Describes the academic
needs of each student based
on his performance on the
Diagnostic and provides
customized instructional
support to maximize growth.
Student Profile Report
Daniel Campbell – Grade 2 – Reading Class
Click on either of the
Reading Comprehension
tabs to see more detailed
domain information.
Subject: Reading
Overview
High-Frequency
Words
Phonics
Overall Performance
On or Above Level
< 1 Level Below
Test
> 1 Level Below
Sca le Scor e
Placement
Test 2 - 02/25/2013
Late 2
Test 1 - 10/01/2012
Early 2
Sca le Scor e
Comprehension:
Literature
Vocabulary
High level comparison between assessments
allows for quick growth measurement. Here,
Daniel is already on grade level and ready
to move on.
Click on the Lexile Performance
tab to see Daniel’s Lexile Measure.
Comprehension:
Informational Text
Lexile®
Performance
Le ve l 2
Standard Error
+/- 15.0
550
+/- 14.0
476
0
50
100
150
200
250
300
350
400
450
500
550
600
650
700
750
800
Detail for Test 3 - 2/25/13
Foundational Skills
Domain
Phonological
Awareness
Tested Out
Phonics
Late 2
High-Frequency Words
Tested Out
Vocabulary
Late 2
Comprehension:
Literature
Mid 2
Comprehension:
Informational Text
Mid 2
Sca le Scor e
Placement
Foundational Skills
Overall Reading
Performance
Sca le Scor e
Placement
Late 2
538
563
Domain scores and placement levels, as
well as more detailed explanations of those
scores, allow Daniel’s teacher to understand
how best to continue to challenge Daniel,
especially in Vocabulary.
554
531
0
50
100
150
200
250
300
350
400
450
500
550
600
650
700
750
800
Developmental Analysis
Results indicate that Daniel understands grade-level literary and informational texts and applies effective Comprehension skills and strategies.
Daniel also demonstrates steady progress in Phonics, as well as a growing command of grade-level words and word-learning skills. Expect
continued growth in reading and expose this child to increasingly complex texts. This information places Daniel in Instructional Grouping Profile 5.
This domain is focused on how children distinguish the sounds (or phonemes) in spoken words. Based on testing results, Daniel has
demonstrated the ability to distinguish individual sounds in spoken words and is exempt from taking the Phonological Awareness subtest.
Phonological
Awareness
Tested
Out
Phonics
Late 2
High-Frequency
Words
Tested
Out
Vocabulary
Late 2
Both word knowledge and word-learning strategies are addressed in this domain. Daniel is ready to learn prefixes in-, dis-, mis-, non- as well
as suffixes -y, -ly, -ily, -er, -est, -ness and is ready to further explore shades of meaning. Additionally, this child should continue to deepen
understanding of words used in stories and in content area texts such as science, social studies, and math.
Comprehension:
Literature
Mid 2
This domain addresses Daniel’s understanding of literary text. Results indicate that Daniel is ready for instruction in Level 2 literary skills and
strategies such as identifying the author’s purpose for writing and determining the message, lesson, or moral of a story. Teach a variety of literary
genres, including poetry and plays. Daniel can also start exploring fairy tales, fables, folktales, or myths.
Comprehension:
Informational Text
Mid 2
This domain addresses Daniel’s understanding of informational text. Results indicate that Daniel is ready for instruction in Level 2 informational
skills and strategies such as sequencing events, identifying cause-and-effect relationships, and identifying the author’s purpose for writing.
Encourage the child to retell facts and information.
Max
Score
Above Level 1
This domain focuses on how accurately children decode written words. Daniel will benefit from instruction and practice in decoding words with
three and four syllables, as well as words with prefixes and suffixes. This child can also begin to decode words with schwa sounds.
Max
Score
Above Level 3
This domain addresses how well students recognize frequently occurring words. Daniel has demonstrated accuracy and is exempt from
taking this subtest.
Max
Score
Above Level 2
www.i-Ready.com/empower | 800-225-0248
©2013 Curriculum Associates, LLC
Student Profile Report
Reports out on Reading
Comprehension Literature and
Informational Text separately
because we recognize that
students need to master different
skills for each type of text.
Daniel Campbell – Grade 2 – Reading Class
Subject: Reading
Overview
High-Frequency
Words
Phonics
Test
Mid 2
Sca le Scor e
Comprehension:
Informational Text
Sca le Scor e
Placement
Comprehension:
Literature
Comprehension:
Literature
Vocabulary
554
0
50
100
150
200
250
300
350
400
450
500
550
600
Building Comprehension: Literature Skills
Lexile®
Performance
Provides a detailed instructional
action plan to support Daniel’s
teacher in interpreting the Diagnostic
6 5 0results
7 0 0 and7 to
5 0take8 0the
0 guesswork out
of individualizing instruction.
The CCSS expect students at this level to engage closely and actively with the details of both literary and informational text and to begin drawing inferences out
of these textual details. A prerequisite to success with these standards is a strong base in comprehension skills and strategies. This subtest measures these
prerequisite skills as they apply to literary text.
What Daniel Can Do
Results indicate that Daniel can likely do the skills shown
below.
Describe story elements in literary text. Identify and
describe setting or events in Level 1 literary text, using
key details.
Compare and contrast in literary text. Compare or
contrast key details about characters and/or events in
Level 1 literary text.
Retell literary text. Retell what happens at the
beginning, middle, or end in Level 1 literary text.
Determine word meaning. Understand the meaning of
words and phrases in Level 2 literary or informational
text, including academic and/or domain-specific words.
Answer questions about key ideas and details.
Answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key
details in Level 2 literary or informational text.
Describe characters in literary text. Describe how
characters in a story respond to major events and
challenges in Level 2 literary text.
Identify point of view in literary text. Identify the point
of view of characters in Level 2 literary text.
Make inferences based on textual evidence. Draw
conclusions or make inferences in Level 2 literary or
informational text.
Indicates Common Core standards on which Daniel
has demonstrated proficiency. Great to use for parent
conferences and to motivate learners who may
not often feel successful in school.
Next Steps for Instruction
Results indicate that Daniel will benefit from instruction and practice in the skills shown below.
Continue to teach story elements. Support Daniel in extending the following skills to Level 2 text:
• Identify the main characters and the setting, or when and where the story takes place.
• Identify the problem the characters face, any significant events that include attempts to solve the problem,
and the resolution that explains how the problem is solved.
• Identify each of these events as belonging to the beginning, middle, or end of the story.
Use a graphic organizer to help Daniel keep track of important details during reading.
Continue to teach comparing and contrasting. Model using signal words that are used to communicate
similarities and differences, such as like, both, same, but, unlike, and different. Then guide Daniel to use a
Venn diagram to depict similarities and differences between characters, events, and versions of the same story
in Level 2 texts.
Provide additional practice with retelling. Explain that a good retelling includes the names of the main
characters and the setting. It also includes a brief description of the key events in the order in which they
happen, including the problem the characters have and an explanation of how the characters solve the
problem. Guide Daniel to retell a Level 2 story. As needed, provide follow-up questions and feedback such as
“What happened right before that?” to focus the retelling.
Introduce message, lesson, or moral. After reading a Level 2 narrative text such as a fable, discuss the
central message, or the big idea that the author wants the reader to take away from the story. Prompt Daniel to
ask these questions during and after reading:
• “What lesson does the main character learn?”
• “What lesson did I learn from the story?”
• “What is the moral of the story?”
• “What is the author trying to tell the reader?”
Teach about author’s purpose. Use a variety of familiar texts to demonstrate that an author’s purpose, or
reason, for writing may include to inform, to persuade, or to entertain. Model for Daniel how to determine the
author’s purpose in new texts by asking and answering questions such as these:
• “What is this book mostly about?”
• “Is it serious or silly?”
• “Did I learn anything from this book?”
• “Why do I think the author wrote this?”
• “What details make me think so?”
Links to immediately downloadable Tools for Instruction.
These lesson plans provide best-practice instruction on
the exact same skills Daniel is ready to work on next, as
determined by the Diagnostic.
Tools for Instruction
Story Elements
Compare and
Contrast
(1 of 5)
(2 of 5)
Recommended Products from Curriculum Associates
If you have this product...
Use...
Ready Common Core
Reading Instruction
Grade 2
Coming Soon!
From Retelling to
Summarizing
Determine Message,
Lesson, or Moral
(3 of 5)
(4 of 5)
Saves teachers the hours of time needed to
search for content to differentiate instruction
for students performing at a variety of levels.
Recommends specific lessons in print
resources that target Daniel’s areas
of need.
Learn More
www.i-Ready.com/empower | 800-225-0248
©2013 Curriculum Associates, LLC
Student Profile Report
Reports out on Reading
Comprehension Literature
and Informational Text
separately because we
recognize that students
need to master different
skills for each type of text.
Daniel Campbell – Grade 2 – Reading Class
Subject: Reading
Overview
High-Frequency
Words
Phonics
Test
Lexile®
Performance
531
Mid 2
Sca le Scor e
Comprehension:
Informational Text
Sca le Scor e
Placement
Comprehension:
Informational Text
Comprehension:
Literature
Vocabulary
0
50
100
150
200
250
300
350
400
450
500
550
600
650
700
750
800
Building Comprehension: Informational Text Skills
The CCSS expect children at this level to engage closely and actively with the details of both literary and informational text. A prerequisite to success with these
standards is a strong base in comprehension skills and strategies. This subtest measures these prerequisite skills as they apply to informational text.
What Daniel Can Do
Results indicate that Daniel can likely do the skills shown
below.
Use text features in informational text. Use headings,
tables of contents, glossaries, or other text features to
locate key facts or information in Level 1 informational
text.
Identify sequence of events. Identify the sequence
of events (beginning, middle, end) in Level 1 literary
or informational text.
Identify cause-and-effect relationships. Identify
cause-and-effect relationships in Level 1 literary or
informational text.
Compare and contrast in informational text. Compare
or contrast key details about people and/or events in
Level 1 informational text.
Identify main idea in informational text. Identify the
main idea or topic in Level 1 informational text.
Retell informational text. Retell the most important
ideas and details in Level 1 informational text.
Evaluate argument in informational text. Identify a
reason an author gives to support specific points in
Level 1 informational text.
Determine word meaning. Understand the meaning of
words and phrases in Level 2 literary or informational
text, including academic and/or domain-specific words.
Answer questions about key ideas and details.
Answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key
details in Level 2 literary or informational text.
Make inferences based on textual evidence. Draw
conclusions or make inferences in Level 2 literary or
informational text.
Next Steps for Instruction
Results indicate that Daniel will benefit from instruction and practice in the skills shown below.
Continue to teach sequence of events. Emphasize using signal words to identify what happened first,
second, next, and last in an informational text. Work with Daniel to brainstorm a list of signal words, such as
first, second, third, then, next, finally, after awhile, and eventually. Then encourage the child to sequence the
events in a retelling of an important part of a text.
Extend understanding of cause and effect.
• Define cause as something that happens. Define effect as something that makes something else happen.
• Read aloud an informational book and model the thought processes behind discovering cause-and-effect
relationships.
• Say, “When I read, I think about things that happen and why those things happen.”
• Model asking and answering questions such as “What happened?” and “Why did it happen?”
• Then have Daniel read an informational text in a small group, asking and answering these questions.
Continue to teach comparing and contrasting. Model using signal words that are used to communicate
similarities and differences, such as like, both, same, but, unlike, and different. Then guide Daniel to use a
Venn diagram to depict similarities and differences between people, places, events, and versions of the same
Level 2 texts.
Extend understanding of main idea and supporting details.
• Have Daniel read an informational paragraph.
• Ask the child to identify the person, animal, place, or thing that the paragraph is mostly about. Then have
Daniel identify details that tell the most important information about this subject.
• Model for the child how to condense this information into one main-idea statement of ten words or fewer.
Build understanding of evaluating an argument. Ask Daniel a question such as this: “What is the most fun
sport to play?” Use the child’s answer to identify the point and the supporting reasons. Transfer this exercise
to identifying a point and supporting reasons in an informational text. Use a graphic organizer to show the
relationship between ideas.
Teach about author’s purpose. Use a variety of familiar texts to demonstrate that an author’s purpose, or
reason, for writing may include to inform, to persuade, or to entertain. Model for Daniel how to determine the
author’s purpose in new texts by asking and answering questions such as these:
• “What is this book mostly about?”
• “Is it serious or silly?”
• “Did I learn anything from this book?”
• “Why do I think the author wrote this?”
• “What details make me think so?”
Tools for Instruction
Sequence of Events
Identify Cause and
Effect
(1 of 6)
(2 of 6)
Compare and
Contrast
(3 of 6)
Main Idea and Key
Details
(4 of 6)
Recommended Products from Curriculum Associates
If you have this product...
Use...
Ready Common Core
Reading Instruction
Grade 2
Coming Soon!
Learn More
www.i-Ready.com/empower | 800-225-0248
©2013 Curriculum Associates, LLC
Student Profile Report
Daniel Campbell – Grade 2 – Reading Class
Subject: Reading
Overview
High-Frequency
Words
Phonics
Vocabulary
Comprehension:
Literature
Comprehension:
Informational Text
Lexile®
Performance
Lexile® Performance
Test
Lexile® Measure
Lexile® Range
Test 2 - 02/25/2013
785L
685L - 835L
Test 1 - 09/11/2012
450L
350L - 500L
Use the Lexile Measure and Lexile
Range to choose books at the right
level for Daniel. Just click on the link
to search among thousands of books!
“Find a Book, i-Ready” enables you to build custom reading lists based on Daniel’s Lexile measure and personal interests. Search for books now at
www.Lexile.com/fab/i-ready.
Lexile® Measures and i-Ready
Read more about Lexile Measures and the
research we conducted to link i-Ready scale
score with Lexile Measures.
The Lexile® Framework for Reading is a scientific approach to measuring reading ability and the difficulty of reading materials which was developed by MetaMetrics®, an educational research
organization located in Durham, NC. The Lexile Framework includes a Lexile measure and the Lexile scale. A Lexile measure represents both the complexity of a text, such as a book or article, and
an individual’s reading ability. Lexile measures are expressed as numeric measures followed by an “L” (e.g., 850L), and are placed on the Lexile scale. The Lexile scale is a developmental scale
for measuring reader ability and text complexity, ranging from below 200L for beginning readers and beginning-reader materials to above 1700L for advanced readers and materials. Knowing the
Lexile measures of a reader and a text helps to predict how the text matches the reader’s ability—whether the text may be too easy, too difficult, or just right.
The i-Ready Diagnostic Reading Assessment has been statistically linked with the Lexile Framework, making it possible to provide an equivalent Lexile measure for every Overall Scale Score.
Due to this linking, you may see some fluctuation in students’ Lexile measures. For example, if a student’s Overall Scale Score goes down, his or his Lexile measure will also go down. This lower
Lexile measure and Lexile range will be reported out on the student’s Student Profile Report. Before advising a student to a change in his or his Lexile measure, consider the situation. Is it possible
that the student simply had a bad day on testing day? Does it look like the student rushed through the Diagnostic? If this is the case, have the student continue reading within the previously
reported Lexile range and monitor his or his comprehension. Make adjustments to the student’s Lexile range as you see fit.
A Lexile measure is a powerful tool that you can use to help your students grow as readers. For more information on any of the following topics, visit www.Lexile.com.
• Lexile measures at home and at school
• Lexile measures and grade levels
• Managing multiple Lexile measures
• Lexile measures and the Common Core State Standards
“Find a Book, i-Ready”
Learn more about how i-Ready makes it easy to find books that
are at the right level and are interesting for your students. A great
resource to help develop students’ reading over the summer and
throughout the school year.
Young readers have a much better chance of successfully applying the reading skills and strategies they are learning when they are matched with “just right” texts—those that provide just the right
mix of challenge and support. “Find a Book, i-Ready” (http://www.Lexile.com/fab/i-ready) is a tool that enables you to search for books and other reading materials that have the same or close
to the same Lexile measure as a student or group of students. Incorporate “Find a Book, i-Ready” into your classroom with activities such as the ones below. As students become increasingly
independent, consider having them register for their own “Find a Book, i-Ready” account so that they can create, save, and print their own customized reading lists.
Organize browsing bins.
• Organize the Lexile measures of the students in your class into groups that span approximately 150L each. Be sure that each student’s Lexile measure falls within one of the groups.
• Use “Find a Book, i-Ready” to create a list of books within each Lexile group. Strive to incorporate a variety of topics and styles into your lists. Use your completed lists to locate books in your
class, school, or local library.
• To create browsing bins, sort the titles you gathered into containers, one container for each Lexile group you created. Then label each container with the names of the students whose Lexile
measures correspond to the Lexile range of the browsing bin.
• Schedule a period of time for reading each day. Independent readers may choose a book from their designated bin. Emergent readers may choose a book for you to read aloud to them.
• Change the selection of books in each bin on a regular basis to help increase students’ exposure to a wide range of reading materials.
Create book displays.
• Use current themes in your curriculum to create classroom book displays.
• Search “Find a Book, i-Ready” to identify books on the topic in various Lexile ranges so that the entire class can read and learn about the same topic.
• Work with your school librarian to locate these books for display.
Scaffold book searches.
• As early readers become increasingly independent, guide them through the steps for using “Find a Book, i-Ready” to create their own custom reading lists.
• Ask students to list three favorite books. Then have them tell why they liked each book so much.
• Help students identify the genre of each book. Prompt as necessary with questions such as, Was the book exciting? Were the characters funny? Did the book tell facts about something in
real life?
• Explain that “Find a Book, i-Ready” is a tool that can help students find books they might be interested in, and that they can get to it from any computer that connects to the Internet.
• Model how to navigate to “Find a Book, i-Ready,” enter a Lexile range, and choose search categories that seem interesting. Then demonstrate how to get more information about a book by
clicking on the title or the cover and how to add a book to a reading list by clicking on “Add to My Reading List.”
• Allow students to practice searching for a book independently, and offer feedback as needed.
• Send home a copy of the “Find a Book, i-Ready” handout, which is located in the “For Parents” section of the Resources tab.
METAMETRICS®, LEXILE®, and the LEXILE® FRAMEWORK are trademarks of MetaMetrics, Inc., and are registered in the United States and abroad. Copyright © 2012 MetaMetrics, Inc. All
rights reserved.
www.i-Ready.com/empower | 800-225-0248
©2013 Curriculum Associates, LLC