CASE SUMMARY SHEET

Student Name: Mia Cave Age: 16 Grade: 11 Date: 2/6/19

Tutor: Parker
Reading Rate
Word Lists (WRI) Passage Reading (WRC) Comprehension
(FLUENCY)
Timed Untimed WRC % questions answered correctly
Difficulty Level ORAL SILENT
Timed Total (% read
 WPM WPM ORAL SILENT LISTENING
%age %age correctly)
Preprimer 1 100 100 Preprimer
Preprimer 2/3 95 100 Preprimer 2/3
Primer 100 100 Primer
1st 85 100 1st
2nd 75 90 2nd 96N 101N 248N 100N 100N 100
94N 76N 122N 100N 100N
3rd 60 80 3rd 100
97E 93E 117E 100E 100E
97N 81N 97N 100N 62.5N
4th 40 55 4th
89E 75E 76E 100E 87.5E
5th 5th
6th 6th
UM UM
HS HS

Spelling Writing Affective Measures Comments

WTW Inventory: Elementary Spelling Strengths Weaknesses Affect for Reading: Mia enjoys reading for pleasure
and at school. She particularly
Inventory Feature Guide  Sometimes she  Mia writes in Raw %ile enjoys listening to audiobooks of
Score: 37/ 87 = 42.5% her choice. Mia does not care to
writes in complete fragments when Academic 30 75 read out loud or answer explicit
Stage Placement: simple sentence she can Recreation 28 70 questions about what she reads.
Middle Within Word Pattern structures at times  Consistent lack of Total 58 72.5
Mia enjoys watching True Stories
of the ER on TV and on YouTube,
Examples of Confusions: including all 6 traits of Mia likes to watch videos teaching
Common Long Vowels: (flote instead of her how to draw, cook, and “Drain
combination of two writing the Ocean”. Mia likes audio
float, trane instead of train, brite instead of adjectives or  Weak verbs version books in series such as the
bright) “Among the Hidden”, “Twilight”,
objects  Little variability “The Hunger Games”, and “Life As
Other Vowels: (spole instead of spoil, in sentence We Knew It”. She enjoys sharing
surveing instead of serving, muched what she likes and remembers
structures about these stories. Mia feels she
instead of marched)  Spelling/grammar struggles mostly with unfamiliar
vocabulary when reading.
 INDEPENDENT LEVEL P1-P INSTRUCTIONAL LEVEL 1st-2nd FRUSTRATIONAL LEVEL 3rd
Other Assessments and/or Anecdotal Notes:
WRI: Mia is definitely independent through the Primer level. She struggled to automatically identify some words on the 1 st/2nd grade level; however, when presented the word
untimed, Mia was able to use her decoding skills to identify 100% on the first grade level and 90% on the 2nd grade level. Since Mia was able to identify 100% of the 1 st grade level
words when given time to decode and 2nd grade level was instructional, WRC assessment will begin on 2 nd grade level. (Error: not all substituted words were captured.)
WTW Spelling Assessment: Mia has mastered initial/final consonants, digraphs/blends, and the silent –e concept. Mia has also demonstrated understanding of double consonants
and ow/ew vowels within word. Mia needs to work on more complex long vowels in the within word pattern of spelling.
WRC: Mia reads at a slow rate, but she comprehends what she reads and hears. Most miscues were due to decoding and were similar in articulation (for example: “plus” instead of
“pulse” or “types” instead of “tapes”). Other miscues included insertion of words such as “so” prior to a sentence or including “in” after “fell” or including “struggling” between
“kicking strongly”. Mia also said “blow” instead of “blew high” and omitted some words in some areas such as omitting “water” in “he was about to go under (water)”. Mia
substituted “and” for “as” and “at” for “as” as well. Most errors were similar in meaning, and some were still made the sentence grammatically correct. Despite errors, Mia was
able to answer all comprehension questions accurately through the 3 rd grade level. Mia communicated she did not enjoy reading the passages out loud or silently.
Instructional Goals:
Word Knowledge Fluency Comprehension & Vocabulary Writing
Goals: Goals: Goals: Goals:
 Mia will decode words with  Mia will read poetry to  Mia will use strategies such  Mia will generate ideas
complex long vowels in the improve her phrasal as skimming, highlighting, while writing by writing
within word pattern of fluency. re-reading, looking up daily creative/free writing
spelling words, and context clues to journals
 Mia will decode multi- Recommended supporting improve her vocabulary prior  Mia will write about what
syllabic words activities: to reading. she's reading in lessons.
 Mia will read quick and fun  Mia will identify challenging  Mia will use more
Recommended supporting poetry such as Shel words while reading and variability in sentences
activities: Silverstein look them up. including complete simple,
 Word sorts  Mia will do TRR as written in  Mia will make connections compound, and complex
 Decodable reading lesson plans and share thoughts to reflect sentence structures.
her thought processes and  Mia will use strategies to
internalization of text improve her use in areas of
generating ideas and using
Recommended supporting voice from the 6 traits of
activities: writing
 Mia will skim, highlight, re-
read, and look up words to Recommended supporting
support her prior to reading. activities:
 Mia will identify puzzling  Creative writing
words while reading and look  Student response journals
them up.
 Student will use strategies to
understand unfamiliar words
(identify word parts and
 familiar words to use the word
in a sentence prior to reading)
 Mia utilize think aloud
strategies and sentence
starters in online reading
journals.