Alphabetic/BR Case Summary Sheet

Student Name: ___Student __ Age: __7____ Grade: __2____ Date: ______Winter 2022______
Tutor: ___Baier/Hood____________

Word Lists Passage Reading Rate (FLUENCY) Comprehension

(WRI) Reading (% questions answered correctly)
(WRC)

Difficulty Timed Untimed WRC ORAL WPM + SILENT ORAL SILENT LISTENING
Level Flash % Total % (% read Prosody Score WPM
correctly)

PP 1

PP 2/3 75% DRA Level NAEP Score 2 -

(15/20) 4 100% Local Grouping
QRI Student reads word
word DRA Level for word however
list 6 will use inflection
92% when he sees a
question mark or
exclamation point.

Primer 80% 75% Try 1 for Prosody Crazy Cat

(16/20) 15/20 TBD (DRA 6, ) 4 out of 4
QRI questions correctly
or 100% with
elaboration and
detail.

1st 45% 50% Try 1 for Prosody

 (used (9/20) 10/20 TBD
decoding QRI
strategies
when
untimed)

2nd Home for Lunch

(DRA 20, PALS 2.1,
Lexile Level 540L) -
4 out of 5
comprehension
questions correct or
80% (instructional) -
difficulty with main
idea and supporting
details.

3rd

4th

INDEPENDENT Ceiling __Pals -_PP__

INSTRUCTIONAL Zone/Range _Pals -_Btw pp/p___
FRUSTRATIONAL Floor __Pals - 1st grade__

PA Assess Phonics Assess Other Diagnostic Assess

Blending Phonemes
(Bridge the Gap)
Part 1
Phoneme Isolation Initial Sound: 6/6
Phoneme Isolation Final Sound: 5/6
Phoneme Isolation Medial Sound- 4/6
(begin instruction here)
Part 2-
Blending Syllables:5/6
Blending Phonemes: 3/6
Segmenting into Syllables: 3/6
Segmenting in Phonemes: 1/6
Part B: First Words
Section B.1 Short Vowels (We Are Family)
4/10 correct (Begin instruction here)
Section B.2 Consonant Digraphs (Two for
One)
4/5 correct
Section B.3 Beginning Blends
5/15 correct
Section B.4 Final Blends and Digraphs
4/8 correct
*Generally testing should stop as soon as a student
has 2 or more incorrect on a subunit, however, we
were curious to see what Student knew so finished
the whole section. He has interesting gaps and
strengths so we wanted more information on him.
DRA - Level 6 -
● fluency developing (5 miscues or 92%
accuracy)
● comprehension (retell characters)
independent (Provides the names of and a
detail about each character)
● comprehension (retell plot) developing (Gives
a partially correct response, such as retells 1–
2 events; may misinterpret events)
● vocabulary advanced (Identifies 2 words in the
story that fit each category without hesitation)
DRA - Level 4 -
● fluency advanced (1 miscue or 98% accuracy)
● comprehension (retell characters)
independent (Provides the names of and a
detail about each character)
● comprehension (retell plot) developing (Gives
a partially correct response, such as retells 1
of 2 events; may misinterpret events)
● Vocabulary advanced (Gives the intended
meaning of each word with details)
PALS Word Lists
PP 90% (18 out 20) PALS
P 70% (14 out of 18-20) PALS
1st 40% (8 out of 16-20) PALS
 Spelling Writing Notes on Attention & Motivation

Inventory: PALS - Mid-Year Strengths Weaknesses ADHD diagnosis

Score: 17 (benchmark 28 max 56)
Stage Placement: LN
Examples of Confusions:
● Ch for tr
● R controlled words
● Short vowel i and e and o
(uses the letter i for most
vowel sounds)
● S for z
● Does not recognize the silent
e or the cvce word pattern.
6+1 Traits Scoring Rubric Mom reports confidence is a concern
Ideas: 3 Developing Reads Diary of a Wimpy Kid at home (according to
Organization: 3 Developing mom)
Voice: 1 Beginning
Word Choice: 2 Emerging Lacks reading stamina according to mom, however
Sentence Fluency: 3 Developing holds comprehension of a story read on Monday until
Conventions: 4 Capable Thursday
Presentation: 5 Experienced
Montessori until Grade 2
Forms letters Uses reversals, such as
correctly and is b and d.
Reads level C/D in guided reading groups
willing to write.
Has difficulty using
Writes on the line inventive spelling and
and in complete asks for spelling help.
sentences. Uses
punctuation. Has difficulty creating
writing ideas.

Does not elaborate in his

writing.

Other Assessments and/or Anecdotal Notes:

PALS score from homeroom teacher - Blending - 19 out of 20
PALS score from homeroom teacher - Sound to Letter - 36 out of 40

Student is easy to work with and willing to work. He is not yet an independent thinker and relies on instruction to complete a task (especially in
writing and word creation). Student reads laboriously, word for word, however, recognizes punctuation and will use the correct inflection when
reading a period, an exclamation point or question mark. When retelling a text, he tends to add information that he has previous knowledge of
rather than sticking to the details read in the text. Student appears to have an advanced vocabulary (i.e., used the word “multiple” when
explaining “pets” meant more than one). Student makes text to text connections without being prompted. He engages in reading when being
read to.

Alphabetics
Starting Point in LL&FW: First Words- We are Family short
vowel word families beginning with Lesson 3 (-at, -an words)
Print concepts:
TSW will work on letter
reversals such as b and d.
Phonological analysis:
TSW will blend phonemes
and segment phonemes to
hear individual sounds.
Student will focus on
rhyming word families.
Hear-it
Alphabetic coding skills:
TSW develop the ability to
use phonograms and word
families to read and spell
orthographically related
words.
Decode-it, Spell-it, Write-
it, Read-it
Instructional Goals
Word Learning
Strategic word identification:
TSW use the beginning letter
and multiple vowel sounds to
attempt word recognition of
unfamiliar words while reading
a Primer text.
TSW use knowledge of word
families to help decode
unfamiliar words.
TSW use graphic information
and context when attempting to
decode unfamiliar words.
Read-it
High-frequency sight words:
TSW read 90% or 18 out of 20
words on first grade QRI list.
Review-it
Meaning Construction
Fluency: Level 3 Phrase and Clause
TSW read more than 1/2 the words in a
Primer passage with appropriate
expression. Reading expresses the
structure or meaning of words, phrases,
clauses, and a few sentences.
Intonation may sometimes reinforce
rhythmic grouping, or reading may be
monotone.
Read-It
Language and vocabulary
development:
TSW build a personal word wall from
instructional texts to use as a resource
while writing.
TSW create a list of writing topics to use
as a resource.
Write-It
Knowledge and comprehension:
TSW retell information from a text with
Writing
Ideas: Will not be assessed
Scanlon, et al. (2017) “too little
time in an intervention to allow for
focus on composition (p. 394)”
Organization: will not be
assessed
Scanlon, et al. (2017) “too little
time in an intervention to allow for
focus on composition (p. 394)”
Voice: will not be assessed
Scanlon, et al. (2017) “too little
time in an intervention to allow for
focus on composition (p. 394)”
Word Choice: 3 Developing
By using more descriptive words
when writing Student will begin to
create an image using words.
(We will encourage Student to
add some details to dictated
sentences to help with this area)
Sentence Fluency: 4 Capable
TSW begin to use transition
words like also, and because. He
detail using information from the text,
rather than from life experiences.
Write-It, Read-It
will also vary his sentence length
and beginnings.
Conventions: 5 Experienced
TSW begin to spell high-
frequency words independently
and words with known word
families. He will begin to use
question marks and exclamation
points in his writing.
Presentation: 4 Capable
TSW begin to form letters
correctly. Currently words are
recognizable however, formation is
incorrect (starts from bottom -
adds “tails” to a’s, h’s, n’s).
Motivation
TSW self correct reversals and
begin to add details to the
dictated sentences.