CASE SUMMARY SHEET

Student Name: Aliza Age: 6 Grade: 1st grade

Tutors: Rachel Cliborne Date: 11/16/17
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
Preprimer 100% 100% Preprimer 100%
Primer 90% 85% 95% Primer 97% 97% 37 55 50% 100%
1st 70% 50% 75% 1st 91% 93% 31 67
2nd 2nd
3rd 3rd
4th 4th
5th 5th
6th 6th

Sept. Spelling Assessment Nov. Spelling Assessment

WTW Inventory: PALS Quick Checks 1-3
WTW Inventory: PALS Spelling Inventory 1-3
Score:
Score: 11/48 23% 3 out of 20 words.
Beginning consonants, ending consonants, short vowels, QC 4: 100%
Spelling Stage: Early Letter Name
Beginning and ending consonants, consonant digraphs, QC 1: 10/12
Examples of Confusions: CVC
Consonant digraphs, consonant "l" blends, short vowels, QC 1: 10/12
Absent: Blends – hrc for truck, sat for skate, Diagraphs – hcop for
Consonant "r" blends, short vowels, nasals, QC 1: 9/12
chop, hseap for shpape CVCe – rop for rope, glid for glide
Spelling Stage: Late Letter Name
Examples of Confusions: Consonant Diagraphs – wat for what, sip
for ship. Missed ck, and sh
Absent: CVCe and Nasals – missed nt, ng, and nk

Instructional Reading Level: __1st grade ______

Instructional Goals:
Fluency
The student needs to work on her smoothness as
she reads. She got better. She can read more
fluent on her independent level, like she did
with the reread text. When the text gets harder,
she then reads in a very broken up mater. She
still needs some work on phrasal fluency.
During our lessons I made sure to put some
attention on finger pointing. She caught on to
this, but she still needs some practice, guidance
and reminders to finger point as she reads.
 Daily reading of familiar text
Word Knowledge Reading & Writing
Now that we have spent time going over short
vowels (CVC patterns), and s,l, and r blends. I The student really enjoyed reading and being
think that she would be ready to start work in read too. I think that the student needs to
diagraphs. Just like the blends, there are continue to read on her independent level for
different diagraphs, and teaching them may fluency practice. The students need to also
require more than a week, maybe 2 or 3. After continue to read books that are on her
that I think the next move would be to go into instruction level. Read aloud are a great for the
Long Vowel Patterns and CVCe words. student to work on comprehension and
vocabulary skills.
CONTINUE WORK WITH HIGH Read aloud:
FREQUENCY/ SIGHT WORDS!!!  Go over vocabulary from text
o Break down tier 2 words using
There are variety of activities to work on word student friendly definition
knowledge skills like word study, and sight  Incorporate various comprehension work
words during read aloud
Word Study: o Making connections
 Word/pictures sorts o Predictions
 Push/say o Determining importance.
 Writing sorts
 Games (Board games, Bingo) The student needs to continue practice with
 WORDS THEIR WAY GAMES writing. She needs to focus on ending her
sentences with punctuation.
Sight Words:
 Reviews She student also needs some more work on the
different between b and d, and how to write a g
 Bingo
correctly.
 Slap the word
 WTW Activities
 November WIR List Untimed WRI List

1st 1st

Pri mer Pri mer

Prepri mer Prepri mer

0% 20% 40% 60% 80% 100% 120% 0% 20% 40% 60% 80% 100% 120%
Ti med Untimed Sept. Untimed Nov. Untimed

WRC% ORAL WPM

1st
Primer

Primer

1st
Prepri mer

86% 88% 90% 92% 94% 96% 98% 100% 102% 0 10 20 30 40 50 60 70 80

Sept. WRC Nov. WRC Sept. Ora l WPM Nov. Oral WPM