CASE SUMMARY SHEET- Lesson Plan Split- Baier, Hood, Montemurro

Student Name:       Age: 10 Grade: 4 Date: 2/9/23

Tutor: Baier, Hood, Montemurro
Reading Rate
Word Lists (WRI) Passage Reading (WRC) Comprehension
(FLUENCY)
Timed Untimed WRC % questions answered correctly
Difficulty Level ORAL SILENT
Timed Total (% read
🡫 WPM WPM ORAL SILENT LISTENING
%age %age correctly)
Preprimer 1 100       Preprimer            
Preprimer 2/3 95 95   Preprimer 2/3            
Primer 85 85    Primer     97%     93          100%  
1st 90 100    1st   91%      108       100%     
2nd 70 85 2nd  92%      109          28%                  
3rd 80 80   3rd   89%      97          not given                 
4th 60 75 4th                                    
5th   55  60  5th                                    
6th   30    65      6th                                    
UM             UM                                    
HS             HS                                    

Spelling Writing Affective Measures Comments

WTW Inventory: Elementary Spelling Strengths Weaknesses Affect for Reading:
● When the
Inventory     Raw %ile
● Spelling was ● Lacks motivation student was
Score:  8/25 words correct; 38/62 feature Academic
points; 46/87 total (32% of the words were correct Recreation asked about
spelled correctly) When asked to write Total his feelings
Stage Placement: Within Word Common a sentence about how
he knows when the about reading
Long Vowels (mid)
Examples of Confusions: long vowel seasons change and writing, he
sounds: lump-lomp, float-flot, place-pulce, (based on his stated that he
bright-brit, shower-shawr previous reading): did not like
“The Day are get reading and
r-controlled (using but confusing): carries- short.” that it was
chary, shower-shawr, favor- faveor, cellar- hard for him.
seller, pleasure-pleasher, fortunate- When asked to write
furchnet, shower-shawr about what he likes to
do at recess and why:
 “walk around
it fun.”
INDEPENDENT LEVEL  1st level   INSTRUCTIONAL LEVEL: Between 1st and 2nd level (based solely on
Reading Passages)     FRUSTRATIONAL LEVEL: 3rd level 

Other Assessments and/or Anecdotal Notes:

     
Student appeared to have most high frequency words and academic words that he would have learned during class lessons within
his lexicon. However, when he came to words he did not know, he had little to no decoding strategies. He appeared to rely on
the first letter of each word he did not know to try and read the word. While reading, he makes non-meaning mistakes. He
leaves off endings, and he adds or deletes prepositions, pronouns and articles.

Based on observation of the student while being assessed the student does not try to engage, or ask questions about the activities.
His lack of motivation impacts his performance. When the student was asked about his feelings about reading and writing, he
stated that he did not like reading and that it was hard for him. His mother is a counselor at the school and he receives additional
tutoring outside of school. It may be a good idea to highlight for Student what his strengths are as a reader and writer to try to
build his confidence up since he recognizes his weakness in reading. Instruction needs to be meaningful since his motivation is
low. It was noted after talking to Student about his interests that he enjoys typing on his Chromebook, baseball, ‘kind of likes
art,’ drawing, astronomy, and zombies.
Instructional Goals:
Word Knowledge
Goals:
✔ ✔
While reading a passage, Student
will use knowledge of common
long vowels and affixes to decode
unfamiliar words with 90%
accuracy in three trials.
Recommended supporting
activities:
● Affix Learning (-er, -est)
● Build a Word
● Connected Text Reading
Essential Question: What geographical characteristics of a planet would support Zombie life?
SOL Standard: Content Area: Science SOL 4.5b
Fluency Comprehension & Vocabulary
Goals: Goals:
✔ ✔
Student will read 115 wpm in six Student will use tier 2 vocabulary
weeks on a second grade text with after reading a nonfiction text while
prosody. He will gain 6.6 words giving an oral summary to show his
per minute during the tutoring comprehension of the text.
session
Recommended supporting
Recommended supporting activities:
activities:
● Vocabulary
● Fluency passages
o Introduce the vocabulary
o cold read prior to reading
o second read after
▪ Student friendly
coaching
o third read after coaching definitions
and practice o Highlight the words
when reading and stop to
discuss meaning in
contexts
o Use examples of his own
to show understanding
● Comprehension
o Illustrate B/M/E of story
o Orally give summary
o Graphic Organizer
o Asking questions
Writing
Goals:
Student will:
● write 2 sentences on one
subject.
● spell high frequency words
correctly with 100% accuracy
● Use correct punctuation and
capitalization with 100%
accuracy
Recommended supporting
activities: Student will:
● write sentences each week,
building onto his knowledge
and ideas each week.
● high frequency practice: hear
read, spell, and write
● Teacher will provide mentor
sentences that Student can use
as a model
● Student will correct sentences
for accurate capitalization and
punctuation
The student will investigate and understand that the planets have characteristics and a specific place in the solar system. Key
ideas include b) planets have characteristics and a specific order in the solar system