandings questions about key details in
understanding of the plot of and details of the text a text
the story with prompting without continuous RL.1.3 Describe characters,
from the teacher prompting from the teacher settings, and major events in
--Give a correct sequence of -Needs to recognize and pull a story using key details.
the events in the story with more specific details from the
prompting from the teacher text such as certain
characters
-The student could not
identify:
--Specific details of the plot
such as which animal went in
the little house first and
which animal left the little
house first
--Details of the plot or state
the sequence of events
without the teacher using the
prompts provided

Beyond & About the Text:
-The student was able to:
--Make a conclusion as to why
the animals ran away and
back up this inferences with
reasoning from the story (the
skunk would smell the house
up)
--Talk about the skunks
feelings at the end of the
story and back it up with
evidence from the story (was
alone in the house)
--Provide a reason as to why
the house was big to the
skunk and small to the other
animals
Beyond & About the Text:
-Needs to recognize how to
pull additional ideas of a
characters feelings while
reading
-Needs to learn how to
express deeper level thoughts
without referencing the text
or relying completely on the
teachers prompts
Beyond & About the Text:
RL.1.3 Describe characters,
settings, and major events in
a story using key details.
-RL.1.2 Retell stories,
including key details, and
demonstrate understanding
of their central message or
lesson
-The student could not
identify:
--A deeper understanding of
the text without prompting
from the teacher
--A deeper understanding of
the text without using the
book as a resource
WRITING:
-The student was able to:
--Give a general summary to
the prompt using a partially
correct sentence structure
--Start the sentence with a
capital letter
--Give the one sentence
summary without using the
book
--Answer the prompt without
teacher assistance
-The student was unable to:
--Write additional details
from the text that would
support the one-sentence
summary
--Write about the sequence of
events from the text
--Format the sentence with
correct punctuation
--Reflect or share their deeper
understanding of the text
WRITING:
-Needs to learn how to use which they recount two or
proper punctuation when
writing a sentence.
-Needs to learn how to use some details regarding what
the details of the text to
provide a more detailed
response to writing prompt
WRITING:
-W.1.3 Write narratives in
more appropriately
sequenced events, include
happened, use temporal
words to signal event order,
and provide some sense of
closure
-W.1.8 With guidance and
support from adults, recall
information from experiences
or gather information from
provided sources to answer a
question
-L.1.2 Demonstrate command
of the conventions of
standard English
capitalization, punctuation,
and spelling when writing
-L.1.2 Use end punctuation
for sentences