CASE SUMMARY SHEET
Student Name: RM Age: 11 Grade: 6 Date: 2/8/2020
Tutor: AB
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 2/3 100 100 Preprimer 2/3
Primer 100 100 Primer
1st 100 100 1st 99 N 142 N 83 N
2nd 95 100 2nd 97 N 136 N 75 N
3rd 85 100 3rd 98 N 135 N 25 N
4th 75 95 4th 94 N 130 N 75 N/100 LB
5th 65 90 5th 97 N 96 N 38 N/50 LB
97 N 116 N 109 63 N/88 LB 25
6th 40 80 6th 160 25 63
95 E E E/50 LB
UM UM 80 N 35 N 40 N/50 LB
HS HS
Spelling Writing Affective Measures Comments
WTW Inventory: Elementary Strengths Weaknesses • Although RM
Score: 57/ 87 = 66% Stage • Writes from left to • No sentence Affect for Reading: appears to enjoy
Placement: Late WW Examples of right and stays structure Raw %ile reading, he does
Confusions: flote/FLOAT, within the margins (everything is one Academic 27 67 not like to read
shoping/SHOPPING, of the paper. long run on Recreation 28 51 aloud in class or
chued/CHEWED, cayres/CARRIES, • Appears to come up sentence) No reading on a test.
Total 55 58
bodil/BOTTLE, faver/FAVOR, with an idea • prewriting was Also, if given the
seller/CELLAR, quickly evident Needs • choice between
pletioner/PLEASURE, Writing is neat and • playing or reading,
forchnet/FORTUNATE, • practice with
legible. RM would choose
using the writing
convident/CONFIDENT, playing.
civlies/CIVILIZE, opotion/OPPOSITION process
• Capitalization
Based on the students ESI, we will revisit and punctuation
long o patterns to address the issue there rules are absent
and then move forward with the within
word pattern sort progression with long u
spellings highlighting ew, and then moving
into other vowel spellings such as ar.
Hopefully, he will progress at a rate so we
can then address inflected endings such as
pping and ies.
INDEPENDENT LEVEL 1st grade INSTRUCTIONAL LEVEL 2nd grade FRUSTRATIONAL LEVEL 4th grade
Other Assessments and/or Anecdotal Notes:
Due to RM’s difficulty with automaticity and poor comprehension, I changed his instructional level to 2 nd grade and frustration level to 4th
grade. Although his fluency appears to be where it should be, I believe he is spending too much of his time decoding words which is
interfering with his ability to comprehend what he is reading.
Also, during our interview, RM expressed that he liked to read, but he didn’t read for fun. I am wondering if he said that because he thought
that was the answer I wanted to hear or if it is true. If you really like something, you tend to do it whenever you get a chance.
Instructional Goals:
Word Knowledge Fluency Comprehension & Vocabulary Writing
Goals: Goals: Goals: Goals:
✓ The student will identify ✓ The student will increase ✓ The student will read ✓ The student will compose a
and differentiate between their WRI score on the 4th instructional text for complete sentence with
the different spelling grade untimed list from meaning. correct capitalization and
patterns of long o and long 75% to 100%. ✓ The student will read punctuation.
u. instructional text to learn ✓ The student will complete
✓ The student will identify Recommended supporting vocabulary and concepts. the steps of the writing
when to double a consonant activities: process with success.
before adding an ending. • Timed reading passages Recommended supporting ✓ The student will compose a
• Precision Drills using high activities: multiple paragraph essay
frequency word phrases • Thinkalouds identifying a problem and a
Recommended supporting • Concept Maps solution.
• Model fluent reading through
activities: read-alouds • Guided and Independent
• Word sorts practice of comprehension Recommended supporting
• Games strategies (predicting, activities:
• Writing Sorts visualizing, summarizing, • Graphic Organizers to help
questioning, monitoring, and organize thoughts on a given
inferring) topic
• Model use of graphic • Dictated sentences
organizers • Written response to readings
• Paragraph writing
