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★ Time on Task Concerns
○ Daniel struggles to focus during class and can often be seen listening to music.
★ Study Strategy Concerns
○ Daniel lacks organization and independent study skills.
★ Attitude/Engagement Toward Reading/Writing
○ Daniel avoids reading for class and for fun, he highly dislikes reading aloud
○ Daniel shows a clear lack of confidence in literacy, especially in large groups
○ Daniel does not show confidence or interest in reading, even in a one-on-one
setting
★ Attitude/Engagement Toward School
○ Daniel does not produce quality work, often finishing assignments as quickly as
possible
★ Lack of Interest in Reading/Writing
○ Has zero interest in reading one-on-one, in a small group, or independently
Comments: Daniel has received one-on-one and small group Tier 2 and Tier 3 reading
intervention since his 6th grade year. In 3 years of intensive intervention Daniel has increased
his Scaled Score in STAR from an 86 to 400, and Percentile Ranking from 1% to 3%. Although
not greatly, one-on-one work has proven to benefit Daniel in previous school years.
CASE HISTORY
★ Birth Data
○ Adopted at age 9 (Grade 4) from an orphanage in South Africa
★ Developmental History:
○ English Language Learner who spoke minimal English when he moved to the
United States, most of his schooling involved copying notes (in English) directly
with little assessment on comprehension
EDUCATIONAL HISTORY
★ Above, On, or Below Grade Level Achievements / Grades - Daniel has consistently
scored below grade level on national Forward exams and district STAR assessments.
His lexile ranged between 170L and 450L on STAR assessments throughout his 8th
grade year. Classroom assessments are regularly below grade level or not completed.
★ Attitude Toward School
○ Average/Poor
○ Comments: Depending on the subject and teacher, Daniel’s attitude toward
school can fluctuate between average and poor. If something is difficult, Daniel
will shut down and avoid completing tasks. Often times, Daniel can be found
sitting quietly in class and doesn’t draw attention to himself or ask for help.
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★ Self-perception as a Learner
○ Poor
○ Comments: Daniel does not generally have a lot of confidence in his academics
or academic abilities.
★ Subjects/Classes Likes: Art, Healthy Living, Physical Education
○ Comments: Daniel prefers class that provide hands-on, engineering style
opportunities, or those where he can be more active.
★ Subjects/Classes Dislikes: Reading, Math, US History, Science
○ Comments: Classes heavy in reading or writing tasks are often Daniel’s least
favorite.
FAMILY HISTORY
★ Lives With: Two adoptive parents (mother and father), a biological (to parents) child of the
same age, and 5 younger siblings
★ Relationship to Caregivers: Adoptive parents/guardians
★ Number of Siblings: F age 14 (bio), M age 12 (bio), F age 10, M age 9, M age 7 (bio), M
age 6
★ Relationship to Siblings: Struggles to get along with siblings of all ages as he thinks they
are treated differently. Often times takes caregiver role to younger siblings. Feels as if he
is held to a higher standard/expectations.
★ Friendships / Personal Relationships: Daniel has many friends and is well liked by his
peers. Connects to his teammates on the basketball team most.
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★ Difficulty Understanding English - Daniel is sometimes provided audio readings of texts
but not always. His English competency could be a large factor in his comprehension
struggles.
★ Easily Distracted / Difficulty with Attention - Daniel’s social agenda tends to take a lead in
regards to his school life, he prioritizes sports and socializing with peers.
★ Difficulties with test that would affect reliability / validity of test results - Standardized
tests in school are electronic which may be distracting for Daniel.
★ Environmental Concerns / Distractions - The behavior of other students can sometimes
be a distraction for Daniel, as he often wants to join in.
ASSESSMENT RESULTS
QRI-6
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and self-corrects often when mistakes are obvious. Self-corrected
8 times during the reading of this text.
o Comprehension
✓ Retelling = 5/29
Setting/Background 2/2
Goal 0/3
Events 2/21
Resolution 0/3
✓ Questions (Explicit/Implicit/Look-backs)
With Look-Backs
Explicit = 4/4 Implicit 3/4
✓ Level Achieved = Instructional
✓ Observations/Analysis = Daniel struggles to retell a story without
specifically stated questions.
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Expository Passage Scores:
● “Seasons”
o Familiar
o Oral reading
✓ Total Accuracy = 4
✓ Total Acceptability = 2
✓ Level Achieved = Independent
✓ Rate (WPM/WCPM) = 70.9 WPM + 69.8 WCPM
✓ Oral Reading Prosody Scale = 2
✓ Observations/Analysis = The student read choppy, haltingly, and
slow. Reluctant to read aloud but does acknowledge own errors
and self-corrects often when mistakes are obvious. Self-corrected
8 times during the reading of this text.
o Comprehension
✓ Retelling = 5/18
Main Idea 1/1 Details 2/2
Main Idea 0/1 Details 1/3
Main Idea 1/1 Details 1/3
Main Idea 0/1 Details 1/3
Main Idea 0/1 Details 1/2
✓ Questions (Explicit/Implicit/Look-backs)
With Look-Backs
Explicit = 3/5 Implicit 1/3
✓ Level Achieved = Frustration
✓ Observations/Analysis = Daniel struggles to retell a story without
specifically stated questions.
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Main Idea 0/1 Details 2/5
Main Idea 1/1 Details 1/8
Main Idea 0/1 Details 0/4
✓ Questions (Explicit/Implicit/Look-backs)
With Look-Backs
Explicit = 3/4 Implicit 3/4
✓ Level Achieved = Instructional
✓ Observations/Analysis = Daniel struggles to retell a story without
specifically stated questions.
STAR
Scaled Score: 400
Percentile Rank: 3
Reading Achievement
Instructional Reading Level - Daniel’s current instructional reading level is at 3rd grade. Based
on his initial QRI-6 narrative and expository assessments and word lists, we began reading
some material in the 350 level Lexile scores. It was quickly recognizable that this level was
relatively easy for Daniel therefore we increased the reading level of our remaining texts to the
500-600L level. Using the Memphis Comprehension Framework, each week we focused on two
informational texts and one fictional short story or poem in connection to his science units of
study. Daniel showed growth in re-telling using the scaffolded graphic organizers.
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● Short Vowel -
● Long Vowel -
● Vowel Digraph -
● Rimes -
● Initial Consonant Blends +
● Controlled Vowels -
● Schwa -
Sight Words
● Grade level Achieved - Using the San Diego Quick Assessment and the word lists from
QRI-6, I was able to determine Daniel’s sight word recognition is at that of a typical 3rd
grader. He could easily read through the lists until reaching the 3rd grade list in both
assessments and then struggles to decipher words.
Comprehension
( + strength, - weakness)
● Retelling -
● Explicit Questions +
● Implicit Questions -
● Familiar Text +
● Expository Text -
● Narrative Text +
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him recall of what he reads. Strategies such as reading the questions prior to reading the
text is a skill that he can practice regularly to build automatically with it.
● Ideal Learning modes / style - Daniel works best one-on-one but understands that he
needs to build his confidence to work in groups. Working on his comprehension by
slowing down and discussing meaning will help build this confidence for large groups.
● Attitude Toward Learning / Competence - Daniel’s goal is to be able to read faster, more
fluently, and understand texts better as he reads them. Continuing to coach Daniel in
independence and growth will be important to show him that working hard has long term
benefits. Self-tracking his data and growth may be helpful in this area.
RECOMMENDATIONS
★ Word Study
I recommend that Daniel continue working on vocabulary and decoding unfamiliar words.
With vocabulary, we practice the process of pre-teaching. Daniel also practiced a
process each session with me that included identifying unfamiliar words, using context
clues to try and figure it out, looking up the definition, coming up with synonyms and
antonyms, using the word in a sentence, and drawing a picture that represents the word.
Daniel also recorded the unknown words on cardstock and created his own personal
word wall. The process became somewhat automatic and I hope that Daniel will continue
to use this strategy to help him develop stronger understanding of vocabulary, especially
those Tier 3, content specific vocabulary words. Decoding involves Daniel looking at the
entire word, all parts, and deciphering the pronunciation of the word. Using context clues
can also help him figure out unfamiliar words in text.
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★ Fluency
Echo and choral reading have both helped Daniel’s fluency due to the modeling that he
can get from both. Daniel and I also practiced Dyad reading which is another form of
paired reading where both readers read the same text, taking turns reading and
summarizing each paragraph before the second readers continues. Teacher modeling
and regular reminders of what a sentence should sound like and the different pauses for
commas and periods will also benefit his fluency. Focusing on reading every word and
slowing down will help fluency impact his comprehension. Continuing to self-monitor and
self-correct when necessary was also a focus of our practices.
★ Writing Plan
Daniel used graphic organizers to organize his thoughts during and post reading. Daniel
would benefit from a reading and writing journal or notebook where he could keep track
of the main ideas of the story and other important details. Daniel will still need to focus
on the mechanics of writing, but I anticipate that strengthening as his fluency gets
stronger and he recognizes common patterns in what he reads.
★ Text Suggestions
Daniel would work best with high/low titles that engage older readers using lower level
reading text. Allowing Daniel to choose the titles that he reads would have immense
success. Some text suggestions to start with include: “Rookie of the Year by Phil Bildner”
(550L) or “Outside Shot” by Paul Demko.
Due to Daniel’s language deficits related to his ELL status, building background knowledge is
going to be essential in increasing comprehension. Next steps should include a focus on fluency
to increase reading rate, word study, and comprehension. Word study including a personalized
word-wall and practicing using content in context is recommended. Comprehension and
integrated writing strategies should include scaffolded graphic organizers and guided reading. It
is recommended that timed repeated readings, teacher read alouds, and Dyad reading be used
to increase fluency. Due to Daniel’s lack of confidence and general interest in reading, high
interest, low reading level books are recommended.
Daniel is a charismatic young man that is a joy to work with, although he can be quite stubborn
at times. He is driven but not confident. Daniel almost always needs one-on-one teacher
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attention to produce almost anything, and that is not always an option. Daniel will benefit from
any extra literacy work to build his vocabulary, fluency and comprehension skills as well as his
confidence in reading. In our sessions we discussed how hard work and asking questions for
clarification can help him in the long run, and ultimately help him succeed as an athlete in high
school. Daniel has more potential than he is aware of at this point. I recommend connecting
Daniel to as many resources in high school as possible, since he will not search these out on
his own. Keeping his end goal in mind, Daniel will be able to build his confidence in reading and
academics in the future.
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