CASE SUMMARY SHEET

Student Name: G Age: 8 yrs. 4 mos. Grade: 2nd

Tutor: Madison Lewis Date: 9/16/19 and 11/4/19
Word Lists Passage Reading Reading Rate Comprehension
% questions answered
Difficulty Sept. Nov. Sept. Nov. Sept. Nov.
correctly
Level
 Timed Total Timed Total WRC WRC ORAL ORAL
Sept. Nov.
%age %age %age %age % Corr % Corr WPM WPM
Pre-Primer
Readiness
Pre-Primer
70 95 70 100 PPA 91 97
PPB 77 94
PPC 78
Primer 20 30 35 85 Primer
1st 1st
2nd 2nd
3rd 3rd
4th 4th
5th 5th
6th 6th

Sept. Spelling Assessment Nov. Spelling Assessment

Inventory: Words Their Way Primary Spelling Inventory Inventory: 1–3 PALS Spelling Words and Sentences Fall Form A (First
Score: 2 out of 26 (8%) and Second Grade Lists)
Spelling Stage: Middle Letter Name Score: 4 out of 20 (20%)
Examples of Confusions: Spelling Stage: Late Letter Name
Short Vowels: PAT/pet, SIT/sled Examples of Confusions:
Digraphs: SIMIM/shine, KOCK/coach, CKWDE/chewed, WISI/wishes Short E (UBC): WIT/went, SHED/shade, LEK/clean
Digraphs/Blends (UBC): WIT/went, BUD/bump, CHAP/trap, HUT/hunt,
WHISH/wish, FIT/flight, LEK/clean, PAT/paint
Long Vowels (Not attempted): SLID/slide, BRAF/brave, BRIF/drive,
SHED/shade, FLOT/float, LEK/clean, PAT/paint, FIT/flight

(Nov.) Instructional Reading Level: Pre-Primer B

Instructional Goals:
Fluency
G’s goals are:
• To correctly pronounce “-an” and “-am”
• To continue work with high frequency
(HF) words in context as well as those in
his personal high frequency word bank
• To differentiate between Bb and Dd as
well as Cc and Kk, with particular
emphasis on Bb and Dd
Justification:
When reading and rereading our guided reading
book about Fran the frog, G was continuously
stumped by the “-an” in “Fran.” This was
unsurprising because he has struggled to sound
out both the “-an” and “-am” sounds in other
words while reading previously.
Continuing to work on the high frequency word
bank G and I built together is advisable. Of the
31 words we practiced, there are still 10 he has
not completely mastered. Continuous exposure
will improve his automatic recognition of them
in context, thus improving his fluency.
G almost always confuses B and b for D and d.
He swaps not only the letter names but also their
respective sounds. This confusion consistently
slows down his reading. The progression of this
same confusion could begin to interfere with his
comprehension as he begins to encounter more
complex texts.
Recommended Activities:
• Word sorts comparing -an and -am
families to obvious short-A families like
Word Knowledge
G’s goals are:
• To correctly spell “-an” and “-am”
• To solidify the difference between short
E vs. short I sounds
• To firm up the use of blends and
digraphs
• To begin work with long vowels
• To practice writing high frequency
words
Justification:
The patterns “-an” and “-am” show up in many
words with only three phonemes, and G has
already begun work with words with more than
3 phonemes. The same even more significantly
true for the /e/ and /i/ sounds, which G also
continues to mix up in his writing/spelling.
Correcting the repeated errors he makes will
solidify a strong foundation for him to improve
his writing and prime him for the acquisition of
more blend/digraph knowledge and long vowel
work.
Practicing writing high frequency words is an
essential component of high frequency word
work. G has proven in his writing samples that
while he can recognize most of the HF words
with which we have worked in isolation and
even in context, he cannot spell them most of
them correctly, which means he has yet to
master their use.
Recommended Activities:
• Dictated sentences containing words
with -an and -am
Reading & Writing
G’s goals are:
• To apply correctly spelled high
frequency words and studied word
features to writing
• To apply studied word feature
knowledge in context when reading
• To include capital letters at beginnings
of sentences independently
Justification:
See high frequency word work justification at
left.
When practicing word work, usually with word
sorts or the activities that follow the sorts, G can
identify, spell, and read the word features being
studied with reasonable accuracy. However,
when he is asked to write dictated sentences
with words containing the features, or when he
chooses to include words containing the features
in other writing samples, the application of the
features often does not transfer.
When G is asked to write a sentence (or more),
keeping in mind the 3 parts of a sentence, he
consistently includes spaces, capital letters, and
punctuation where appropriate. However, if he
is not initially prompted to write a “sentence” or
to think about “the 3 parts of a sentence,” he
often overlooks capitalization. Additionally,
when we discussed names of characters in books
we have read, he was not able to list reasons for
using capital letters for me. A quick review is
likely all he needs to successfully use capital
letters independently in his writing.
 -ad, -at, or -ap
• High frequency word games preceding
work with texts where G will encounter
the words in context; activities should be
competitive and/or linked to G’s
personal interests if possible:
o HF paper football (read the word
correctly to get a chance to kick it
through the field goal)
o Whac-a-Mole HF words with a
fly swatter
o High (frequency) jump (jump up
to hit the word as it is called out
by the teacher; words can be
taped to the wall or written high
on a whiteboard
• Word sorts contrasting C and K
• Tactile practice writing C and K as well
as Bb and Dd while saying the name and
sounds of the letters orally (sand, floam,
paint, shaving cream)
• Word AND picture sorts contrasting Bb
an Dd
• Word and picture sorts contrasting /e/
and /i/
o Follow up with writing sorts,
blind writing sorts, and word
hunts
• Dictated sentences containing words
with /e/ and /i/
• Writing prompts including requirement
of using a certain number of high
frequency words
• High frequency word games requiring
the student to write a HF word correctly
in order to take his turn
• Sorts/activities targeting blends and
digraphs
o Incorporating -an, -am, /e/, and /i/
in these sorts will help solidify
common issues for G
• Eventually introduce sorts/activities
targeting long vowels
Recommended Activities:
• Guided reading practice of instructional
level books which target specific word
features being studied; teacher should
take care to point out these words and
encourage G to apply what he learned in
context
• Writing prompts with HF word banks to
scaffold, gradually releasing by
removing visual word banks and only
having the teacher verbally prompt the
inclusion of certain HF words
• Capital Needed vs. Capital Not Needed
sorts/games/activities

1. How does this student's current level compare to others in the same grade?
a. G’s WRI TOTAL score on the Preprimer List was a little below where it should have been in the Fall, but now he has caught up to his
class. His Fall TOTAL score on WRI Primer was significantly below where it should have been in the Fall.
b. In terms of Spelling/Word Study Stages, G’s scores fall about 2/3 of a year behind his peers.
c. G’s WRC reading still is more than a full year behind the level at which an average second grader reads instructionally.
2. How does your student's rate of growth compare others and/or to the rate needed to be caught up?
a. G has made steady, fast gains and is on his way to catching up to the second grade goal of mastery of the Primer WRI list. He needs to
grow slightly more quickly than he has to catch up to his peers.
b. G’s spelling is progressing at the same rate as his peers, but is 2/3 of a year behind. He will need to improve at a faster rate to catch up.
c. G’s reading level progressed more slowly than his peers, and he is more than a full year behind the average second grader, meaning he
will need to progress at a much, much faster rate to get caught up.
3. What recommendations can you offer the committee with regard to further intervention efforts related to (1) time, (2) intensity, and (3)
duration?
a. G is already receiving services from the Speech Language Pathologist (SLP) for approximately 15-20 minutes once a week. He needs to
receive these services more frequently, at least 2-3x per week, until his articulation improves enough that the way he pronounces letter
sounds like /w/ and /r/ does not impede his ability to decode.
b. In order for G to make the hasty gains necessary for him to catch up to his peers, he should receive small-group or one-on-one
intervention from a reading specialist 2x per week for 9 weeks to support what he is learning in the classroom and close gaps between the
what his class is learning and what he has already mastered. After 9 weeks, his progress should be reassessed to determine whether the
time, intensity, or duration of the intervention should be adjusted.
c. G is an active student who needs his focus redirected frequently. As such, one-on-one intervention would help him catch up to his peers
most quickly. However, G is also a diligent, academically interested, solid follower of directions, and placing him in a homogeneous
intervention small group may help him achieve the same goals at a slower rate.
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