report cheat sheet Diagnostic Results (Student) · Understanding Growth in i-Ready: Typical Growth and Stretch Growth measures are provided for each student based on their placement

Understanding Growth in i-Ready:

Typical Growth and Stretch Growth measures are provided for each student based on their placement on the first Diagnostic assessment of the year.

Typical Growth is the average annual growth for students at this grade and placement level.

Stretch Growth for below-grade level students is an ambitious but attainable level of annual growth that puts below-grade level students on a path toward proficiency. Stretch Growth for on- or above-grade level students is an ambitious but attainable level of annual growth that puts on-grade level students on a path to achieve/maintain advanced proficiency levels.

For more information, visit i-ReadyCentral.com/GrowthGoals.

1 This Placement and Diagnostic Growth chart visually represents a student’s initial placement, growth across their Diagnostics, and progress toward their growth measures.

1a The green band shows the On Grade Level range for this grade and subject.

1b The solid line shows the student’s Typical Growth measure and the dashed line shows the student’s Stretch Growth measure, which are based on the initial Diagnostic placement level.

1c The blue bar shows the student’s score and placement level for the Diagnostic.

2 Placement by Domain: This shows the grade-level placement for this student for each subject domain.

3 National Norm and Lexile® Performance: Select the plus icon to open the row and see the National Norm and Lexile measure and range for this student.

3a National Norm: specifies the student’s position relative to a group of nationally representative

©2018 Curriculum Associates, LLC

report cheat sheet Diagnostic Results (Student)

Reading

Lexile® and Lexile Framework® are trademarks of MetaMetrics, Inc., and are registered in the United States and abroad. Copyright © 2018 MetaMetrics, Inc. All rights reserved.

500

650

Typical 593

Stretch 607

Key

PDF

PhonologicalAwareness

Placement by Domain

Phonics High-Frequency Words

Vocabulary Comprehension: Literature

Comprehension:Informational Text

Tested Out Grade 3514

Tested Out542Grade 4

537Grade 4

499Grade 3

Diagnostic 1

Can Do

Developmental Analysis

Next Steps and Resources for Instruction

— Teach about author's point of view and purpose.Support Danielle in applying these skills to Grade-Level 3 text:• Determine an author's point of view in an informational text by looking for stated opinions.• Distinguish one's own point of view from that of the author of the text.• Determine an author's purpose for writing an informational text, including to inform, to persuade, and to entertain.

Tools for InstructionDetermine Author’s Purpose

Additional ResourcesReady® Reading Instruction or digital access to Ready through Teacher ToolboxLearn More

• Grade 3 Lesson 11: Author's Point of View

— Provide additional strategies for determining word meaning.Support Danielle in using these steps to figure out the meaning of unfamiliar words in Grade-Level 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.

Tools for InstructionTeach New Word MeaningsUse Context to Find Word Meaning

Additional ResourcesReady Reading Instruction or digital access to Ready through Teacher ToolboxLearn More

• Grade 3 Lesson 9: Unfamiliar Words Lesson 12: Words in Context

— Build understanding of how to connect text and visuals.Explain that readers get information from words in a text as well as from pictures, photographs, maps, and other types of illustrations.• Using a Grade-Level 3 informational text containing plenty of visuals, model thinking about how the visuals support the text and sometimes give additional information that does not appear in the text.• Prompt Danielle to connect the text and visuals. Ask questions such as, “What do you see in the illustration that matches what we just read about? What details in this illustration tell you more about what we just read?”


• Grade 3 Lesson 17: Connecting Words and Pictures in Informational Text Lesson 21: Connecting Words and Pictures in Stories

— 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-Level 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 Danielle 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.

Tools for InstructionIdentify Cause and Effect


Grade 3Lesson 1: Asking Questions about Key IdeasLesson 4: Describing Cause and EffectLesson 5: Asking Questions about Stories

— Develop understanding of using evidence to support inferences in Grade-Level 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?”

Tools for InstructionMake Inferences


Grade 3Lesson 18: Describing Connections between Sentences and Paragraphs

This domain addresses Danielle's understanding of informational text. Results indicate that Danielle needs instruction in Grade-Level 3 informationalskills and strategies, such as identifying and evaluating an author's point of view or purpose, as well as analyzing cause-and-effect relationships.Teach a variety of informational genres, including biographies, autobiographies, and newspaper or magazine articles.

Results in Phonics indicate that Danielle has difficulty decoding words accurately. Vocabulary is another cause for concern. This score indicatesthat Danielle has gaps in grade-level word knowledge. Targeting Phonics and Vocabulary instruction is the best way to support this student sgrowth as a reader. Taken together, this information places Danielle in Instructional Grouping 1.

Diagnostic 1

577 Grade 409/14/18

Danielle BakerDiagnostic Results

Typical Growth

The average annual growth for a studentat this grade and placement level.

Stretch Growth

An ambitious but attainable level ofannual growth which puts below-grade level students on a path toward proficiency and on-grade level students on a path toward above-grade level performance.

* Foundational Domains

Grade 4 (577)Standard Error +/- 12

Tested Out

Grade 3

Tested Out

Grade 4

Grade 4

Grade 3

Overall

Phonological Awareness *

Phonics *

High-Frequency Words *

Vocabulary

Comprehension: Literature

Comprehension: Informational Text

Subject

Reading

Diagnostic

Diagnostic 1 (09/14/18)

Placement Definition

Standard View

Norm and Lexile PerformanceNational Norm and Lexile® Performance

National Norm:

45th Percentile

Lexile® measure and range is:

1120L, 1170L - 1270L“Find a Book, i-Ready” enables you to build custom reading lists. Based on the student's Lexile®

measure and personal insterests. Search for books now at www.Lexile.com/Fab/i-Ready.

On Grade Level (581 - 640)

Danielle is developing proficiency with below-grade level informational texts in skills such as:• sequencing events• identifying cause-and-effect relationships• demonstrating understanding of key ideas and details• comparing and contrasting• identifying main idea• retelling the most important ideas

Standards

Lexile® is a trademark of MetaMetrics, Inc., and is registered in the United States and abroad. Copyright © 2018 MetaMetrics, Inc. All rights reserved.

HelpAssess & TeachRosters Regina MooreReports

1

1a

1b

1c

3a 3b

2

3

Report continued on next page.

A comprehensive picture of student instructional needs based on data from each Diagnostic with specific recommendations and resources for differentiating instruction for each student.

Related Reports:Instructional Groupings: for possible student instructional groups

Use for:• Planning instruction

• Setting student growth goals

When:After an administration of a Diagnostic assessment

i-Ready students who are in the same grade and who took the tests at the same time of year as the student. For example, if a student’s percentile rank is 90%, this means the student scored better than or equal to 90% of her peers.

3b Lexile measure and range: The Lexile Framework® for Reading uses one scale to measure students’ reading ability and text complexity, to help you identify reading materials at each student’s level. A student’s Lexile measure is his or her reading ability score. The Lexile range indicates the range of texts that will be easy to more challenging but still readable for the student. In i-Ready, students’ Reading Diagnostic scores are used to approximate Lexile measures and ranges.

Replaces the Reports:

Date: 1/6/2012 | Page: 1 of 9

i-ready.com © Curriculum Associates, LLC

Student Profile ReportAcademic year: Current (2011-2012) Class: Class Grade 5 Show: Test 1School: Harrington Elementary School Student: Fernandez, Tabitha

Use this report to view a student's Diagnostic performance overall and by domain and customized instructional support to help this student improve.

Overall Performance

Detail for Diagnostic Test 1 - 09/10/2015

Domain Placement

Number and Operations Level 3

Algebra and AlgebraicThinking Level 3

Measurement and Data Level 3

Geometry Level 4

Scale Score

438

438

470

Scale Score

Ty Miller - Mathematics - Grade 5

Test Placement

Test 3 - 05/12/2016 Level 5

Scale ScoreLevel 5

Test 2 - 01/13/2016

Test 1 - 09/10/2015 Level 3

Scale Score 400 425 450 475 500 525 550 575 625600 650 675 700 725 750 775 800

400 425 450 475 500 525 550 575 625600 650 675 700 725 750 775 800

Score: tbd

Score: tbd445

Placement Developmental Analysis

Overall MathPerformance Level 3

Test results indicate that Ty would benefit from intensive intervention focused on skills and concepts related to quantitative reasoning and representation. Instruction that connects understanding of number relationships, computation, and problem solving skills will strengthen Ty's math abilities across domains. This priority places Ty in Instructional Grouping Profile 1.

Number andOperations Level 3 At levels 3-5 this domain addresses four operations with whole numbers with an emphasis on multiplication

and division, as well as understanding of and computation with decimals and fractions. Test results indicate that Ty could benefit from practice using place value to add within 1,000.

Algebra andAlgebraicThinking

Level 3At levels 3-5 this domain addresses multiplication and division concepts, including remainders, factor pairs, and multiples, as well as numeric patterns. Test results indicate that Ty needs to develop a deeper understanding of the relationship between multiplication and division and apply this concept to solving word problems.

Measurement andData Level 3 At levels 3-5 this domain addresses the relationship among measurement units, geometric measurement

concepts, and presenting data on line plots and line graphs. Results indicate Ty may benefit from review of these topics.

Geometry

435

Level 4 At levels 3-5 this domain addresses angles and perpendicular and parallel lines, classification of two-dimensional figures, line symmetry and plotting points on the coordinate plane. Results indicate Ty may benefit from review of these topics.

Level 4 470

480

On or Above Level < 1 Level Below > 1 Level Below

On or Above Level < 1 Level Below > 1 Level Below

Information in the Diagnostic Results (Student) report was previously found in the Student Profile (Student-level) report.

4 Overall Developmental Analysis: This section gives you insight into what the students’ overall and domain placements mean. It highlights the most important areas of need to help you to make decisions about instruction.

5 Domain Tabs: Each tab shows a student’s placement and score for that domain. Select a tab to display the student’s developmental analysis, Can Dos, and Next Steps & Resources for Instruction for that domain.

6 Developmental Analysis: This section gives more insight into the domain placement level, highlighting the most important areas of need.

7 Can Do: This section identifies student strengths in this domain.

8 Next Steps & Resources for Instruction: This section identifies the skills that students can and should learn next and offers resources to help you plan direct instruction for that student.

8a Tools for Instruction: Use these targeted, skill-based mini-lesson plans as tools for teaching individual, small group, or whole class lessons. These appear under the skills students need to learn.

8b Additional Resources: A reference to the appropriate section of relevant resources from Curriculum Associates is provided so you can utilize those resources if you have access to them in your classroom.


report cheat sheet | Diagnostic Results (Student), Cont’d.

500

650

Typical 593

Stretch 607

Key

PDF

PhonologicalAwareness

Placement by Domain

Phonics High-Frequency Words

Vocabulary Comprehension: Literature

Comprehension:Informational Text

Tested Out Grade 3514

Tested Out542Grade 4

537Grade 4

499Grade 3

Diagnostic 1

Can Do

Developmental Analysis

Next Steps and Resources for Instruction

— Teach about author's point of view and purpose.Support Danielle in applying these skills to Grade-Level 3 text:• Determine an author's point of view in an informational text by looking for stated opinions.• Distinguish one's own point of view from that of the author of the text.• Determine an author's purpose for writing an informational text, including to inform, to persuade, and to entertain.

Tools for InstructionDetermine Author’s Purpose

Additional ResourcesReady® Reading Instruction or digital access to Ready through Teacher ToolboxLearn More

• Grade 3 Lesson 11: Author's Point of View

— Provide additional strategies for determining word meaning.Support Danielle in using these steps to figure out the meaning of unfamiliar words in Grade-Level 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.

Tools for InstructionTeach New Word MeaningsUse Context to Find Word Meaning


• Grade 3 Lesson 9: Unfamiliar Words Lesson 12: Words in Context

— Build understanding of how to connect text and visuals.Explain that readers get information from words in a text as well as from pictures, photographs, maps, and other types of illustrations.• Using a Grade-Level 3 informational text containing plenty of visuals, model thinking about how the visuals support the text and sometimes give additional information that does not appear in the text.• Prompt Danielle to connect the text and visuals. Ask questions such as, “What do you see in the illustration that matches what we just read about? What details in this illustration tell you more about what we just read?”


• Grade 3 Lesson 17: Connecting Words and Pictures in Informational Text Lesson 21: Connecting Words and Pictures in Stories

— 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-Level 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 Danielle 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.

Tools for InstructionIdentify Cause and Effect


Grade 3Lesson 1: Asking Questions about Key IdeasLesson 4: Describing Cause and EffectLesson 5: Asking Questions about Stories

— Develop understanding of using evidence to support inferences in Grade-Level 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?”

Tools for InstructionMake Inferences


Grade 3Lesson 18: Describing Connections between Sentences and Paragraphs

This domain addresses Danielle's understanding of informational text. Results indicate that Danielle needs instruction in Grade-Level 3 informationalskills and strategies, such as identifying and evaluating an author's point of view or purpose, as well as analyzing cause-and-effect relationships.Teach a variety of informational genres, including biographies, autobiographies, and newspaper or magazine articles.

Results in Phonics indicate that Danielle has difficulty decoding words accurately. Vocabulary is another cause for concern. This score indicatesthat Danielle has gaps in grade-level word knowledge. Targeting Phonics and Vocabulary instruction is the best way to support this student sgrowth as a reader. Taken together, this information places Danielle in Instructional Grouping 1.

Diagnostic 1

577 Grade 409/14/18

Danielle BakerDiagnostic Results

Typical Growth

The average annual growth for a studentat this grade and placement level.

Stretch Growth

An ambitious but attainable level ofannual growth which puts below-grade level students on a path toward proficiency and on-grade level students on a path toward above-grade level performance.

* Foundational Domains

Grade 4 (577)Standard Error +/- 12

Tested Out

Grade 3

Tested Out

Grade 4

Grade 4

Grade 3

Overall

Phonological Awareness *

Phonics *

High-Frequency Words *

Vocabulary

Comprehension: Literature

Comprehension: Informational Text

Subject

Reading

Diagnostic



Standard View

Norm and Lexile PerformanceNational Norm and Lexile® Performance

National Norm:

45th Percentile

Lexile® measure and range is:

1120L, 1170L - 1270L“Find a Book, i-Ready” enables you to build custom reading lists. Based on the student's Lexile®

measure and personal insterests. Search for books now at www.Lexile.com/Fab/i-Ready.

On Grade Level (581 - 640)

Danielle is developing proficiency with below-grade level informational texts in skills such as:• sequencing events• identifying cause-and-effect relationships• demonstrating understanding of key ideas and details• comparing and contrasting• identifying main idea• retelling the most important ideas

Standards

Lexile® is a trademark of MetaMetrics, Inc., and is registered in the United States and abroad. Copyright © 2018 MetaMetrics, Inc. All rights reserved.


5

4

6

8a

8b

87

Continued report.

Understanding i-Ready Report Terminology:

Placement: Placement is determined based on specific scale score ranges for each grade. When a student’s placement is within his or her chronological grade level, you will see an Early, Mid, or Late placement. For students whose placements are above or below grade level, you will see which grade level they placed into.

Overall Placement:

A big picture view of the class’s overall performance and how many students are below, on, or above grade level.

Grade-level placement on this Diagnostic assessment.

Placement by Domain:

A visual representation of performance in each domain across the class.

Grade-level placement for each Mathematics domain on this Diagnostic assessment.

Scale Score: Overall Scale Score on this Diagnostic assessment.

Dropdown Menu: Contains options to display student information:

• Growth Measures: Suggested growth measures for each student based on their placement on the first Diagnostic assessment of the year.

– Typical Growth: the average annual growth for a student at his or her grade and placement level.

– Stretch Growth: an ambitious, but attainable, level of annual growth that puts below-grade level students on a path to proficiency (i.e., attaining mid on-grade level placement), and on-grade level students on a path to advanced proficiency levels (i.e., achieving or maintaining late on-grade level placement or higher).

• Quantile® Measure and Range: The Quantile Framework for Mathematics uses one scale to measure students’ mathematics ability and identify resources for mathematics instruction. Quantiles help you identify targeted lessons and supplemental mathematics materials based on each student’s ability. A student’s Quantile measure is his or her mathematics ability score. The Quantile range indicates the range of mathematics materials that will be easy to more challenging for the student. In i-Ready, students’ Mathematics Diagnostic scores are used to approximate Quantile measures and ranges.

• National Norms: Specify the student’s position relative to a group of nationally representative i-Ready students who are in the same grade and who took the tests at the same time of year as the student. For example, if a student’s percentile rank is 90%, this means the student scored better than or equal to 90% of his or her peers.

Rush Flags ( ): You may see symbols like this when reviewing a student’s performance on the most recent test. This indicates that the student may have rushed through the test. If you see either of these alert icons and the student’s test results seem abnormal, you may want to readminister the test.

Quantile® is a trademark of MetaMetrics, Inc, and is registered in the United States and abroad. Copyright © 2018 MetaMetrics, Inc. All rights reserved.

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NO ALG MS GEO

DateOverallPlacement

Showing 20 of 20

Tan, Melanie

Sanchez, Abby

Stanton, Geena

Warren, Santino

McDonald, Kal

Vo, Isaiah

Wade, Kiara

Patel, Mia

Ramirez, Gabriella

Bowers, Tara

Lowe, Noah

Baker, Danielle

Singh, Brian

Powell, Elijah

Choi, Isabelle

Ruiz, Justin

Hess, Michael

Malone, Carly

Cochran, Damon

Simmons, Tristan

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Choose Your Column:

517

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512

491

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Grade 2

Overall Placement Placement by Domain*

Number and Operations (NO)

Algebra and Algebraic Thinking (ALG)

Measurement and Data (MS)

Geometry (GEO)

Class/Report Group

Grade 5, Section 1

Date Range



Standard View Key

7 Students

35%On or Above Grade Level

10 Students

50%One Grade Level Below

3 Students

15%Two or More Grade Levels Below

0 Students

0%Not Completed

Showing All Students

Diagnostic Results PDF

Subject

Math

Placement by Domain

ScaleScore

*Students not completed are not included

14

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Stretch Growth

Growth Measures


3 4

5


A comprehensive picture of class instructional needs based on data from each Diagnostic.

Related Reports:• Diagnostic Results (Student): for an

individual student’s performance • Instructional Groupings: for possible

student instructional groups

Use for:• Planning instruction or

instructional groupings • Setting student growth

goals

When:After the administration of a diagnostic assessment


Information in the Diagnostic Results (Class) report was previously found in the Class Profile and Class Norms reports.

Performance by Student

Number of Students Assessed: 19Total Number of Students: 19

Placement by Domain

Overall Scale Score OverallPlacement

PhonologicalAwareness Phonics

High-Frequency

WordsVocabulary Comprehension:

Literature

Comprehension:Informational

Text

Chavez, Avis 640 Mid 5 Tested Out Tested Out Tested Out Mid 5 Level 6 Mid 5

DelRosario, Naomi 633 Mid 5 Tested Out Tested Out Tested Out Mid 5 Late 5 Mid 5

Campbell, Jorge 600 Early 5 Tested Out Tested Out Tested Out Level 4 Mid 5 Level 4

Ishikawa, Lakisha 625 Early 5 Tested Out Tested Out Tested Out

Byrd, Deirdre 607 Early 5 Tested Out Tested Out Tested Out Early 5 Early 5 Early 5

Herrera, Patty 605 Early 5 Tested Out Tested Out Tested Out Early 5 Mid 5 Level 4

Hernandez, Heath 577 Level 4 Tested Out Tested Out Tested Out Level 4 Early 5 Level 4

Good, Cary 554 Level 4 Tested Out Tested Out Tested Out Level 4 Level 4 Level 4

Miller, Leigh 570 Level 4 Tested Out Tested Out Tested Out Early 5 Level 4 Level 3

Frasier, Ian 553 Level 4 Tested Out Tested Out Tested Out Early 5 Level 3 Level 3

Fussell, Tameka 533 Level 3 Tested Out Level 3 Tested Out Level 4 Level 4

Favreau, Abigail 549 Level 4 Tested Out Tested Out Tested Out Level 4 Level 3 Level 4

Jones, Elizabeth 540 Level 3 Tested Out Level 3 Tested Out Level 3 Level 4 Level 3

Level 2

Alford, Tonia 532 Level 3 Tested Out Level 3 Tested Out Level 3 Level 4 Level 3

Ackles, Ben 517 Level 3 Tested Out Level 3 Tested Out Level 3 Level 3 Level 2

Burt, Blaine 509 Level 3 Tested Out Level 3 Tested Out Level 4 Level 3 Level 2

Gonzalez, Tia 505 Level 3 Tested Out Level 3 Tested Out Level 4 Level 2 Level 2

Bridger, Gordon 500 Level 2 Tested Out Level 2 Tested Out Level 3 Level 2 Level 2

Mrs. Thompson’s Grade 5 Reading Class

Burris, Yash 496 Level 2 Tested Out Level 3 Tested Out Level 3 Level 1 Level 2

Early 5 Mid 5 Early 5

On or AboveLevel

<1 LevelBelow

>1 Level Below

Performance by Student

Number of Students Assessed: 19Total Number of Students: 19

Mrs. Thompson’s Grade 5 Reading Class

Percentiles by Season(Reference Table)

Test Date Grade Overall Scale Score OverallPlacement

Lexile®Measure

ApplicablePercentile

FallPercentile

WinterPercentile

SpringPercentile

Chavez, Avis 09/12/2015 5 Mid 5 1210L 95% 95% 91% 89%

DelRosario, Naomi 09/12/2015 5 Mid 5 1165L 92% 92% 88% 86%

Hernandez, Heath 09/12/2015 5 Level 4 870L 65% 65% 57% 53%

Miller, Leigh 09/12/2015 5 Level 4 855L 61% 61% 53% 49%

Good, Cary 09/12/2015 5 Level 4 835L 51% 51% 43% 39%

Frasier, Ian 09/12/2015 5 Level 4 835L 50% 50% 43% 39%

Favreau, Abigail 09/12/2015 5 Level 4 815L 47% 47% 40% 36%

Jones, Elizabeth 09/12/2015 5 Level 3 750L 41% 41% 34% 31%

Fussell, Tameka 09/12/2015 5 Level 3 705L 39% 39% 32% 29%

Alford, Tonia 09/12/2015 5 Level 3 685L 38% 38% 31% 28%

Ackles, Ben 09/12/2015 5 Level 3 645L 30% 30% 25% 22%

Burt, Blaine 09/12/2015 5 Level 3 585L 26% 26% 21% 19%

Gonzalez, Tia 09/12/2015 5 Level 2 485L 24% 24% 20% 18%

Bridger, Gordon 09/12/2015 5 Level 2 380L 20% 20% 17% 15%

Burris, Yash 09/12/2015 5 Level 2 360L 19% 19% 16% 14%

640

633

Campbell, Jorge 09/12/2015 5 Early 5 1130L 79% 79% 72% 68%600

Ishikawa, Lakisha 09/12/2015 5 Early 5 1015L 82% 82% 75% 72%625

Byrd, Deirdre 09/12/2015 Early 5 965L 81% 81% 74% 71%607

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549

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5

Herrera, Patty 09/12/2015 5 Early 5 955L 80% 80% 73% 69%605

On or AboveLevel

<1 LevelBelow

>1 Level Below

Mathematics

report cheat sheet Diagnostic Results (Class)

1B2B

1A 2A

This report groups students with similar instructional needs and, for each group, provides detailed instructional priorities and classroom resources to support differentiated instruction.

Use for:Planning instructional groupings and instruction

Related Reports: • Diagnostic Results (Class): for more information about class performance• Diagnostic Results (Student): for an individual student’s performance

When:After each administration of the Diagnostic

Mathematics

report cheat sheet Instructional Groupings

Students in this grouping are having difficulty with skills and concepts related to quantitative reasoning. They may struggle with skills and concepts related to fractions and whole-number operations, or they may struggle with algebraic concepts related to factors and multiples, or both. Those students with a low score in Number and Operations are probably most challenged by fractions. They will need to focus on foundational fraction concepts in order to understand that a fraction is one number that represents a quantity, not just "one number over another number." They will need practice with how to compare fractions with different denominators or how to express fractions as equivalent fractions or decimals. Those students with a low score in Algebra and Algebraic Thinking probably lack a sound understanding of the relationship between factors and multiples, and may be held back by lack of fluency with multiplication and division facts. They will particularly benefit from instruction on the concepts and skills described below in the section Algebraic Thinking. In addition to daily practice to develop fluency with basic multiplication and division facts, all students in this profile are also likely to need reinforcement of essential vocabulary.

Operations

• Add and subtract multi-digit numbers.

• Multiply three-digit numbers by one-digit numbers.

• Divide three-digit numbers by one-digit numbers.

Students who struggle with operations involving regrouping in any of the four operations often lack the conceptual understanding that drives the algorithms. These students may benefit from working with concrete or visual models, or alternative algorithms, in order to focus on the place value concepts behind the process. Once students understand why the process works, they can be guided to see the relationship between the models and algorithms, and eventually use a more efficient algorithm alone.

Number–Fractions

• Decompose a fraction into a sum of fractions with like denominators.

• Compare fractions with unlike denominators.

• Write equivalent fractions, including fractions in simplest terms.

• Write fractions with denominators of 10 or 100 as decimals.

• Add and subtract fractions and mixed numbers with like denominators.

Use models to reinforce at every opportunity what fraction notation represents. Be consistent about reading fraction names appropriately (two-thirds rather than two over three) to help students strengthen their understanding that, for example, two-thirds means two copies of one third. Use a variety of manipulatives to assist students in exploring fractions including hundred grids, fraction strips, counters, and number lines. Provide frequent practice adding like fractions, comparing unlike fractions, and finding equivalent fractions on number lines as well as with area models and set models.

Algebraic Thinking

• Identify factor pairs for numbers to 100.

• Identify multiples of whole numbers with products to 100.

• Identify number patterns.

Identifying factors and multiples plays a role in dividing multi-digit numbers, finding a common factor to simplify fractions, and finding a common multiple to add or subtract unlike fractions. The ability to identify factors and multiples also provides a foundation for factoring algebraic expressions in later years. Give students ample opportunity to determine the factor pairs for a given number in various situations, such as finding the side lengths of all rectangles with a given area. Recognize that students often confuse the terms factor and multiple with each other; encourage students to use their own best strategies for learning the difference.

Fluency

• Know multiplication and division fact families through 100.

The students in this group may have difficulty recalling basic multiplication facts. Discuss with them strategies for remembering facts, or recalling facts based on other known facts. Give students smaller goals for remembering facts, starting first with 1s, 2s, 5s, and 10s, then moving on to the more difficult-to-recall facts. Remind students that once they know one fact in a family, they can use that fact to recall the other facts in the family. Provide daily practice as necessary. Have each student keep a personal record of which facts they know and which they still need to learn.

Essential Vocabulary

• Mathematics terms related to essential concepts at this level include fraction, numerator, denominator, equivalent, factor, multiple, product, quotient, dividend, and divisor.

Fluency with select mathematics vocabulary terms enables students to understand instruction, follow directions, process and discuss mathematical ideas, and work more confidently. Help students build essential mathematics vocabulary, especially by encouraging them to use the words in discussions.

Tools for InstructionNumber and Operations

Place Value through Hundred MillionsAdd Multi-Digit NumbersSubtract Multi-Digit NumbersMultiply by One-Digit NumbersMultiply Three-Digit Numbers by One-Digit NumbersDivide by One-Digit NumbersFractions as Sums Compare Fractions Equivalent FractionsWrite Fractions as DecimalsAdding Fractions and Mixed Numbers

Algebra and Algebraic ThinkingFactorsMultiples

Additional ResourcesReady® Mathematics or Access Through Teacher Toolbox

Grade 4Lesson 1: Understand Place ValueLesson 2: Compare Whole NumbersLesson 3: Add and Subtract Whole NumbersLesson 4: Round Whole NumbersLesson 5: Understand MultiplicationLesson 6: Multiplication and Division in Word ProblemsLesson 7: Multiples and FactorsLesson 8: Number and Shape PatternsLesson 9: Model Multi-Step ProblemsLesson 10: Solve Multi-Step ProblemsLesson 11: Multiply Whole NumbersLesson 12: Divide Whole NumbersLesson 13: Understand Equivalent FractionsLesson 14: Compare FractionsLesson 15: Understand Fraction Addition and SubtractionLesson 16: Add and Subtract FractionsLesson 17: Add and Subtract Mixed NumbersLesson 18: Understand Fraction MultiplicationLesson 19: Multiply FractionsLesson 20: Fractions as Tenths and HundredthsLesson 21: Relate Decimals and FractionsLesson 22: Compare Decimals

Door 24 Plus (iPad® app focusing on computational fluency)

Level DHave the student play and replay all of the sets of activities in Level D. Students can customize difficulty in each level by selecting Easy, Medium, Hard, or Challenge sets.How to download this free app...Door 24 Plus computational fluency app can be downloaded for free on the App Store by searching in the Education category using the keywords "Door 24."

STAMSBook DLesson 1: Multiplication PropertiesLesson 2: Multiply MentallyLesson 3: Multiply by 1-Digit NumbersLesson 4: Multiply by 2-Digit NumbersLesson 5: Relate Division to MultiplicationLesson 6: Divide Without RegroupingLesson 7: Divide with RegroupingLesson 8: Equivalent FractionsLesson 9: Simplify FractionsLesson 10: Decimal Place ValueLesson 11: Compare and Order DecimalsLesson 12: Relate Decimals to FractionsLesson 17: Multiply 3-Digit NumbersLesson 18: 1-Digit DivisorsLesson 19: Add and Subtract Like Fractions

STAMS SolveBook DPractice 1: Multiplication PropertiesPractice 2: Multiply MentallyPractice 3: Multiply by 1-Digit NumbersPractice 4: Multiply by 2-Digit NumbersPractice 5: Relate Division to MultiplicationPractice 6: Divide Without RegroupingPractice 7: Divide with RegroupingPractice 8: Equivalent FractionsPractice 9: Simplify FractionsPractice 10: Decimal Place ValuePractice 11: Compare and Order DecimalsPractice 12: Relate Decimals to FractionsPractice 17: Multiply 3-Digit NumbersPractice 18: 1-Digit DivisorsPractice 19: Add and Subtract Like FractionsBook D Teacher GuidePractice 20: Multiplicative Comparisons

iPad® is a registered trademark of Apple, Inc.

Grouping 16 Students





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Students

Instructional Priorities

Recommendations for Teacher-Led Instruction Resources

Key

Student Name NO ALG MS GEOOverallPlacement

Instructional Groupings PDF

Class/Report Group

Grade 5, Section 1

Grade

Grade 5

Date Range

Window 1

Subject

Math

* Students Needing Differentiated InstructionResults indicate that these students are considerably below level in Phonics. They will need more intensive instruction to develop decoding skills. For more information about differentiating instruction to meet their needs, see their individual Diagnostic Results.

Students in this Grouping are below grade level in Phonics and have a larger vocabulary.

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Grade 4

Grade 4

Grade 4

Grade 4

Grade 4

Grade 4

Grade 4

Grade 4

Grade 4

Grade 4

Grade 3

Grade 4

Mid 5

Early 5

Grade 4

Early 5

Grade 3

Grade 4

Grade 4

Grade 4

Grade 4

Grade 3

Early 5

Mid 5

Grade 4

Grade 4

Grade 4

Grade 4

Grade 4

Grade 4

Early 5

Mid 5

Grade 4

Grade 4

Grade 4

Grade 4

Grade 4

Grade 4

Grade 4

Early 5

Baker, Danielle

Bowers, Tara

Choi, Isabelle

Powell, Elijah

Ramirez, Gabriella

Ruiz, Justin

Singh, Brian

Warren, Santino

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5

7

6

www.i-Ready.com


Tools for Instruction

Number and Operations I Level 4 I Divide by One-Digit Numbers I Page 1 of 2

Divide by One-Digit NumbersObjective Divide three-digit numbers by one-digit numbers.

for long division has often been taught to students through rote practice until mastery. To prepare students to understand the division algorithm, this activity provides three methods of modeling and computing quotients by building on place-value understanding and the relationships of division to multiplication and subtraction. Students should gain an understanding of what division is as a mathematical operation, which will help them to make sense of fraction concepts, and to identify applications of division in real-world scenarios.

Three Ways to Teach

Use Repeated Subtraction to Divide 15–20 minutes

Write “144 4 4” on the board. Have the student estimate the quotient. (between 30 and 40) Explain that the goal is to separate 144 into groups of 4. Help the student choose a multiple of 4 that is easy to subtract, such as 40. Explain that it would take too long to subtract 4 over and over, and that subtracting 40 is the same as subtracting 4 ten times. Have the student perform repeated subtraction by 40, keeping track of steps as shown. When

4s are left and how many 4s were subtracted in all. (36) Compare the quotient to the estimate and use multiplication to check.

1442 40 (4 3 10)

1042 40 (4 3 10)

642 40 (4 3 10)

24 (4 3 6)

10 1 10 1 10 1 6 5 36144 4 4 5 36

Use an Area Model to Divide 15–20 minutes

Use the same problem, 144 4 4. Draw a rectangle on the board. First, label the top, side, and area as shown. Ask the student to identify a multiple of 4 that can be multiplied by 10 to get close to 140, such as (4 3 3) 3 10, or 120. Walk the student through the steps for completing the labeling, adding the numbers and symbols as you go. Ask the student to identify the number that is multiplied by 4 to get an area of 24. Replace the ? with 6. Then remind the student that the total length of the rectangle can be found by adding the two segments together: 30 1 6 5 36, which represents what is multiplied by 4 to get 144.

4

120

24

30

?

Total area 5 144


1 Navigation: Use these dropdowns to quickly navigate to a different subject, class, report group, or grade.

View All Groupings: When you arrive at the report, you will see a list of students in each grouping. Click on the tabs for each grouping to see the detailed information for that grouping.

Students: A list of students placed in this grouping, along with their overall placement and placement on each domain. Click the name of the student to drill in deeper and view student-level reports.

Instructional Priorities: An overview of how students were placed into this grouping and quick recommendations on how to meet the needs of the students in this grouping.

Recommendations for Teacher-Led Instruction: Specific instructional recommendations to meet the needs of students in this grouping.

Tools for Instruction: Targeted, skill-based lesson plan PDFs that are recommended to use with your grouping. Click the name of the Tool for Instruction to open the PDF.

Additional Resources: Other Curriculum Associates resources that can be used for targeted instruction to meet the instructional priorities of this group.

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Information in the Instructional Groupings report was previously found in the Instructional Groupings Profile.

Instructional Priorities for Profile 3

Tools for Instruction

Vocabulary

Teach New WordMeanings

Use Context to Find Word Meaning

Explore Multiple-Meaning Words

Explore Synonyms

Comprehension

Main Idea and Key Details

Make Inferences Text Structures From Retelling to Summarizing

(1 of 10) (2 of 10) (3 of 10) (4 of 10)

(1 of 21) (2 of 21) (3 of 21) (4 of 21)

Recommended Products from Curriculum Associates

If you have this product... Use...

Ready® Reading InstructionOrDigital access to Ready® through Teacher Toolbox

Grade 4Lesson 1: Finding Main Ideas and Details, p. 3Lesson 5: Summarizing Informational Texts, p. 35Lesson 6: Supporting Inferences About Informational Texts, p. 43Lesson 11: Summarizing Literary Texts, p. 93Lesson 12: Supporting Inferences About Literary Texts, p. 101Lesson 14: Text Structures, Part 1: Cause-Effect and Compare-Contrast, p. 127Lesson 15: Text Structures, Part 2: Chronology and Problem-Solution, p. 135Lesson 22: Synonyms and Antonyms, p. 319

World's Worst Pet®—Vocabulary (iPad® app focusing on Tier Two vocabulary)

Level DHave students play and replay the activities, choosing from 20 sets in Level D, to provide multiple exposures to words. There is also a writing prompt at the end of each set of activities.

How to download this free app...World's Worst Pet vocabulary app can be downloaded for free on the App StoreSM by searching in the Education category using the keywords “World's Worst Pet.”

VOCABULARYUse read-alouds. Using read-alouds, even with intermediate students, is a highly effective approach to increasing students’ vocabulary. Use a variety of approaches to teach the meanings of words during reading, including thinking aloud about how you can deduce the meaning of an unfamiliar word. Target words from the read-aloud to use in other contexts throughout the day.Teach high-utility academic language. Focus on critical-thinking words used across a range of academic contexts.

• Teach multipurpose words such as achieve, aspects, complex, conclusion, distinction, elements, features, focus, impact, perceived, potential, previous, primary, range, relevant, and transfer.

• Remember that in order to learn a new word, students need to read, hear, and use the word multiple times in different contexts.• Encourage students to play with these words and connect them to everyday life. Ask questions such as “What is the simplest way to tell

someone how to get from the main entrance to our classroom?” “The most complex way?”Teach meaningful word parts. Students can greatly expand their vocabulary by learning how prefixes and suffixes change the meaning of base words and root words.

• Teach or review the meanings of these prefixes: in-, dis-, mis-, non-, uni-, bi-, tri-, over-, de-, trans-, super-, ex-, sub-, en-, and em-.• Teach or review the meanings of these suffixes: -y, -ly, -ily, -er, -est, -ness, -er/-or, -ion/-tion/-ation/-ition, -ist, and -ment.• Provide instruction and practice in base words and Greek and Latin root words.

Support for English Learners. Teach and reinforce all content-specific vocabulary as lessons take place. Discuss the concepts named by each word. Use age-appropriate visual supports to reinforce understanding. Be aware that general academic vocabulary (such as while, therefore, and since) is often more abstract and also requires direct instruction.

COMPREHENSIONTeach a variety of strategies. Teach research-based comprehension strategies such as activating prior knowledge, predicting, questioning, monitoring and clarifying, drawing inferences, and summarizing.

• In advance of the lesson, select accessible texts at students’ instructional levels• Provide explicit instruction and think-alouds to model each of the strategies. Guide students as they start to practice the strategy.• Follow a process of “gradual release of responsibility.” Provide the most support when a strategy is first taught and modeled, and then

decrease your involvement as students develop greater independence.• Discuss texts with students. Discussing shared experiences with texts is foundational to the development of strategies that students can apply

while reading independently.Teach text structure. Authors make a variety of decisions about how to structure their texts. Learning to recognize these structures helps students understand and remember what they read.

• Provide explicit instruction and practice in recognizing narrative structures, including setting, characters, plot, problem and resolution, and theme.• Provide explicit instruction and practice in recognizing informational text structures, including description, sequence, problem and solution,

cause and effect, and compare and contrast.• Have students use graphic organizers as a tool for preparing to talk or write about texts. Emphasize that completing a graphic organizer is a

means to understanding text and not an end in itself.Foster students’ motivation to read. Gains in reading development are directly linked to how much reading students do. Therefore, it is crucial to systematically foster students´ motivation to read. Keep the momentum going by continuing to scaffold support at the level students need. Help students understand the payoffs of improved reading in terms of how it relates to their own lives.Support for English Learners. Limited relevant background knowledge is often a significant obstacle to comprehension for English learners. Therefore, focus on making content accessible. Build needed background knowledge and provide access to related texts at varying levels of difficulty. Use visuals to illustrate important concepts.

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Tips:

• Use the Instructional Groupings report to create instructional groupings in your classroom and as a way to monitor progress.

• This is a guideline to start your flexible groups with your students. As your students respond to instruction, you will most likely group and regroup. When you administer another Diagnostic, this report will update to reflect the most recent results.

report cheat sheet Diagnostic Results (Student) · Understanding Growth in i-Ready: Typical Growth and Stretch Growth measures are provided for each student based on their placement

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