EMERGENT READER CASE SUMMARY SHEET

Name: Carleigh Age: 5 Date of Testing: 9/15/2017 Grade: Kindergarten Examiner(s): Victoria Parrott

Phonological Awareness
Rhyme Awareness Words & Syllables Syllables Blending Phoneme Segmentation Beginning Sound
Awareness
8/8 3/8 5/8 2/8 3.5/8 5/8
Notes:
-identified each - correctly moved -correctly -able to correctly -received 0.5 points for -began choosing last
rhyme with pennies for “I like identified syllables blend popcorn and mop, bat, bug, lip, shop, picture in column for
automaticity milk,” “I am tall,” in cookie, dog, hat. check, and sled. She did every answer
- used oral strategy and “My dog is computer, soap, - for the rest of the not receive any points -I reminded her of the
“cat-rat, they both brown.” and elephant. list, she repeated for black. instructions, but she
say -at” to help her -As the sentences -showed some each individual -separated words into continued to choose last
determine got longer, she understanding of part of the word as two sounds. Recognized picture each time (hard to
rhyming pairs moved pennies syllables but still I was doing. initial sounds, but determine if she has
until the sentence needs practice -I reminded her of blended the middle and knowledge of beginning
stopped, but it was the instructions at final sounds (m-op, b-at) sounds or if the last
not aligned with #5 picture was coincidentally
each individual - After that, she correct)
word. For example, only said the
for “I ride the bus ending sound (“ox”
to school,” she for fox, “up” for
moved 5 pennies cup.)
as I spoke and it -She said “snake”
was not in for the blend g-r-a-
synchrony of each ss. She was only
word. attending to the
-She often moved last sound in the
one penny for 2 words.
words (1 penny for
“I see” or “to eat”)
Alphabet Knowledge Letter-Sound Knowledge Concepts About Print
Upper Case Lower Case Production Spelling Observations
Letter Recognition Letter Sounds
25/26 16/26 18/26 0/5 ---
Notes:
Knows: Knows: Knows: -held pencil correctly -drew a picture of her
M, D, R, F, I, Y, C, T, W, B, J, h, m, r, f, c, t, w, n, j, x, s, p, a, A, B, C, E, H, I, J, K, L, M, house and correctly wrote
N, G, S, P, A, K, Z, Q, X, L, E, k, z, l N, O, P, S, V, W, X, Z -wrote on correct line her name on the paper
V, O, H for each word
Using/Confusing: Using/Confusing: - Her sentence was “My
Using/Confusing: /b/ for d “B” for D -wrote “MP” for map, house is brown” and she
None /d/ for b “C” for G “f” for fed, “HG” for hug, wrote it as “MHSB”
/n/ for u “B” for dot, and “P” for
Absent: /ē/ for e Absent: tip. -wrote from left to right
U /ī/ for i Q, R, T, U, Y
/ō/ for o -recognized beginning -lack of spacing
/j/ for g -wrote in all capital and ending sounds in
/p/ for q letters map and hug. -Her writing sample
-wrote “P” and “Z” demonstrates some
Absent: backwards knowledge of beginning
y, v sounds in words.

-said letter name first,

followed by its sound
 Concept of Word Word Knowledge
*WRI *WRC
Pretest Word List Pointing Word ID Post-Test ID
Timed Untimed
PP R
0/10 0/5 1/7 0/10 PRI PPA
1st PPB
Notes:
-said “in” for on -showed -able to recognize -did not recognize
knowledge of Humpty in context. any words on list
- read each word directionality, after reading, but Don’t do this section unless
by saying only the moved from left to -repeated entire still “read” each you are uncertain whether
initial sound of the right line in attempt to word by naming the child is a Beginner or an
word (said /h/ for identify individual its beginning Emergent reader. See me if
Humpty) -did not accurately word sound. you have questions.
point to each word
-I encouraged her or line correctly.
to “sound out” the
words but she was
not able to do so.

*for borderline students (emergent – beginner), administer WRI using powerpoint

**PP TIMED word list: 5 words correct, administer Readiness; 6-10 words correct, administer PPA; 11-15 words correct, administer PPB
**If 85% or greater on WRC at PPB, the student is likely a Beginning Reader; confirm this finding with additional information
 RECCOMENDATIONS
Fluency Word Knowledge Writing Comprehension
Rereading COW Letter Names Letter Sounds Phonological
Awareness
Goals: Overall Level of Goals: Goals: Area of Strength: Goals: Prior
- Increase COW: -mastery of letter -mastery of letter- Rhyming -Correct letter Knowledge:
automaticity Developing name knowledge sound knowledge Area of UBC: formation for Animals
Instructional Syllables and complete alphabet Interest in Topic:
Recs: Goals: Instructional Instructional Beginning Sounds -Accurately match Horses
- use - Attain full COW Recommendations: Recommendations: Area of and differentiate
poems/songs -daily review of -picture sort for Frustration: upper and -read
to practice Instructional letters to reinforce beginning sounds Words and lowercase letters stories/poems
automaticity Recommendations: knowledge and for known sounds Syllables, Blending, Instructional that involve
- practice using increase confidence and unknown and Phoneme Recommendations: horses
blocks/pennies to sounds Segmentation -practice tracing -create
differentiate each -practice with letters with finger drawings/pictures
word in a line (Push recognizing short Goals: -upper/lowercase of parts of the
& Say) vowel sounds that -Mastery of letter story
vowels make, not beginning sounds sorting/matching
-use knowledge of just their long and syllables
beginning sounds vowel sound/letter -Continue to
to help recognize name develop areas of
words in context frustration

Instructional
Recommendations:
- beginning sound
matching activities
-show student
picture of words
and have her make
dots for each
syllable heard
-sort words by
number of syllables