STAR Class Instructional Planning Report 1

Printed Friday, November 10, 2017 2:30:12 PM

School: Janowski Elementary Reporting Period: 9/14/2017 - 10/13/2017

Teacher: Johnson, K.

6 424 325 - 753

Group 1
Group 3 310 292 - 317
2
Group 4 208 194 - 229
3
9 94 66 - 178
Group
4

Instructional Number of Scaled Score

Groups Students
Median Range

Suggested Skills
Skill recommendations are based on the median score for each Instructional Group. These skills are a starting point for
instructional planning. Combine this information with your own knowledge of the student and use your professional judgment
when designing an instructional program. Use Core Progress Reading built for TX TEKS learning progression for reading to find
additional information for each skill, teacher activities, and sample items.

Group 1

Students

Comprehension

Comprehension of Text/lndependent Reading

5 Read regularly and independently in fifth-grade-appropriate texts for sustained periods of time, increasing speed, stamina,
and comprehension
5 Engage actively in whole- and small-group reading of fifth-grade-appropriate texts to improve use of independent
reading strategies

Comprehension Skills
5 Identify purpose for reading (e.g., for enjoyment, to answer a question, to learn about a subject, to solve a
problem, to answer a research question) and comprehend on-level texts demonstrated in a variety of ways (e.g., by
writing or selecting an accurate summary, writing an answer to the question, writing about the solution, or
discussing/drawing conclusions about the research question)
5 Monitor and adjust understanding of a literary text by predicting and checking predictions, noting important parts,
reading around, and applying skills from across the language arts including using text structure
 5 Monitor and adjust understanding of an informational text by previewing, setting a purpose for reading, reading
ahead, applying skills from across the language arts, and, in particular using text structure to aid in comprehension

Fluency
5
Read on-level texts aloud at the estimated oral reading fluency (ORF) to meet fifth-grade benchmarks

The median test score for each instructional group is calculated based only on students who have a test score up to 30 days before the selected
testing end date. As a result, suggested skills may be different when viewed through the Record Book, which calculates the median test score for
each instructional group based on the last test taken during the school year.
Designates a focus skill. Focus skills identify the most critical skills to learn at each grade level.

STAR Class Instructional Planning Report 4

Reading
Printed Friday, November 10, 2017 PM
School: Janowski Elementary Reporting Period: 9/14/2017 - 10/13/2017

Group 2
Students

Comprehension

Comprehension of Text/lndependent Reading

4 Read regularly and independently in fourth-grade-appropriate texts for sustained periods of time, increasing speed,
stamina, and comprehension
4
Maintain meaning and logical order when paraphrasing and responding to texts read independently (e.g., reading log,
journal, book talks)

Comprehension Skills
3
Make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and
provide textual evidence
4 Identify purpose for reading (e.g., for enjoyment, to answer a question, to learn about a subject, to solve a problem)
and comprehend on-level texts demonstrated in a variety of ways (e.g., writing in a reading response journal, writing
an answer to the question, discussing/writing about the solution)
4 Monitor and adjust understanding of a literary text by previewing, applying knowledge of words and sentence structure,
looking for clues to confirm inferences, and applying skills from across the language arts
4
Monitor and adjust understanding of an informational text by previewing the table of contents or headings, applying
knowledge of words and sentence structure, looking for clues to confirm inferences, and applying skills from across the
language arts

Fluency
4
Read on-level texts aloud at the estimated oral reading fluency (ORF) to meet fourth-grade benchmarks
4 Read on-level prose and poetry aloud with expression (e.g., using the meaning of the text to dictate the expression
with regard to pauses, pitch, and stress)
Informational Text

Comprehension of Informational Text/Expository Text

3 Recognize words and phrases in an informational text that suggest the organizational structure (e.g., first, more,
because) and the relationships they reveal (e.g., sequence, comparison, cause and effect)

Comprehension of Informational Text/Procedural Text

3
Locate information in simple graphical text features (e.g., illustrations, maps, timelines, tables, charts)

Designates a focus skill. Focus skills identify the most critical skills to learn at each grade level.