CASE SUMMARY SHEET

Student Name: Jessica Cobb Age: 9 Grade: 4 Date: 2/8/2019

Tutor: Kim Jacobs
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 95 100 Preprimer 2/3            
Primer 100 100 Primer                        
1st 90 95 1st                        
2nd 90 90 2nd 97 140       88            
3rd 80 95 3rd 96 124 150 88(100 wlb) 38      
4th 70 75 4th 94 91       25 (50 wlb)       0
5th 45 65 5th                                    
6th             6th                                    
UM             UM                                    
HS             HS                                    

Spelling Writing Affective Measures Comments

Strengths Weaknesses Affect for Reading:  Jessica did not like
 Had characters  Mechanics – Raw %ile the idea of reading
 Had a problem and limited use of Academic 16 5 for pleasure
WTW Inventory: Elementary Spelling solution correct Recreation 22 11 during class. She
Score: 54/ 87 = 62%  Used dialogue capitalization. Total 38 5 said she wished
Stage Placement: Within Word/Middle  Doubling not that there was a
(other long vowels) used in spelling scared Garfield to
Examples of Confusions:  Run-on sentences describe how she
soul/spoil, caires/carries, seller/cellar,  Lack of details felt. Overall, her
shoping/shopping and imagery to score suggests she
interest reader. has a stronger
attitude for
recreation
reading.
INDEPENDENT LEVEL 2nd INSTRUCTIONAL LEVEL 3rd FRUSTRATIONAL LEVEL 4th
Other Assessments and/or Anecdotal Notes:
Jessica started receiving speech/language services when she was four years old. She had a full evaluation and was found
ineligible for services in 2018. However, expressive language scores were found to be in the low average range. She also had
difficulty retelling stories with out visual prompts. Jessica’s teacher has her reading on Guided Reading Level O. She has not
progressed in her reading levels this school year. Jessica did not pass her third grade reading SOL. It was noted that the
comprehension questions were difficult for Jessica starting at the fourth grade level. She struggled with explicit and implicit
questions. When the passage was read to her on a fourth grade level she was unable to answer any of the questions. She also had
a difficult time answer questions when she read the third grade passage silently. An interview was conducted with Jessica. She
said that she would like to be a basketball player. She has played for six years. She also wishes that her teacher would read more
books to them about hunting. She has never been hunting before but would like to read about deer hunter, crocodile hunting, etc.
She said that she knows she should read at a slower pace and correct herself when she makes mistakes, but sometimes her words
get all mixed up when she is reading and when she is talking. She says that she often puts the wrong letters in when she is
reading or writing. She said that no one reads to her at home anymore. She is scared to read out loud at school and the thing she
likes about reading in school is that it is quiet. She does not like a lot of sound.
During the first tutoring session with Jessica I noticed she struggled with the word study not because of the feature but because of
the homophones. The next session I gave her an assessment from the Words Their Way, Within Word book. She had to placed
the correct homophone in the sentence. Jessica scored 80% on the assessment. Her mistakes were with pane/pain and
board/bored. Also when she was given the Elementary Spelling Inventory she scored Within Word, middle – other long vowels.
She missed some of the r-controlled vowels. I gave her another assessment to see her mistakes. She scored 75%. The book
recommends looking at her errors and proceeding with the r-controlled vowel patterns.
Instructional Goals:
Word Knowledge
Goals: Jessica will understand
how to use all of the letters in
printed words as an assist in
determining the pronunciation of
the word. Similarly, Jessica will
learn to represent all of the sounds
in a spoken word with an
acceptable letter when writing.
(Scanlon, et. al. 2017)
 Jessica will use phonetic
strategies when reading
and spelling by applying
knowledge of r controlled
vowels and homophones
to decode and spell words,
using meaning clues to
support decoding, and
using semantic clues to
reread and self-correct with
at least 85% accuracy.
Recommended supporting
activities:
 Word study sorts:
Week 1: ar, are, air
Week 2:homophones (ar, or
words)
Week 3: a, ar, o, or
Week 4: er, ear, ear, eer
Week 5: ir, ire
Week 6: or, ore, oar
Fluency
Goals: Jessica will be able to read
grade-appropriate text accurately
with appropriate speed and with
phrasing and intonation that
conveys the intended meaning of
the sentence. (Scanlon, et. al.
2017)
 Jessica will read
independent level text with
appropriate speed (not
below 100 wpm and not to
exceed 160 wpm) and
phrasing to enhance
comprehension of text.
Recommended supporting
activities:
 Weekly timed readings on
independent leveled text. The
text will be read to Jessica, she
will then read it silently and
underline any words she
doesn’t understand, and then
she will read the text orally.
The readings will alternate
between fiction and expository
texts.
Comprehension & Vocabulary Writing
Goals: Jessica will develop he Goals: Jessica will be able to write
foundational knowledge and up to three descriptive paragraphs
comprehension skills and strategies using correct capitalization,
that will enhance his or her ability to punctuation, and spelling.
construct the meaning of, and learn 
from, texts heard or read
Recommended supporting
Jessica will learn the meanings of
new words encountered in activities:
instructional interactions and will be  Jessica will write a paper
able to use the words explaining the characteristics of
conversationally, Further, the child's a strong woman.
ability to understand and use  Jessica will read a book each
complex grammatical structures will week about a woman from
improve. (Scanlon, et. al. 2017) history that is considered
 strong. She will decide what
characteristics she possesses
Recommended supporting
that makes her a strong woman.
activities:  The culminating activity will be
Read books on instructional level a paper answering the essential
containing strong women from
question. What are the
history. Review vocabulary words characteristics of a strong
with student before reading the woman. The paper will include
book. The book will be broken into references to the women she
chunks to stop and check for has read about each week.
comprehension. The student will
look for examples of the
characteristics that makes this
historical figure a strong woman.
The student will use sticky notes to
and write the characteristic that is
displayed.
Week 2 & 3: Pocahontas and the
Powhatans
Week 4: A Picture Book of
Sojourner Truth
Week 5: Hellen Keller
Week 6: Rosa Parks