EMERGENT READER CASE SUMMARY SHEET

Name: Bentley Age: 5 Date of Testing: 10/23 Grade: K Examiner(s): Group 12

Phonological Awareness
Phoneme Segmentation Individual Beginning
Rhyme Awareness Words & Syllables Syllables Blending
Sound-to-Letter Sound Awareness
10/10 N/A N/A 14/20 19/40 10/10
Notes:
- got all of them - dipthongs at the - long medial vowel - got all correct
correct end of a word sounds - did not need teacher
- was able to - double vowel - prompt
identify without teams in the
teacher prompts middle of a word
- /f/ sound

Alphabet Knowledge Letter-Sound Knowledge Concepts About Print

Lower Case Upper Case
Production Spelling Observations
Letter Recognition Letter Sounds
26/26 N/A N/A N/A N/A
Notes:
- got all of the letters did not assess on PALS
correct the first time
- did not stumble on any
letters

Concept of Word Word Knowledge

*WRI *WRC
Pretest Word List Pointing Word ID Post-Test ID
Timed Untimed Level %
PP R
PRI PPA
1st PPB
Notes:
*for borderline students (emergent – beginner), administer WRI using powerpoint
**PP TIMED word list: 5 words correct, administer Readiness; 6-10 words correct, administer PPA; 11-15 words correct, administer PPB
**If 85% or greater on WRC at PPB, the student is likely a Beginning Reader; confirm this finding with additional information

RECCOMENDATIONS

Overall Development: --pick one--

Fluency Word Knowledge Writing Comprehension
Letter Names Letter Sounds Phonological
Rereading COW
Upper Case Lower Case Awareness
What type of Overall Level of Knows: Knows: Area of Strength: Spacing: Prior Knowledge:
text? COW: All of them All of them rhyme and
Using/Confusing: Using/Confusing: beginning sound Interest in Topic:
(got all right) Other:
Interest Level: Instructional Absent: Absent: Area of UBC: Responsiveness to
Recommendations: Questions:
Area of
What to work on Frustration: Other:
in rereading:

INTERVENTION GOALS (RtI)

What broad, longer-term goals (3 weeks from now) will you set for your tutee? Think about what you listed at the top of the sheet
related to whether your tutee is an Early, Middle, or Late Emergent. What should be the focus (see tutoring manual for ideas)?
Goal 1:
Long vowel sounds and matching them up with the correct vowels. The student got the long vowel sounds incorrect on the sound to
letter portion of PALS.
Goal 2:
Blending sounds to create words.
What specific goals do you hope to accomplish by the end of the lesson (i.e., what will she know after the lesson that she did not know
before working with you)? These goals should be sub-goals of the one listed above. If your long-term goal is related to letter knowledge,
for example, what is the immediate letter knowledge goal for your first lesson? List that here:
Goal 1:
The student will be able to identify the different long vowel sounds and match them up to the correct letter. The student should be able
to successfully do 3/5 of the long vowel sounds.
Goal 2:
The student will be able to successfully blend out the dipthongs that are heard at the end of the word. The student should be able to
correctly blend and segment sounds including dipthongs into the whole words.