I-Ready Data Ms

Diagnostic Results
Subject Reading
Student JACKELINE CARRETERO
Student ID 233429885
Student Grade 8
Placement Definition Standard View
Diagnostic Diagnostic 1 (11/10/20)
Diagnostic 1
Mid On Grade Level (642) Grade 1 (455)

Typical Growth Overall
On Grade Level (620 - 684) Standard Error +/- 10
530
Typical Growth: The average
annual growth for a student at this Domain Placement
grade and initial placement level.

Stretch 505 Phonological Awareness* Tested Out
Stretch Growth Phonics* Grade 2
Stretch Growth: An ambitious, but

High-Frequency Words* Tested Out
attainable, level of annual growth Typical 473
that puts students who are below Vocabulary Grade 1
grade level on a path to proficiency.
Comprehension: Literature Grade 1
Comprehension: Informational
Grade 1
Text
* Foundational Domains
410
Diagnostic 1
455
Grade 1
11/10/20
This Diagnostic used to establish

Growth Measures.
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
355L 255L-405L
at Find a Book, i‑Ready
2nd Percentile
Understanding Lexile measures How to use Find a Book, i‑Ready
Placement by Domain
Results indicate that JACKELINE 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 JACKELINE in Instructional
Grouping Profile 1.
Phonological Awareness
Tested Out
© Curriculum Associates, LLC, All Rights Reserved. | i-Ready.com 03/24/21 | Page: 1/22
Diagnostic Results
Subject Reading
Student Grade 8
Developmental Analysis
This domain is focused on how students distinguish the sounds (or phonemes) in spoken words. Based on testing results, JACKELINE 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
512
This domain focuses on how accurately students decode written words. JACKELINE 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.
JACKELINE 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 JACKELINE 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 JACKELINE 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 JACKELINE read the word.
Underline one of the syllables and ask JACKELINE 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. JACKELINE has demonstrated accuracy and is exempt from
taking this subtest.
Vocabulary
Grade 1
470
Both word knowledge and word-learning strategies are addressed in this domain. Test results indicate a serious vocabulary deficit for JACKELINE,
perhaps because of second language issues. This student needs instruction in more words, particularly vocabulary used in literature, content areas,
and other school contexts. JACKELINE should also receive instruction in compound words as well as practice with word categories and multiple-
meaning words.
Can Do
Understand word relationships.
Recognize synonyms and antonyms. Sort words into categories and define words by category. Demonstrate understanding of multiple-meaning words and
shades of meaning.
Provide instruction in general academic and domain-specific vocabulary. Use read-alouds to build the vocabulary that JACKELINE will need to
be a successful reader.
Provide instruction in general academic and domain-specific vocabulary.
Use read-alouds to build the vocabulary that JACKELINE will need to be a successful reader.
Build background as needed. If any of the targeted words are core to a key concept, explain these words in advance. Then read the text through once without
stopping.
After the first reading, reread each targeted word in context. Explain the targeted word. Use clear and simple language. Look for pictures or photographs that help
explain each word.
Reread and discuss the same text on another day. When you reach a sentence that includes a targeted word, stop and explain the word again. Then reread the
sentence.
Ask questions to prompt discussion about the meanings of these words, as well as about the text as a whole.
Diagnostic Results
Subject Reading
Student Grade 8

Use Multiple Strategies to Figure out Word Meanings
Teach New Word Meanings
Use Context to Find Word Meaning
Teach Vocabulary with Read Alouds
Ready® New York CCLS English Language Arts Instruction

Or
Digital access to Ready® through Teacher Toolbox
Grade 1
Read Aloud Lesson A: The Empty Pot
Read Aloud Lesson B: The Polar Bear Son
Read Aloud Lesson C: My Rotten Redheaded Older Brother
Read Aloud Lesson D: Mice and Beans
Read Aloud Lesson E: Who Eats What?
Read Aloud Lesson F: Butterflies and Moths
Read Aloud Lesson G: Elizabeth Leads the Way
Read Aloud Lesson H: Mike Mulligan and His Steam Shovel
Read Aloud Lesson I: Earthworms
Ready® New York NGLS English Language Arts Instruction
Or
Grade 1
Read Aloud Lesson B: The Polar Bear Son: An Inuit Tale
Read Aloud Lesson E: Who Eats What? Food Chains and Food Webs
Read Aloud Lesson F: Nic Bishop: Butterflies and Moths
Read Aloud Lesson G: Elizabeth Leads the Way: Elizabeth Cady Stanton and the Right to Vote
Diagnostic Results
Subject Reading
Student Grade 8

Continue to explore word relationships.

Continue to explore word relationships.
Model for JACKELINE and other students how to sort words into categories such as Clothing Words, Kitchen Words, Summer Words, Recess Words.
Explain how to define words by category. Share groups of related words and work with students to label the category. For example, display the words shark, whale,
clownfish, and octopus, and then guide students to identify a name such as Ocean Creatures for the category.
Teach how to use words to make real-life connections. Demonstrate using words to tell about places, people, events, and experiences. For example, An event with
loud sounds is a parade.
Extend understanding of multiple-meaning words. Use context to identify how a multiple-meaning word is used. Share sentence pairs that contain examples, such
as these: I hit the ball with a bat. The bat flew across my yard.

Sort Words by Categories and Attributes
Make Connections to Words
Shades of Meaning
Sort Words into Categories
Multiple-Meaning Words
Teach compound words.

Teach compound words.
Explain that a compound word is made up of two smaller words joined together, such as baseball, inside, outdoors.
Emphasize that knowing the meanings of the two smaller words can help you figure out the meaning of the whole word.
Display this sentence: Lee jumps rope outside.
Underline outside and say, "Listen and watch as I read the word parts: out side."
Ask: "What two smaller words make up this word?" (out and side) "What does this word mean in the sentence?" ("not inside")
Follow the same procedure with other compound words such as bedroom, drumstick, doghouse.

Prefixes pre-, un-, re-
Suffixes -ful and -less
Compound Words
Comprehension: Literature
Grade 1
422
Diagnostic Results
Subject Reading
Student Grade 8
This domain addresses JACKELINE's understanding of literary text. Results indicate that this student will benefit from instruction that targets
reading comprehension skills such as understanding story elements and evaluating key ideas and details. Use read-alouds to introduce a variety of
literary genres, including fantasy and realistic fiction. Encourage JACKELINE to summarize read-aloud stories.
Can Do
Make inferences.
With support, draw conclusions or make inferences in read-aloud literary or informational text or in pictures.
Compare and contrast within a literary text.
With support, compare or contrast characters (people, animals) or events within a literary text read aloud.
Sequence events in literary text.
With support, sequence pictures of two events or identify the beginning, middle, or end of literary text read aloud.
Connect text and visuals in literary text.
With support, describe the relationship between pictures and the text in which they appear (e.g., what moment in a story a picture depicts) in literary text read
aloud.
Retell literary text.
With support, retell stories read aloud.
Compare story elements in two literary texts.
With support, compare the adventures and experiences of characters in two literary texts read aloud.
Build understanding of characters.

Build understanding of characters.
Define characters as the people, animals, or objects with human characteristics in a story.
Model how to learn about characters in a story by noticing what they do and what they say, as well as how they look in pictures and illustrations.
Point out that readers should think about characters like people in real life.
Help JACKELINE describe characters in read-aloud stories.
Diagnostic Results
Subject Reading
Student Grade 8
Describe Characters

Or
Grade 1
Lesson 1: Asking Questions
Lesson 2: Describing Characters
Lesson 17: Story Words and Pictures
Lesson 18: Comparing Characters
Or
Grade 1
Diagnostic Results
Subject Reading
Student Grade 8
Continue to analyze story elements. Using read-aloud stories:

Continue to analyze story elements.
Using read-aloud stories:
Review the meanings of key terms related to story elements, including character, setting, event, problem, and solution.
Demonstrate how to describe settings and major events in a story by referring to details in the text and pictures.
Guide JACKELINE to identify the problem faced by the main character. After reading the story aloud, discuss how the problem was solved and what happened as a
result.

Story Elements

Or
Grade 1
Lesson 3: Describing Setting
Lesson 4: Describing Events
Or
Diagnostic Results
Subject Reading
Student Grade 8
Grade 1
Lesson 3: Describing Setting
Develop knowledge of sequence of events. Review that every story has a beginning, middle, and an end, and that events in a story happen in
time order, or sequence. Help JACKELINE use signal words such as rst, next, and last to discuss sequence of events in Grade 1 stories.
Develop knowledge of sequence of events.
Review that every story has a beginning, middle, and an end, and that events in a story happen in time order, or sequence. Help JACKELINE use signal words such as
first, next, and last to discuss sequence of events in Grade 1 stories.

Sequence of Events

Or
Grade 1
Diagnostic Results
Subject Reading
Student Grade 8

Lesson 8: Describing Connections
Or
Grade 1
Provide practice with cause and effect. Explore simple literary texts organized by cause and effect. Pause after several events and ask, "What
happened?" and "Why did it happen?" Have JACKELINE identify and describe the cause-and-effect relationships.
Provide practice with cause and effect.
Explore simple literary texts organized by cause and effect. Pause after several events and ask, "What happened?" and "Why did it happen?" Have JACKELINE identify
and describe the cause-and-effect relationships.
Diagnostic Results
Subject Reading
Student Grade 8

Cause and Effect

Or
Grade 1
Or
Grade 1
Teach asking and answering questions about key ideas and details. As you read stories and poems aloud, model noticing what is happening in
the text and illustrations. Pause to ask questions such as these: Support JACKELINE in providing the answer. Whenever possible, reread key
sentences or point to illustrations that support the student's answers.
Teach asking and answering questions about key ideas and details.
As you read stories and poems aloud, model noticing what is happening in the text and illustrations. Pause to ask questions such as these:
"Who is this character?"
"What just happened?"
"Why did the character do that?"
Support JACKELINE in providing the answer. Whenever possible, reread key sentences or point to illustrations that support the student's answers.
Diagnostic Results
Subject Reading
Student Grade 8
Key Ideas and Details

Or
Grade 1
Lesson 16: Words and Pictures
Lesson 19: Words with Pictures
Or
Grade 1
Continue to teach making inferences. Model making inferences in Grade 1 read-aloud texts by using picture clues and details from the text to
figure out something that is not directly stated. Guide JACKELINE to combine clues from the text with things the student already knows about
real life in order to figure out what the author is not saying.
Continue to teach making inferences.
Model making inferences in Grade 1 read-aloud texts by using picture clues and details from the text to figure out something that is not directly stated. Guide
JACKELINE to combine clues from the text with things the student already knows about real life in order to figure out what the author is not saying.

Make Inferences
Diagnostic Results
Subject Reading
Student Grade 8

Or
Grade 1
Or
Grade 1
Comprehension: Informational Text

Grade 1
443
This domain addresses JACKELINE's understanding of informational text. Results indicate that this student will benefit from instruction that
targets reading comprehension skills such as making inferences and connecting pictures to descriptions in the text. Encourage JACKELINE to share
new information learned from informational texts.
Diagnostic Results
Subject Reading
Student Grade 8
Can Do
Compare and contrast within an informational text.
With support, compare or contrast individuals, ideas, events, or facts within an informational text read aloud.
Identify main idea in informational text.
With support, identify the main idea or topic of informational text read aloud.
Identify reasons that support points in informational text.
With support, identify a reason an author gives to support specific points in informational text read aloud.
Retell informational text.
With support, retell key details of informational text read aloud.
Identify similarities and differences in two informational texts.
With support, compare illustrations, descriptions, or procedures in two informational texts on the same topic read aloud.
Build understanding of asking and answering questions about key ideas and details. As you read informational texts aloud, model noticing
what is happening in the text and illustrations. Pause to ask questions such as these: Support JACKELINE in providing the answer. Whenever
possible, reread key sentences or point to illustrations that support the student's answers.
Build understanding of asking and answering questions about key ideas and details.
As you read informational texts aloud, model noticing what is happening in the text and illustrations. Pause to ask questions such as these:
"Who is that person?"
"What just happened?"
"What details did we just learn about [subject]?"
Support JACKELINE in providing the answer. Whenever possible, reread key sentences or point to illustrations that support the student's answers.

Key Ideas and Details

Or
Diagnostic Results
Subject Reading
Student Grade 8
Grade 1
Or
Grade 1
Continue to teach connecting text and visuals. Explain that readers get information from words in a text as well as from pictures, illustrations,
and diagrams.
Continue to teach connecting text and visuals.
Explain that readers get information from words in a text as well as from pictures, illustrations, and diagrams.
Using an informational text containing pictures and/or diagrams, model thinking about how the pictures support the text and sometimes give additional
information that does not appear in the text.
Then prompt JACKELINE to connect the text and visuals. Ask questions such as, "What do you see in the picture that matches what we just read about? What
details in this picture tell you more about it than what we read?"

Connect Text and Visuals
Diagnostic Results
Subject Reading
Student Grade 8

Or
Grade 1
Lesson 14: Text Features
Lesson 15: More Text Features
Or
Grade 1
Lesson 14: Text Features
Lesson 15: More Text Features
Provide practice with cause and effect. Explore informational texts organized by cause and effect, such as one from an article in a classroom
magazine. Pause after several events and ask, "What happened?" and "Why did it happen?" Have JACKELINE identify and describe the cause-
and-effect relationships.
Diagnostic Results
Subject Reading
Student Grade 8
Provide practice with cause and effect.

Explore informational texts organized by cause and effect, such as one from an article in a classroom magazine. Pause after several events and ask, "What
happened?" and "Why did it happen?" Have JACKELINE identify and describe the cause-and-effect relationships.

Cause and Effect

Or
Grade 1
Or
Grade 1
Develop knowledge of sequence of events. Model identifying the order of events in an informational text using the signal words rst, then,
next, and nally. Discuss texts that are based on established sequences, such as numbers, days of the week, months, and seasons.
Develop knowledge of sequence of events.
Model identifying the order of events in an informational text using the signal words first, then, next, and finally. Discuss texts that are based on established sequences,
such as numbers, days of the week, months, and seasons.

Sequence of Events
Diagnostic Results
Subject Reading
Student Grade 8

Or
Grade 1
Or
Grade 1
Diagnostic Results
Subject Reading
Student Grade 8

Teach making inferences. Model making inferences in read-aloud texts by using picture clues and details from the text to figure out
something that is not directly stated. Guide JACKELINE to combine clues from the text with things the student already knows about real life in
order to figure out what the author is not saying.
Teach making inferences.
Model making inferences in read-aloud texts by using picture clues and details from the text to figure out something that is not directly stated. Guide JACKELINE to
combine clues from the text with things the student already knows about real life in order to figure out what the author is not saying.

Make Inferences

Or
Grade 1
Or
Grade 1
Diagnostic Results
Subject Reading
Student Grade 8

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Diagnostic Results

Mid On Grade Level (642) Grade 1 (455)

grade and initial placement level.

Stretch Growth Phonics* Grade 2

Stretch Growth: An ambitious, but

This Diagnostic used to establish

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

Tools For Instruction

Ready® New York CCLS English Language Arts Instruction

Read Aloud Lesson H: Mike Mulligan and His Steam Shovel

Continue to explore word relationships.

Tools For Instruction

Teach compound words.

Display this sentence: Lee jumps rope outside.

Tools For Instruction

Compare and contrast within a literary text.

Sequence events in literary text.

Connect text and visuals in literary text.

Retell literary text.

With support, retell stories read aloud.

Compare story elements in two literary texts.

Next Steps & Resources for Instruction

Build understanding of characters.

Help JACKELINE describe characters in read-aloud stories.

Tools For Instruction

Ready® New York CCLS English Language Arts Instruction

Continue to analyze story elements. Using read-aloud stories:

Tools For Instruction

Ready® New York CCLS English Language Arts Instruction

Tools For Instruction

Ready® New York CCLS English Language Arts Instruction

Read Aloud Lesson D: Mice and Beans

Tools For Instruction

Ready® New York CCLS English Language Arts Instruction

"Who is this character?"

"What just happened?"

"Why did the character do that?"