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CASE SUMMARY SHEET

Student Name: Age: 7 years old Grade: 2nd


Tutors: Ally Baltas Date: November 2016
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
PPA N/A N/A
Preprimer 55 95 95 100 PPB N/A N/A
PPC N/A N/A
93
Primer 40 90 90 95 Primer *Started 98 23 30 50 100
here*
Stop @
1st 85 90 1st 98 N/A 36 N/A 90
231
2nd 75 85 2nd
3rd 30 40 3rd
4th 4th

Sept. Spelling Assessment Nov. Spelling Assessment


WTW Inventory: PALS Form B PALS Quick Check(s): QC Set H (41)
Score: 12 out of 20 (60%) Score: 8 out of 12 (66%)
Spelling Stage: Within Word (Early) Spelling Stage: Within Word (Mid)
Examples of Confusions: Examples of Confusions:
Peel pel
Cloud clowd
Frown froun

Sept: Independent Reading Level: Pre-Primer Instructional Reading Level: Primer (Inferred from WRI)
Frustration Level Begins at: 1st

Nov: Independent Reading Level: Pre-Primer Instructional Reading Level: Primer Frustration Level Begins at: 1st
Instructional Accomplishments Sept -Nov:
Fluency Word Knowledge Reading & Writing
September: September: September:
We will practice reading with fluency. We will First, we will begin working on affricates. As the Comprehension/Vocabulary:
reread a book we have worked on from the student begins to master affricates we will begin The student will learn to retell a story in the
previous lesson each time we meet. We will working on CVCe words. order the events happened.
focus on tracking and sounding out any words
we come to that may be tricky. Activities we will use include: Activities we will use include:
Speed sorts First, Next, Last (sequencing)
Activities we will use include: Push and Say Organizing events from well known
Rereading a familiar text daily Word hunts stories (Three Little Pigs)
Echo and choral reading Digraph Bingo (WTW pg. 186)
Reading familiar nursery rhymes or short Beginning and End Dominoes (WTW She will also learn new vocabulary words from
stories pg. 188) books we read.

November: November: Activities we will use include:


Overall the students reading fluency improved. Dolch Lists 1-6 Infer what the vocabulary word might
There were some days where she would read Sept: 19 incorrect out of 120. Nov: 2 incorrect mean then define
slowly and it seemed as though she was out of 120. In September I assessed her up Word Hunt (using the word in context of a story)
distracted in general. Other days it seemed as through Dolch List 10. Throughout our lessons
though she was really on the ball and reading we were only able to get through the incorrect Writing:
as best she could these were the days her words from lists 1-6. The student will work on beginning her
fluency improved significantly. I noticed that as The student really enjoyed the speed sorts and sentences with a capital letter. Our goal is to
we progressed through our time together she was determined to beat her time from the write at least three sentences and remember to
was less engaging and more resistant to do the previous sort. As I stated in the fluency column start each sentence with a capital letter.
activities once we got past the word sorts. she usually was less engaged and a bit resistant
after the word sorts. Sequence of Events She will use a simple
graphic organizer to put her story in order so she
can write it in the sequence the events occurred

Activities we will use include:


Graphic organizers
Sentence starters
Expand the sentence (start with a simple
sentence then add words to add more detail ~ ex.
The cat sat. The big sat cat. The big cat sat
on the rug. The big cat sat on the blue rug.
Etc.)
November:
Comprehension/Vocabulary The student
improved her skills of recalling events in a story
based on sequence of events. She could explain
the beginning, middle, and end of a story easily.
However, when it came to adding in details of
what happened between the beginning and
middle of the story she had trouble recalling the
exact events in the proper order.

Writing Almost every time the student wrote a


sentence she remembered to begin with a capital
letter she only had to correct herself about
three times. Using sentence starters was
beneficial for Leeonna as she often times
struggled to put the events into a full sentence.

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