CASE SUMMARY SHEET

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 90 90 Primer
1st 90 90 1st 82% 84 89 100%
2nd 70 85 2nd 93% 109.6 97 87% /LB 100% 75% 100%
3rd 30 75 3rd 52% 53.35 75% / 87%
4th 40 60 4th
5th 5th
6th 6th
UM UM
HS HS

Spelling Writing Affective Measures Comments

Strengths Weaknesses Affect for Reading:  He had a hard time
WTW Inventory: Elementary Spelling  Got a strong main  Was unable to Raw %ile deciding how to
Inventory idea down. produce a topic Academic 31 69% score his
Score: 42/ 62 = 67%  Clear feelings. sentence, or give Recreation 18 2% recreational reading
Stage Placement: Middle Within Word  Good detail. a clear Total 49 23% feelings because he
Pattern  Used proper introduction. does not do it often.
Examples of Confusions: punctuation.  Poorly developed He circled two for a
Missing double vowel patterns i-e. Student  Three complete beginning and few of them and I
also went on to miss two vowel blends –ew sentences. ending of paper. took the average.
and –ow. Student replaced o with an a.  Not strong When we switched
This is where instruction should begin. evidence or rich to academic it was
After the other vowel category the student vocabulary. clear he was
missed three patterns in inflected endings –  3 missed sight discouraged when
ed, -les, and –ed. words. not given a choice
in reading. I was
able to get a good
 idea of the books he
enjoyes and
interests outside of
school.
INDEPENDENT LEVEL 1st Grade INSTRUCTIONAL LEVEL 2nd Grade FRUSTRATIONAL LEVEL 3rd Grade

Other Assessments and/or Anecdotal Notes: I believe that the student should begin on a second grade instructional level. While
first grade was also instructional in a fluency words correct was actually lower than second grade. I will start on second grade
and keep first grade as independent. We were in the hallway and there were some distractions.

Professor Notes: Using 90% and above as the measure for an independent score, I would begin this student at the first grade level for the WRC.
While allowing your student's lowest instructional level score on the WRI to inform your starting point on the WRC, given this student's age and
spread between the time and untimed scores at the second grade level, starting with first grade for the WRC seems to be the safest choice.
Instructional Goals:
Word Knowledge
Goals: For the student to become
mastery in all Within Word Pattern
stages.
 100% common long
vowels.
 Proficiency in other vowels
as well and inflected
endings.
Recommended supporting
activities:
 We will work on the students
common long vowel
knowledge doing blind long
vowel sorts.
 The student will work on
mixed sorts mixing in vowel
pairs with a variety of
endings.
Fluency
Goals:
 Sight Words
 Finger Pointing
 Tone
Recommended supporting
activities:
 To work on sight words I will
introduce 6-8 new sight
words each week. We will do
a fun and quick activity to
give the student exposure to
missed words from
assessment data.
 The student will use his finger
and tools to work on accuracy
when reading.
 Reading materials with
quotes and dramatics will
help the student practice
tone.
Comprehension & Vocabulary
Goals:
 To improve comprehension.
 To use fluency strategies to
sound out words and gain
comprehension by using new
strategies.
Recommended supporting
activities:
 To help the student with
comprehension we will do
multiple readings. We will
work on parts of a story as
well as retelling. The student
tried to recall exact
information in pretest and did
not get the main idea.
 The student will use context
clues and re readings to
improve comprehension while
being exposed to new
materials. Rich materials will
help the student gain
knowledge.
Writing
Goals: To be able to independently
write a five-sentence paragraph
including at least and introduction,
three evidence/detail sentences, and
a strong conclusion.
 Continuing work on use of
strong vocabulary.
 Developing stronger sense
of voice/tone in writing.
 Working on parts of a
paragraph.
Recommended supporting
activities:
 Argumentative writing
activities.
 Stronger planning techniques.
 Four square writing practice.
 Replacing weak words using
synonymous from a
thesaurus.