CASE SUMMARY SHEET

Student Name: Student Age: 6 years 10 months Grade: 1st Grade

Tutors: Katie Smith Date: 11/20/19
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
Preprimer 90 N/A 95 N/A Preprimer 90 98 N/A N/A N/A N/A
Primer 55 N/A 70 N/A Primer N/A 96 N/A 24 N/A
1st 15 N/A 30 N/A 1st
2nd N/A N/A 2nd
3rd 3rd
4th 4th
5th 5th
6th 6th

Sept. Spelling Assessment Nov. Spelling Assessment

WTW Inventory: PSI
Score: 32/56
Spelling Stage: Middle Letter Name
Examples of Confusions: The PSI proved that ‘Student’ is in the Middle
Letter Name stage of development. His total score was 32/56. He was
able to spell 7 out of 26 words correctly. I continued the assessment
because he was getting the target features correct on some more
challenging words. I wanted to gain a better understanding as to what he
knew and heard.  He scored 7/7 on initial and final consonants, short
vowels, and digraphs. He was using but confusing blends with two out of
7 correct. He was able to correctly identify and write the st- and tr-
blend. He needs additional support with sl-, -dr, bl-, fr-, and -cr. This
aligns with the PALs spelling assessment, but it allowed me to identify
additional areas that ‘Student’ could improve upon during the word
study portion of our lessons. Based off the data collected, I will continue
to work with initial blends, beginning with s-blends, and eventually move
into final blends.
PALs Quick Check: Quick Check # 5
Score: 11/12
Spelling Stage: Mid to Late Letter Name
Examples of Confusions:
The assessment chosen included initial and final consonants, digraphs,
and s-blends. This was able to quickly identify where the student is using
but confusing specific features. He scored 11/12 and was confusing sm-
with sn- in the word small. Due to the short turnaround time, I would still
work with s-blends and add in some l-blends. This is based off our reading
together and word study work. When he is saying the word, he stretches
the sounds. If he does not say the word then he is quick to write whatever
is on his mind. This assessment proved that he is making progress even in
the short amount of time we have had together.
Instructional Reading Level: __Primer__
Instructional Goals:
Fluency
‘Student’ will increase his fluency by reading
familiar text with expression. This will include
focusing on text with repetitive patterns.
He will also focus on attending to punctuation
with the text.
Activities will include:
● Word bank (high frequency and sight words)
flash cards daily and games
● Daily rereading of at least one familiar text
to begin and then moving to two or more
● Echo reading or teacher model then student
● Text phrasing with learned short poems
**Remains the same.
Word Knowledge
We will continue with s-blends using a word
sort. This still proves to be an area that is using
but confusing. He has shown improvement.
After the initial blends sort, I will work with l-
blends that need reinforcement into mixed-
vowel word family sorts, since this type of sort
is well suited for mid-letter name spellers. We
will get to –p and –r blends, if time allows. We
will also focus on developing High Frequency
Words into sight words.
Activities we will use include:
● Word sorts
● Word hunts
● Push & Say or Making Words
● Writing for sounds
● Blends bingo or blends memory
**This will stay the same as he is still using but
confusing s-blends. This data was collected from Activities for vocabulary:
the PALs Quick Check!
Dramatic play (Scanlon)
Reading & Writing
‘Student’ will be able to verbally provide a clear
understanding of what he is reading during and
after reading. He will also be able to make text
to world connections and describe character’s
feelings. He will then need to show his
understanding in a written manner.
Activities for comprehension:
● Visualization & illustration
● BME
● SWBS-Somebody-Wanted-But-So
● Tracking characters feeling with organizer
**Still effective
‘Student’ will identify and expand his
vocabulary knowledge throughout interactive
read alouds. Vocabulary instruction will have a
particular focus on Tier 2 words and descriptive
language.
 Concept Sort
 IRAs with pre-taught vocabulary &
review
‘Student’ will compose two to three complete
sentences independently. Graphic organizers and
pictures will allow him to process and organize
his creative ideas. He will incorporate adjectives
to support his detailed thoughts.
Activities will include:
● Graphic organizers
● Adjective activities
● Sentence starters
**He has only been able to write one to two
sentences.