Alphabetic/BR Case Summary Sheet

Student Name: VH Age: __8___ Grade: 2nd Date: 2/10/2022

Word Lists Passage Reading Reading Rate Comprehension

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

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

PP 1

PP 2/3 DRA 8 - 96% DRA 8- 43+2

Primer 90% 96% 59+2 83% (5

(18 out out of 6)
of 20)

1st 60% 70% (7 DRA 14 -

(12 out out of DRA 14 - 97% 47+2
of 20) 10)

2nd 14% (1
out of 7)

3rd

4th

INDEPENDENT Ceiling Primer

 INSTRUCTIONAL Zone/Range 1st
FRUSTRATIONAL Floor 2nd
PA Assess
Mastered 40 sounds-to-letters;
blending at 90%
Heggerty Assessment 2nd +
Onset - Mastered
Blending & Segmenting 2 & 3
phonemes - strong skill
Adding & Deleting Phonemes -
9/10
Substituting Phonemes - 9/10
Spelling
Inventory: PALS - Mid-Year
Score: 25 Benchmark (28-56)
Phonics Assess Other Diagnostic Assess
PALS Mid-Year Assessment PALS Mid-Year Assessment
Blending - 18/20 She scored a 2 in fluency where it should
Sound-to-Letter - 20/20 - Mastery be a 3; raises an area for concern
PALS Spelling Assessment DRA 3 Assessment:
Beg/End Sounds - 4/4 Level 8 Fiction
Digraphs - 4/4 ● Comprehension - The Lost Book
Blends - 4/4 ● Retell - Partial retell with at least 3
Short Vowels (CVC) - 4/4 events
Nasals - 1/4 ● Character - Specific pronouns (They
CVCe - 0/4 for 2 kids)
Long Vowels - 0/4 ● Vocabulary - some story related words
R- and L- Influenced - 0/4 ● Support - required 2 prompts
● Reflection - important event +
reasonable response
● Connection - no connection
LL:FW Assessment Score: Developing/Independent
B.1 Short Vowels - 3/5
Writing Notes on Attention & Motivation
Strengths Weaknesses The student demonstrates strong
decoding skills however she is not
Stage Placement: LN Dictated Writing Informal Writing confident in her skills. When decoding a
Examples of Confusions: Sample Sample word, she pauses for adult confirmation.
THIM/them (short vowel)
CAP/camp (short vowel) She spells the Needed idea Initially, student was unable to identify
PLAT/plant (short vowel) following sight words generation support. favorite book or recall a recently read
HEP/help (short vowel) correctly - I, my, and, book. After several sessions, student has
THAK/think (short vowel) can, find, not, dad, Her writing runs identified her preference of books read in
CHOK/chalk (short vowel) put, it together in one long our session.
TOST/toast (vowel team) sentence.
SPEC/speak (vowel team) Informal Writing She enjoys writing and drawing pictures to
NIT/night (vowel team) Sample She is does not use go with her writing.
NRS/nurse (r-control) In her writing, she ending punctuation or
CLRK/clerk (r-control) included her voice and capital letters other She enjoys playing with her cooking set
FLOT/flute (long vowel) wrote in her words. than “I”. and is very sweet and kind!
PRIS/prize (long vowel)
STON/stone (long vowel) Her writing includes a Sentence structure is She can be distracted by materials.
SHACK/shake (long vowel) beginning, middle and short and staccato.
end. (Lacking adjectives When completing activities she often
and other descriptive pauses for feedback from teacher or
She is able to features) parent. Her answers may also be in the
brainstorm an event form of a question.
that is connected to a She is telling a story
text read with and does not show
assistance. the reader the events
through action and
She is experimenting imagery.
with hyphenating
words. She misspells
She has appropriate multisyllabic words -
word spacing brother and under
 She is spelling words
phonetic spelling -
macup

In our initial conversation with Victory’s mom, she shared the Victory did not like reading and it was difficult to get her to read
books. She also shared that Victory had struggles in school with reading, but enjoyed writing.

We did not receive feedback from her school in addition to the PALs assessment data.

Other Assessments and/or Anecdotal Notes:

RAZ-Kids Benchmark Level E - Student read passage with non-meaning changing errors. Bookshelf/Bookcase Fluency was 40
WPM. Comprehension 5/5.

San Diego Quick Assessment

PP - 10/10
Primer - 10/10
Grade 1 - 7/10
Grade 2 - 1/7 (discontinued)

Instructional Goals
 Alphabetics Word Learning Meaning Construction Writing

Starting Point in LL&FW: Targeted works in First Words -

- We Are Family (short vowel word families) (based on
Phonics, Reading assessments & Writing Assessments)

Print concepts: n/a Strategic word Fluency: TSW read practice TSW compose sentences in
identification:TSW apply phrases and prosody using response to reading and prompts
Phonological analysis: phonics knowledge DURING echo reading of poems and to strengthen ideas and word
TSW blend, segment, and reading by applying letter short text at an independent choice. Write-It
manipulate phonemes in sound knowledge in GRL E level GRL G Read it (Model,
Elkonin Box to build and F text. Read It (Apply) Practice) TSW write dictated sentences
comfort with 3 & 4 Language and vocabulary with correct capital letters and
phonemes. Hear-It High-frequency sight development: TSW preview punctuation and taught spelling
words: and discuss new high patterns using high-frequency
Alphabetic coding skills: TSW develop sight word frequency words and concept and decodable words.. Write-It
TSW read, build, and write automaticity in 1st grade words BEFORE each new
CVC and CCVC words in sight words using flash cards instructional by hearing
word building activities and writing high frequency kid-friendly definitions, Motivation
with focus on a & e. words. Word-Review, noticing words in text and
Decode-It, Spell-It & Read-It, & Write-It applying words in writing
TSW explore texts types and
Write-It AFTER reading. Read-It
diverse genres to identify topics
of interest for reading choice.
Knowledge and
Read-It
comprehension:
TSW discuss relevant
TSW actively engage in literacy
vocabulary and text structure
learning activities through
BEFORE each new
Think-Alouds, discussions and
instructional read with
hands-on activities (whiteboard,
vocabulary and prior
jamboard, digital text) to increase
knowledge activities, AND
demonstrate comprehension confidence in reading and writing.
AFTER each new ALL
instructional read with oral
retelling and sentence writing
activities. Read-It & Write-It