Instructional Case Summary Sheet
Student Name: ____W_______ Age: 10 years 4 months Grade: __4th____ Date: Weeks of 2/29/24-3/2/24
Tutor(s): __Erin Lawson__________________________________
Word Lists Passage Reading Fluency (rate in WPM & Comprehension
(WRI) (WRC) prosody score) (% questions answered correctly)
Difficulty Timed Untimed WRC ORAL WPM SILENT
Level Flash % Total % (% read correctly) + Prosody WPM ORAL SILENT LISTENING
Score
1st See notes 98% accuracy (4 83 WCPM – 100%
below
miscues)
2nd 96% accuracy (10 72 WCPM – 63% 0%
miscues)
3rd 97.3% accuracy (7 83 WCPM – 31% 0%
miscues)
4th 0%
5th
6th
INDEPENDENT Ceiling 1st
INSTRUCTIONAL Zone/Range 2nd
FRUSTRATIONAL Floor 3rd
Word lists were administered at BOY, not MOY due to already having a starting point for MOY assessment. BOY word list data: PP1 100%, PP2
95%, P 95%, 1 75%. BOY: P: 96% accuracy, 60 WCPM, 67% comprehension. MOY QRI administered by Erin Lawson, his teacher, on 11/30/23.
PA Assess Phonics Assess Other Diagnostic Assess
(e.g., TOWRE)
CORE Phonological Segmentation Gave CORE Phonics Assessment. Did not TOWRE results interpreted are age-based
Test administer parts A-D because he has those
Part A Sentence Segmentation mastered. Raw Age Grade %ile Scaled
score Equiv Equiv Rank Score
5/5 Part E: Short vowels in CVC words 15/15
Part B Syllable Segmentation (had to sound out a few) SWE 60 8.6 3 87
7/8 (cat-er-pil-ar was cat-uh-pit) Part F: Consonant blends with short vowels PDE 22 7.9 2.2 81
Part C Phoneme Segmentation 10/15
Sum of scaled scores = 168
9/10 (/sh/ /or/ /t/ was /sh/ /or/ /r/ /t/) Part G: short vowels, digraphs, and -tch
trigraph 14/15 TWRE 13% 83
CORE Phoneme Deletion Test Part H: R-controlled vowels 15/15
Part A Initial Phoneme Deletion Part I: Long vowel spellings 15/15 Descriptive Term: Below Average
5/5 Part J: Variant vowels 10/15
Part B Final Phoneme Deletion Part K: Low frequency vowel and consonant
5/5 but had to think about this spellings 10/15
Part C Deletion of Initial Part L: multisyllabic words 18/24 (⅔
Phoneme in a Consonant Blend consonant -le, ⅔ open/closed-other, ⅓
4/5 ((s)pill -> pill was ell) closed-silent e, ⅔ closed-closed)
Part D Deletion of Embedded
Phoneme in a Consonant Blend
4/5 (li(f)t -> lit was let). This
section was not automatic.
CORE Phoneme Segmentation
Test
12/15
Bolt /b/ /o/ /l/ /t/ was /b/ /ol/ /t/
Crowd /k/ /r/ /ou/ /d/ was /k/ /r/
/oud/
Point /p/ /oi/ /n/ /t/ was /p/ /ou/ /n/
/t/
Spelling Writing Notes on Attention & Motivation
Inventory: LETRS Strengths Weaknesses __ has a history of having severe anxiety
Score: BOY 21, MOY 34 over being present at school. Fourth
- Use of punctuation to - Use of capital letters grade is the first year where he has been
Inventory: DSA complete sentences at the beginning of consistently present; he was truant every
Score: Stage Score: 13 - composition stayed sentences year previous. He loves to learn, loves to
Feature Score: 14 on topic - lack of details read, and is curious about things being
Stage Placement: Within Word - remained in the - spelling taught. He asks lots of questions and is
Examples of Confusions: same tense - letter formation accustomed to leaning on teacher support.
ch for tch - pach throughout He loves to read and is proud of the work
Long vowel patterns - mite for he accomplishes. He loves his teachers
might/ leest for least/ coste for and is happy at school.
coast/ pant for paint When given an interest inventory __ was
Irregular vowel patterns - cowch very focused on outdoor activities such as
for couch/ yan for yawn four-wheeling, hunting with his dad, and
Confusion with qu - cwite for quite going in the woods. He chose to write
about going four wheeling with his cousin
for his writing sample.
Other comments: __ struggled to answer even the most basic questions about a text when it was read aloud to him. He did best
when he was able to read the passage and refer back to it to locate answers, but even that was a struggle. He really suffers from
lack of comprehension due to his lack of exposure, background knowledge, and vocabulary. He has gained a lot of skills in a
small amount of time. Since beginning fourth grade, from September 2023 - February 2024, he has grown from a Primer to a 2nd
grade reading level; that’s a lot of progress!
Instructional Goals
Word Knowledge Fluency Comprehension & Vocabulary Writing
Instructional level: 2nd grade
Listening Level: Below 2nd grade
PA targets: Activities will Writing targets
include: include:
● Continue to work on segmenting
● Timed Activities will include: ● Using capital
phonemes in more complex words
re-reading of ● Identifying and using text letters to begin
(words with beginning and ending
connected features sentences.
blends, words with vowel team decodable text ● Teach and use the strategy of ● Generating ideas
patterns) for lessons annotating the text (write/draw and more
● Continue to work on segmenting ● Read the
to solidify meaning) information/detail
syllables in 3+ syllable words same passage
in a silly voice, s.
a quiet voice, Activities will include: ● Spelling.
Phonics targets: ● Explicit vocabulary
a mouse ● Letter formation.
● Continue to work on low-frequency instruction with kid-friendly
voice, a
vowel spellings and variant vowels grandpa voice, definitions, pictures, body Activities will
within multisyllabic words (build up etc. movements, and include:
to multisyllabic by starting with an before/during/after activities ● Frequent word
introduction to open/closed and sentence
syllables) writing during
lessons.
Activities will include: ● Compare to the
● Speech-to-print approach starting teacher. Make
with phoneme manipulations corrections.
● Identifying syllable types, and
reading/writing with them
● Underline & scoop method for
reading multisyllabic words
Tier I Coordination/Recommendations: Differentiate by providing reading materials/passages on ___’s reading level,
when possible. Allow to use scratch paper or white board to draw, write, or take notes as he is reading. Remind __ to
chunk words into syllables as he encounters unknown words. Provide explicit whole-group vocabulary instruction,
introducing 4th grade level words. Have __ work with a mid-high partner when possible. Meet with __ daily for a small
group to work on phonological awareness, syllabication, and use of comprehension strategies.
Recommendations for home: Read aloud to __ daily and talk about the book as you read it. Allow __ to choose and
read books that he enjoys, whether or not they may be “too easy” or “too hard” for him. When spending time together at
home, in the car, at the store, or anywhere, have conversations about the things around him. Ask questions like, Look at
those horses over there! I wonder what kind of grain they eat? What do you think the horses do at night time? Why don’t
we ever see horses in the city? It’s such a pretty brown color; did you know another word for brown is chesnut?
