Case Summary Sheet: Beginning Reader

Student Name: ___XXX_____ Grade: __2nd ______

DATE OF TESTING: _9/9/2015____
Examiner/s/: ___Lindsey McGibbon__________
Word Lists
Passage Reading
Reading Rate
Difficulty Level

TIMED
(%)

TOTAL
(%)

Difficulty
Level

100
97
81

PrePrimer

80

100

Readiness
PrePrimer A
PrePrimer B
PrePrimer C

Primer

40

75

1st

30

1st

2nd

WRC
(%)

Oral vs.
Silent

WPM

Oral

n/a

Comprehension
% questions answered
correctly
ORAL

SILENT

n/a

2nd

Independent Reading Level _PPB_

Instructional Reading Level _PPC_

Word Study
Inventory: PALS Form Examples of confusions:
A
Short Vowels WEG/wig, NAT/net,
CHEN/chin
Score: _1_ out of _20_ Blends CHAP/trap, BAF/brave,
JRIVE/drive
Spelling Stage:
Digraphs WEH/wish, HADE/shade
Middle Letter NameAlphabetic
Begin instruction with:
I would begin my instruction with a sort
with a short vowel and the sh digraph.
He confused the sh in his spelling
assessment and had trouble placing the
correct short vowel so I think this could
hit both issues at once.

Frustration Level Begins at _Primer__

Writing Sample

Other Notes

Strengths:
Remained on topic discussed things
he does with his brother
Began sentence with capital letters
Spacing between words

During WRC assessment,

student had trouble following
from one line to the next,
however, he did know to turn
the page to proceed on.

Areas for improvement:

Idea development could not think of
anything to say or write about any
topics I brought up. Could only get out
a few basic sentences for sample
Punctuation none present
Repetitive sentence structure
Starts each new sentence on a new line

While reading, a word given

by the teacher was read
correctly the following times.
Has trouble developing story
ideas for writing.
Said in student interview that
he doesnt have trouble

-ash
Mash
Cash
Rash

understanding what he reads

(either has good
comprehension or isnt aware
that it is a problem)

-ish
-ush
Fish
Mush
Dish Hush
Swish Rush
Wish Brush

Instructional Goals:
Fluency
Student will increase word
bank from approximately 68 to
100
Student will gain more phrasal
fluency.
We will work on following the
text from one line to another
by practicing tracking.
We will practice punctuation
(when to pause, what
inflection to put on the phrase)
Activities we will use include:
-repeated readings
-echo readings
-choral reading (student & me)

Word Knowledge
I will begin working on short
vowels since that knowledge is
essential to most words we will be
encountering. I will spend a short
time on the sh/h confusion he seems
to be having. I believe that we will
be able to correct this quickly. We
will then move on to blends. I do not
expect to master blends completely.
However, I do think we could get a
strong grasp on the feature.
Activities we will use include:
-Push & Say
-writing for sounds
-mixed sorts (pictures and words)
-creating a word bank
-blend Bingo (WTW p. 187)

Comprehension/Vocabulary
Student will be able to summarize
text.
Activities we will use include:
-Somebody-Wanted-But-So-Then
-Comic strips
Student will be able to identify
unknown words from read-aloud
texts, examine the words, and find
definitions. We will use these words
in discussions about the text. The
words we will study will be
descriptive words.
Activities we will use include:
-new word folder
-concept sort
-view the picture and guess

Writing
Student will be able to write
a story about an experience
he has had. The story will
contain 4-6 sentences
describing the experience.
The writing will have
punctuation and each
sentence will begin with a
capital letter.
Spacing between words will
be appropriate. Spacing
between sentences will also
be appropriate.
Activities we will use
include:
-sentence starters
-graphic organizers
-self-editing
-editing work created by the
teacher