Student Name: Student

Tutor: Devinne Baldwin

Age: 11

Word Lists (WRI)

Passage Reading (WRC)

Preprimer 1
Preprimer 2/3
Primer
1st
2nd
3rd

Timed
Timed
%age
95
100
95
75
70
75

Untimed
Total
%age
100
100
100
80
100
95

Preprimer
Preprimer 2/3
Primer
1st
2nd
3rd

4th

50

50

4th

Difficulty Level

CASE SUMMARY SHEET

Grade: 5th

WRC
(% read
correctly)

97 N

Date: February 2015

Reading Rate

Comprehension

(FLUENCY)

% questions answered correctly

ORAL
WPM

SILENT
WPM

ORAL

SILENT

LISTENING

97 N

56 N, 88 LB

98 N
96 E

74 N
74 E

88 N
38 E, 63 LB

89 N

25 N, 50 LB

5th

5th

96 N

60 N

75 N

6th
UM
HS

6th
UM
HS

Spelling
WTW Inventory: ESI
Score: 48/78
Stage Placement: Middle
Syllables & Affixes
Examples of Confusions:
throut/throat
ched/chewed
cares/carries
faver/favor

Writing

Strengths
Used his time well
during the
brainstorming
process
Knows how to
organize his
thoughts into
several paragraphs

Weaknesses
No continuation
between paragraphs
(confuses reader)
Frequent errors such
as capitalization,
spelling, and grammar
Lack of introduction
and conclusion

Affective Measures
Affect for Reading:
Garfield
Academic
Recreation
Total

Raw
34
35
69

%ile
85
88
86

RSPS
Raw
General
Perception

4/4

Score
Interpretation
high?

38 E, 100 LB

Comments
He seems to be a
typical 5th grade boy
who would rather
be home playing
video games or
outside playing
sports with his
friends.

Progress
Observational
Comparison
Social
Feedback
Physiological
States

40/45
10/30

average
low

28/45

low

40/40

high

Other Assessments and/or Anecdotal Notes:

He knows that his reading skills are not the same as other 5th graders but he has the confidence to believe that he is a good reader. He
enjoys reading for fun more so than for school work. He receives a lot of help from his mother and sister when reading for school
such as homework. He believes he is not as good as the other students because he says he does not know as many words as they do
and students do not think he reads well. He told me he needs help with reading because he messes up on words that he does not
know and that he is used to having people read to him or for him instead of him trying to read.
INDEPENDENT LEVEL: 2nd
INSTRUCTIONAL LEVEL: 3rd
FRUSTRATIONAL LEVEL: 4th and up
I want to call students instructional level at 3rd grade because of the following:
His WRI level is instructional at this level (75) even though 2nd grade was a 70, he went up with the score at 3rd and had 95%
with the untimed (compared to 50 for 4th grade timed and untimed).
He has a 97% for WRC for the 3rd grade reading passage (I could tell it was easier for him to read than the 4th and 5th grade
passages)
His comprehension was a little lower for the 3rd grade passage (56%) but I think it is because of the way he worded the
answers. I believe if I prompted him to change his wording and to give a little more information, that he would have had a
higher score. His look back was 88%.

Instructional Goals:
Word Knowledge

Fluency

Comprehension & Vocabulary

Writing

I would like to strengthen his

word knowledge in the Middle

Syllables & Affixes stage
before moving onto the Late
Syllables & Affixes stage. I will
review and work on syllable
junctures and easy prefixes and
suffixes.

El reads very slowly and hardly

with any expression. I would
like to work on his fluency so
that he can learn how to read
with expression and at a
reasonable rate. He is reading
way below the 5th grade level
because he reading at a rate of
about 60-60 WPM when he
should be reading 140+ WPM.
This will definitely be a strong
focus of ours.

El needs to learn about

comprehension skills so that he
can be reading and thinking
about what he is reading. I
believe he reads just to read and
not to comprehend. He does
great with the look back
questions. I would like to work
on the comprehension skills as
well as incorporate new
vocabulary. El has stated that he
struggles with reading because
of words that he does not know.
Working on comprehension
skills (for example- what to do
when you come to a word that
you do not know) and learning
new vocabulary words will help
increase his comprehension of
texts.

El struggled greatly with his

writing sample. He appeared to
be relaxed and comfortable with
the writing process but once I
reviewed his writing piece, I
became concerned. I am not
worried about the errors such as
capitalization, spelling and
grammar because they did not
affect the understanding of the
piece. I am however, concerned
about the lack of organization in
his piece because it did not have
a introduction or conclusion. A
reader would not know what the
purpose would be if we did not
tell them. I want to focus on
organization so that he can
improve on the structure of his
writing.