Alphabetic/BR Case Summary Sheet
Student Name: XX Age: ______ Grade: 3rd Date: 9/22/2022
Tutor: Katie Evans
Word Lists Passage Reading Fluency (rate in WPM & Comprehension
(WRI) (WRC) prosody score) (% questions answered correctly)
Difficulty Timed Untimed WRC ORAL WPM SILENT ORAL SILENT LISTENING
Level Flash % Total % (% read correctly) + Prosody WPM
Score
PP 1 82% 94% 97% 24 WPM + 2 83%
PP 2/3 30% 60% 82% 21 WPM + 2 50%
Primer 50% 63% 12 WPM + 1 0%
1st 20%
2nd 0%
3rd 50%
4th
INDEPENDENT Ceiling N/A
INSTRUCTIONAL Zone/Range PP1-2/3
FRUSTRATIONAL Floor Primer
PA Assess Phonics Assess Other Diagnostic Assess
Heggerty (Kindergarten) A.1 Letters Lessons (uppercase) 26/26 Dolch Word List- Pre-primer
-Rhyme Recognition: 5/10 32/40
Developing A.2 Lowercase 25/26 (q) -find
-Rhyme Production: 10/10 Meets -for (sub for of)
A.3 letter sounds 23/26
-Onset Fluency: 10/10 Meets -here (sub for have)
-Blending Compound Words & B.1 Short Vowels (We Are Family) -I (sub for /l/
Syllables: 7/10 Developing 1/5 words -Is
-Isolating Final Sounds in Words: 1/5 nonsense words -we
10/10 Meets -where
-Segmenting Words into
Compound Words & Syllables:
8/10 Meets
-Adding Words & Syllables: 10/10
Meets
-Blending Onset Rime: 8/10 Meets
-Segmenting Words into
Onset-Rime: 10/10 Meets
-Deleting Words and Syllables:
8/10 Meets
-Substituting Words & Syllables:
5/10 Developing
Spelling Writing (sample) Notes on Attention & Motivation
Inventory: PALS Strengths Weaknesses Very motivated to share about her
Score: 4/24 ● Ideas- Clear main ● Ideas- Lacks experiences with her brother. Happy to
Stage Placement: Blends idea details share what she and her brother like to do.
Examples of Confusions:
Short vowel: cop/CUP Very excited to see us in Week 2!
shap/SHAPE ● Sentence Fluency- ● Organization- A little distracted by items on her desk, but
jrem/DREAM correct simple Attempting placed them to the side when asked.
tiyt/TIGHT sentences sequencing
thiron/THORN ● Conventions- ● Emerging Voice Can become tired when a task is longer.
○ Uppercase for ● Simple Word
word “I” Choice Sounds hesitant when giving answers,
○ End punctuation ● Sentence especially when reading. When she starts
● Presentation- Fluency- no to get multiple in a row correct, there is a
○ Legible writing variation in noticeable uptick in her confidence.
○ Finger spacing sentence patterns
● Conventions-
○ Word “like” is
spelled
differently
○ “Fortnite”
misspelled
Other Assessments and/or Anecdotal Notes:
Student is an EL student. Spanish is spoken at home.
WRC:
● Student is substituting common words, such as saying “in” for “on” and “the” for “a.” We believe she is guessing based on
what she knows are commonly used words.
● Student was very willing to and motivated to do what was asked of her. The first passage was very difficult for her, but she
did not give up.
Comprehension:
● Listening- Was able to recall characters' names and setting, but in the retell could only recall beginning and end events. Most
specific details given related to the end of the story.
Phonics:
● Student substituted /c/ for /s/ and /u/ for /y/. Student hesitated for sound /e/ and produced sound after a moment. Could not
identify sound /q/.
Phonological Awareness:
● When blending, segmenting, and substituting, student was much stronger with compound words (left side #1-5) than with
syllables (right side #6-10).
Instructional Goals
Alphabetics Word Learning Meaning Construction Writing
Starting Point in LL&FW: B.1 Short Vowels
Print concepts: n/a Strategic word Fluency: TSW read TSW compose sentences with
identification: instructional level fiction and details in response to reading and
Phonological analysis: TSW apply phonics nonfiction texts using her prompts to strengthen ideas.
TSW identify and produce knowledge during reading by prior knowledge of Write-it
a rhyme by listening to a recognizing word family letter-sound correspondence
word provided by the patterns and blending and blending sounds to TSW use a variety of sentence
teacher and then asked to sounds to increase word achieve more reading patterns when writing in response
produce a rhyming word to recognition fluency. -Read-it fluency.-Read-it to reading and prompts to
improve her phonological enhance word choice and
awareness skills. Hear-It High-frequency sight Language and vocabulary sentence fluency. Write-it
words: TSW develop development: TSW will
TSW separate syllables in automaticity with Dolch engage with vocabulary Motivation
Elkonin boxes and tapping high-frequency words using words before reading by
activities to strengthen flash cards and games, as listening to the correct
TSW actively engage in literacy
skills with blending, well as reading and writing pronunciation of the
learning through think-alouds,
segmenting, and high-frequency words to vocabulary words and a kid discussion, and hands-on
substituting multi-syllable achieve automatic friendly definition, repeat the activities (white boards, tapping
words. Hear-It recognition of 40 Dolch word and definition, and activities, writing) to enhance
words. apply examples and confidence as a reader and
Alphabetic coding skills: Word-Review, Read-It, nonexamples to aide in writer.
TSW review short-vowel Write-It, Use-it. vocabulary comprehension. ALL
phonograms with word Hear-it, write-it, read-it.
sorts and word building in
Elkonin Boxes to solidify Knowledge and
her knowledge and comprehension:
automaticity of word TSW will activate her prior
families such as -at, -op, knowledge, if any, of the
and ip. -Read it reading topic using personal
examples and real-life
connections to aide in her
reading comprehension
before reading begins.-Read
it
