Case Summary Sheet: Reading Rate Comprehension Sept. Nov. % Questions Answered Correctly Oral WPM Oral WPM Sept. Nov

CASE SUMMARY SHEET
Student Name: Age: Grade: 2

Tutors:Caroline Crane Date: 11/08/19
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 65 70 80 85 PPA 86 91
Primer 55 60 70 75 PPB 66 85
1st 35 50 30 50 PPC 75
2nd 1st
3rd 2nd
4th 3rd
5th 4th
6th 5th
Sept. Spelling Assessment Nov. Spelling Assessment

WTW Inventory: PALS Form A WTW Inventory: PALS Form A 12 of 20, PALS Letter Sounds
Score: 4 of 20 QC:25/26, PALS Lowercase Rec. QC: 26/26
WTW Primary Inventory: 22/82 WTW Primary Inventory: 27/82
Spelling Stage: Early Letter Name
Examples of Confusions:Students switches direction of letter /p/, student Spelling Stage: Late Early/Middle Letter name
knows some digraphs, no blends, knows the /w/ sound and can create it, Examples of Confusions: The student had mastered short vowels in WS
but can’t seem to get it on paper. Student is adding additional sounds and in her reading, but when it came to spelling in post assess she still
when she is saying it back to herself which is tripping her up, example made one or two mistakes. This is still much better than in September.
“shade”, added /w/ sound to the ends She has mastered sh, ch, and th.
a v. e (fan in WTW)
o v. u (rob in WTW)
Instructional Reading Level: PPB
Instructional Goals:
Fluency Word Knowledge Reading & Writing
● Continue practice with writing
mechanics (spacing, capital letter, punctuation,
directionality).
● Reread familiar text to build confidence
● Use knowledge of HF words in reading.
● Continue practice with HF words. and fluency, as well as to gain more knowledge
● Reread familiar text to build
● Focuses for Word Study: of HF words.
automaticity.
○ Quick Review of short vowels ● Continue working with comprehension
● Potential Activities
○ Complete /wh/ digraph skills (think alouds, summarizing,
○ Partner Reading
○ Mixed digraph review compare/contrast)
○ Rereading
○ Begin work in blends ● Continued integration of HF words and
○ HFW Tic Tac Toe
● Potential Activities WS features into reading and writing.
○ HFW Fly Swat
○ writing sort, blind sort, push and say, ● Potential Activities:
○ Word Wall
reading text with similar features, word hunts ○ Student dictations
○ HFW parking lot
and other word study games ○ Begin use of graphic organizers for
reading
○ Practice with writing mechanics
○ Free writes or caption this activities to
foster an enjoyment of writing
Student Growth WRI
First Grade Word List

1. How does this student's current level compared to others in the same grade?
a. WRI: Not meeting benchmarks. Spring first grade benchmark is 15 on first grade word list and fall second grade benchmark is also
15 on first grade word list. Student is halfway on both benchmarks a score of 7 pre and 6 post
b. Reading: Not meeting benchmarks. Winter benchmark for 1st is a minimum of 90% on a first grade passage and fall 2nd grade is
the same. Currently the student is still instructional level PPB, edging towards PPC.
c. Writing: This student is a little less than a year behind on spelling. At this point we would hope to see the student working
finishing up with blends and shortly moving into long vowels, but currently she is finishing up digraphs.
2. How does your student's rate of growth compared to others and/or to the rate needed to be caught up?
I would say this student growth is slow compared to other students. While she has made great progress thus far, she still has quite a bit of
catching up to do. To catch up, she will need to progress faster.
3. What recommendations can you offer the committee with regard to further intervention efforts related to (1) time, (2) intensity, and
(3) duration?
a. This student already received small group corrective reading instruction for about 30-45 min daily, as well as speech services( I was
not privy to how often, but at least twice weekly from what the student has said).
b. Recommendations
i.Time: With the rate she has progressed in our time together and my meetings with her reading specialist at school, I would say an
additional 3 to 4 hours outside of her normal intervention would give her the best odds to catch up.
ii.Intensity: Small group would work, but the student is easily distracted and makes a point to get other off focus, so one-on-one would be
preferred.
iii.Duration: Continue for 6 weeks, reassess at beginning of third 9 weeks and adjust as needed.
iv.I do not believe this student needs SPED services, but extra work outside of corrective reading intervention is needed. More work with
speech will also assist with her spelling and her confidence, as her speech issue makes her uncomfortable in small group leading to
getting herself and others off focus.

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CASE SUMMARY SHEET

Student Name: Age: Grade: 2

Sept. Spelling Assessment Nov. Spelling Assessment

First Grade Word List

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