Lowest group members are: (list students) Jadiel, Mohammed, Jayden, William, Marcus, Syrinus, James, Emeli
Stage of reading: PP3, PP2, 1, 2
ASSESSMENT CATEGORY LEARNING TARGETS
Where are you going to start instruction?
Comprehension -These students will be reading leveled
texts that is on their instructional level.
- Students can generate predictions and
justify their predictions.
-After students read sections they can
change/edit their predictions based on the
new information they are reading.
Writing The learning target will be to attempt to
match speech in print and master spelling
high frequency words. The students who
have a higher spelling level will begin to
master site words and use them in their
writing. The students can practice writing
familiar dictated sentences.
Fluency (if applicable) Students will be using leveled texts that
are at an independent level for them to
read so that they can increase their
automatic word recognition.
JUSTIFICATION for LEARNING
TARGETS
Why are you going to start instruction
here?
In this group there is a range of
comprehension levels from frustrational to
independent. Instruction would begin at
the instructional level, but enrichment
would be available for those who are in
the independent level.
Writing at this stage is going to be at a
very basic level because students are just
beginning to spell. Students are learning to
still capitalize their letters and use the
correct punctuation as well. Students will
only be writing basic sentences because
they are just learning to spell high
frequency words.
This is the chosen learning target because
in order for the students to increase their
fluency they need independent leveled
texts so they can read and reread them
without struggling. This will help with
speed and accuracy. Having the teacher
read a read aloud to the students will also
model fluency to the students.
Additional Considerations for English In regards to ELL students it is important
Language Learners to use lots of visuals to help them make
connections between the word they are
learning and what that word is. Also,
using the Spanish, French, etc. word and
then the English word could help them
make those additional connections.
Middle group members are: Harmony, Nicole, Theodore, Alexander, Aryan
Stage of reading: 2,3
ASSESSMENT CATEGORY LEARNING TARGETS
Where are you going to start instruction?
Comprehension The learning target for this group is going
to be honing in on questioning,
summarizing, clarifying, and predicting -
this will be done through Reciprocal
Teaching.
Because these students are in the
beginning stage it is important to use
visuals so they make those connections.
There are some letters in Spanish and
other languages that have different
pronunciations so it is important that those
letter sounds are addressed as well.
JUSTIFICATION for LEARNING
TARGETS
Why are you going to start instruction
here?
Comprehension within this group consists
of 83s and 100. Because of this, these
students will focus on the four strategies
(questioning, summarizing, clarifying, and
predicting) through a strategy called
Reciprocal Teaching. This strategy allows
students to engage in a dialogue with one
another, asking questions about the text
they did not understand while having other
student in their group provide responses.
During this time, the teacher serves as a
mediator and may also ask questions or
ask students to summarize/predict. This
strategy and these areas were chosen
because overall, the students did well in

Writing Working on the idea of Writers Workshop
and strengthening the basics.
comprehension. However, allowing the
students to talk more openly about the text
they read would be beneficial. With this, it
will allow the students to hone in on areas
they need clarification on the most since
they will be the ones asking the questions
and providing answers. The teacher can
also interject to assure students are on task
and engaging in rich conversation.
One student scored in the low 300’s while
the others scored in the low 200’s, with
one students scores completely missing.
The first thing that needs to be done is to
find out the score of the missing child to
determine if she needs to be in a higher or
lower group for her writing, but for the
time being she will be kept in this group
and have her work carefully reviewed.
When it comes to strengthening these
students’ writing development, they
should be working on understanding the
importance of all the steps of writing, the
prewrite, draft, revise, edit, and publish
portions. With scores like these the
students they most likely do not need a lot
of work with the basics of writing but they
do need to strengthen those basics so that
they can reach a point of confidence with
their work, and also to get to a point where
implementing more self-reflection could
also provide benefits when it comes to
their work.
Fluency (if applicable)
Additional Considerations for English
Language Learners
Students will be working toward their
accuracy and their speed of reading using
different types of drills and activities to
promote this.
Case by Case
-The accuracy for these students fall
between 95-99, while their words per
minute have an even greater range of 70-
94. When looking at their fluency scores,
speed and understanding of the tet should
be targeted. Implementing things such as
speed drills would require giving the
students words and setting a timer for one
minute. The students would then try to
work their way through the words as fast
and as accurately as possible. These lists
could include high-frequency words and
words that they need to decode. With the
end goal being them using many of these
words inside of books they are working on
reading, which will also be timed. A
student who is learning to use some
strategies, hopefully will be able to
implement these same strategies on words
they do not know.
It is important to realize that each EL
student might be in a different place when
it comes to how they need to be directed
in language arts. I think it is important to
address phonemic awareness, phonics,
vocabulary, fluency and comprehension
when each of these is going to be an
apparent problem for a student. I
mentioned that it would consist of a case
by case analysis to determine what steps
need to be taken for each student, and that
is probably for the best because
 assessment needs to be completed first
before any type of plan is made for this
student.

Highest group members are: Lily, Gabriela, Kaliyah, Maheer, and Ashley
Stage of reading: 3, 4, 5

ASSESSMENT CATEGORY LEARNING TARGETS JUSTIFICATION for LEARNING

Where are you going to start instruction? TARGETS
Why are you going to start instruction
here?

Comprehension Begin making deeper connections and
expanding on the ideas of the text
It is important that at this stage, with the
majority of the students in the group
excelling with comprehension that they
begin making deeper connections with the
text. Students at this level should be
focusing on text to self connections, text
to text connections and text to world
connections when they are reading. These
different connections should be thought
about and discussed after text has been
read. It is also important a close eye is
kept on the one outlier in the data; this
child scored a 67 while the rest of them
scored 100. It is important that Gabriela’s
comprehension is monitored while she is
in this group so that if she becomes
frustrated or is not making deep
connections with the text then she can be
moved into the middle group during this

Writing With this group of students, introducing a
more in depth Writer’s Workshop would
be the starting learning target.
Fluency (if applicable) These students will focus on expression
portion of language arts. This student
should be given assessments to determine
if they should even begin in this group
because that score of 67 is even lower than
anyone in the middle group and is the
same score as the lowest student in the
class.
Overall, these students scored well on the
writing prompt - scores ranged from 223
to 444, with the majority of the scores
within the 300s. Since these students did
pretty well with writing, they will be
introduced and allowed to partake in a
more in-depth writer’s workshop. Being
more in-depth means the students will
undergo all five steps of the writing
process - prewrite, draft, revise, edit, and
publish. According to the scores, the
students in this group have the basic
writing abilities and are able to answer
prompts adequately. Adding in these steps
to writer’s workshop will allow for the
students to put more thought into how to
better their writing - not only will students
be creating a draft, they will see their draft
undergo changes to strengthen the work
through editing and revising. These
students are already able to write well, but
going through the entire process will work
to solidify this domain.
Students in this group had a pretty high

Additional Considerations for English
Language Learners
while also working on improving their word count per minute - the totals ranged
speed of reading. from 73-115. Besides the lowest score of
73, these students appear to be reading at a
decent speed based on this assessment.
Therefore, focus will be taken from speed,
and instead put on assuring the students
are reading with expression. This can be
accomplished through a variety of ways,
such as rereading short pieces and
practicing with expression, dramatic plays
with scripts, and so on. While working on
expression, the group will also be
maintaining a desirable speed when
reading. Doing this will help to strengthen
the student who has a lower WCPM, while
also not making activities redundant and
non applicable for the students who have a
higher WCPM.
A consideration for English Language
Learners in regards to word study would
be to make sure the students are
understanding the meaning of the words
they are investigating. Since the students
will be in the SJ stage, they will be
moving to longer, possibly less common
words. It is important the students do not
just know what the word is and how the
features in the words work, but also know
what the word means to strengthen their
vocabulary and overall word knowledge.
Depending on how far along in spoken
language, an English Learning student
may not feel comfortable contributing to
conversation that would be necessary for
the comprehension learning target. An
alteration that can be made in this area is
to allow the student to grow in their
comprehension while remaining
comfortable could be to allow EL students
within the group to have this conversation
with one another in their native language.
This would allow students to practice the
same strategie, but in a way that is more
familiar to them. The students can also
work on formulating these conversations
in English with one another- allowing
students the chance to work together is
very beneficial to English Development.
The teacher can also work to provide
culture specific texts to peak student
interest.

To help students with writing, the students

can work on using their native language.
This should be done when students have
not received much instruction on writing
in English. Students are more comfortable
writing in their L1, and can potentially
show the transfer of their knowledge of
writing in general by using what language
they know best. With this, shorter
writings, such as response journals and
logs, should be introduced to the student
before expecting them to write longer
 texts and go through the writing
workshop.

For fluency, some students who are

English Learners may not be familiar with
how to properly use expression in reading
due to cultural differences. Therefore, the
teacher can model how to read the text
fluently to the student or the group the
first time and then have the students repeat
in the way the teacher read it. Doing so
will provide the student with some
knowledge of how to use expression
correctly. With this, the teacher can
continue to use culturally appropriate texts
in order to continue to peak student
interest in such activities.

For Word Study, the groupings have changed from the Reading and Writing groups above. While the students grouped for
Reading and Writing have been put together for those subjects based on their assessment scores, for some students their Word
Study scores differ in level. Readjusting the groups for Word Study is to better meet the needs of these particular students.
While some may belong in the highest level group for Reading and Writing, they may have scored on a mid to low level for
Word Study, and these group changes below for this specific subject are to make sure students are learning at the level that
best suits their understanding.

ASSESSMENT CATEGORY LEARNING TARGETS JUSTIFICATION for LEARNING

Where are you going to start instruction? TARGETS
Spelling/Phonics Why are you going to start instruction
here?

Highest Group Members: Syllable Juncture Based on student assessments, all of the
 students within this group scored at a
Kaliyah For this group, students will be starting in Syllable Juncture (SJ) Stage of Word
Lilly the Syllable Juncture Stage. More Study. For these students who are at
Alexander information is required to know Syllable Juncture, placing them in this
Gabriela specifically where instruction would begin group will meet their needs based on the
Aryan within this stage. assessment provided. To best scaffold
their learning, they will be starting at their
current stage and continue their growth in
this area. Some of these students, while
scoring high in Word Study, were put in
lower groups for Reading and Writing,
which is another reason to start all of the
students at their current assessed level so
as to also accommodate for any
difficulties they may have within this
group due to their learning in the other
subject areas. Students will be given a
Syllable Juncture Test to see what feature
to begin with in this stage.

Middle Group Members: Within Word Based on student assessments, all of the
students within this group scored at a
Harmony More information is required to know Within Word (WW) Stage of Word Study.
Syrinus specifically where instruction would begin This will help to dissolve frustrations with
Ashley within this stage. these students that could occur by putting
James them at a higher level than they are
Maheer prepared for. In the Within Word stage,
Emeli the student may be using but confusing
Nicole vowel patterns, spelling boat as “bote”, or
Theodore “bowt”. Students in this stage need to
learn to experiment with what is correct so
they begin learning certain rules, such as
long vowels and r-controlled words. The
 students will need to be assessed to
determine where they are having trouble
Within Word and, therefore, to determine
where the lessons will start. The students
are not ready for the next stage so keeping
the group of them at this stage seems like
the best idea.

Lowest Group Members: Letter Name Patterns Based on student assessments, all of the
students within this group scored at a
Jadiel More information is required to know Letter Name Patterns (LN) Stage of Word
Mohammed specifically where instruction would begin Study. Having these students start here
Jayden within this stage. will put them at an instructional level and
William not frustrational. They would be given a
Marcus Letter Name paper to test them, which
would help to decide which feature to start
with in their lessons.