CASE SUMMARY SHEET

Student Name: X Age: 7 Grade: 2nd

Tutor: Alison Roberts Date: 9/15/17-11/8/17
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 100 100
Preprimer 95 95 100 100 PPB 89 91
PPC 89 89
Primer 75 90 90 90 Primer 79 96 38 51 100 100
1st 25 35 45 55 1st - 72 - 42 - 50
2nd - - - - 2nd - - - - - -
3rd - - - - 3rd - - - - - -
4th - - - - 4th - - - - - -

Sept. Spelling Assessment Nov. Spelling Assessment

WTW Inventory: Primary Spelling Inventory WTW Inventory: Primary Spelling Inventory
Score: 4/14 Score: 5/26
Spelling Stage: Mid-Letter Name Spelling Stage: Mid-Letter Name
Examples of Confusions: Examples of Confusions:
Short vowels: PAT/pet, DEG/dig, SEG/stick Short vowels: DEG/dig, SECK/stick
Blends: SEG/stick, GREM/dream Digraphs: COCK/coach, WESTOD/wishes
Blends: GRM/dream, SECK/stick

Sept: Independent Reading Level _PPA_ Instructional Reading Level _PPB-PC_ Frustration Level Begins at _Primer_

Nov: Independent Reading Level _PPA_ Instructional Reading Level _PPB-Primer_ Frustration Level Begins at _1st_
Instructional Accomplishments Sept -Nov:
Fluency
X has made some progress in his fluency. His
Preprimer score has gone from 95% to 100%.
His timed Primer score has gone from 75% to
90%. His timed 1st score has gone from 25% to
45%.
A large part of our reading instruction was
working on what to do if you do not know a
word other than ask the teacher. On many of the
untimed words, he was able to get parts of the
word correct by sounding it out, even though
there were often components that he still could
not decode. Also, he was able to automatically
know what sounds chunks of the word made,
even when he would not know the whole word
automatically or with decoding.
He has been rereading texts to gain fluency and
learn more words. During these sessions, he has
become more fluent with the texts and has
become more confident trying unfamiliar words.
His words per minute has improved by over 10
words per minute for the Primer text. When he
read Primer for the pretest, he would stop and
look to me immediately to tell him the word. On
the post-test, he was trying to figure out
unfamiliar words by himself, which led to him
finding the correct word often, instead of having
to stop and wait.
Word Knowledge Reading & Writing
X has made very little improvement in his word
X’s reading can vary a lot depending on the day.
knowledge. I retested the Words Their Way
On the day when I post assessed, he was having
Primary Spelling Inventory, as well as giving 3
a good day and wanted to read the book. This
PALS Quick Checks on other days. He is
resulted in a higher score than he often shows.
showing confusion with discrimination for short
Throughout tutoring, he was showing an
e and i, and will often put ‘o’ for short u.
instructional range of PPB-PPC, with Primer
being frustrational. I do believe he has made
On the pretest, he scored 4/7 for short vowels;
some gains, but Primer being instructional will
on the post-test, he scored 5/7. This is consistent
depend on the day and the book for him.
with what he has shown on PALS Quick Check
Progress monitoring, where he has scored an
I do believe he has made gains in his reading
average of 72% for short vowels, with no
abilities, even though his leveled performance is
improvement between 3 Quick Checks.
inconsistent. He is more willing to try to figure
out unknown words. He looks for parts he does
For digraphs, he scored 0/2 on the pretest; on the
know and tries to sound them and guess the
post-test, he scored 2/7. This is consistent with
word before asking for help. He is also paying
his Quick Checks, where he has scored 25%
more attention to the story. When he guesses a
every time. He has learned that two letters can
word based on what he is able to sound out and
make a sound together, which he was not
it does not make sense, he will now notice and
representing at all at the beginning. He is not
say something. He is using the pictures, syntax,
sure when to do this and what letters to
and letters to help him understand words and
combine. During instruction, we examined
meaning more than when we first started
digraphs that appeared in books and words in
working together.
sorts.
X’s writing has improved. He is still having
On the pretest, he scored 3/5 for blends; on the
trouble with spelling, but he is enjoying writing
post-test, he scored 5/7. This is consistent with
more. He knows to start with capitals and
his Quick Checks, where he has scored an
periods but sometimes will forget. He has made
average of 58%. During instruction, he was
progress with starting sentences with capitals
exposed to blends in books and in words in
throughout tutoring, and is now using them
mixed-vowel word family sorts. When reading
almost every time. He is also planning ahead
s-blends, he is now paying more attention to the
when he is writing. He knows the full sentence
two letters and trying to sound them out instead
he wants to write before he begins, which has
of just saying /s/.
improved the grammar in his writing because
the whole sentence is connected to his thought.
For further comparison, I looked at his WTW
feature scores. On the preassessment, he scored
21/35. On the post-assessment, he scored 26/56;
using just the feature scores from the first 14
words (the same amount from the pretest), he
scored 22/35. This shows that he has made little
progress in his word knowledge.
X has shown consistent strength in sorting
words by features. On all but one sort during
tutoring, he was able to sort all words correctly.
He has struggled to apply this to spelling
throughout instruction, regardless of the
different methods tried. I have noticed a trend
that he can spell better aloud than when writing.
For example, he will tell me the correct letters in
the word ‘not,’ but will write ‘nat.’
A large part of the writing instruction was
modeling and practicing sounding out unknown
words when writing. He shows the same
spelling errors in his writing that he does on
spelling assessments. However, he does sound
out words more. Toward the beginning of
tutoring, he would rarely sound out of a word.
Now, he has begun to do this more when he is
stuck on a word (though he does this more
frequently when writing sentences than when
writing words in isolation).

Spelling is very frustrating for X. He will often

try to rush through the words to be able to move
on. When slowed down, he will often be able to
say the correct sounds and letters but not be able
to write them on the paper afterwards. During
push and say, the short vowels he usually has
trouble with are ‘e’ and ‘i.’