Student Name: Ally Owens (pseudonym) Age: 10

Tutor: Sara Peters

Word Lists (WRI)

CASE SUMMARY SHEET

Grade: 5th

Preprimer 1
Preprimer 2/3
Primer
1st
2nd

Untimed
Total
%age
100
100

Preprimer
Preprimer 2/3
Primer
1st
2nd

WRC
(% read
correctly)
-

3rd

75

90

3rd

4th
5th
6th
UM
HS

65
50
-

95
80
-

4th
5th
6th
UM
HS

Spelling
WTW Inventory:
PSI
Score: 8 / 10 = 80% (ESI)
1/14 = 7% (USI)

Reading Rate

Passage Reading (WRC)

Timed
Timed
%age
95
85

Difficulty Level

(total number missed / correct)

Examples of Spelling Confusions:

ESI:
Long Vowels (CVVC)
TRIAN/train
FLOUT/float
USI:
Consonant Clusters:
SWICH/switch
SMUGE/smudge
Inflected Endings & Syllable Juncture:

USI

Comprehension

(FLUENCY)

ORAL
WPM

SILENT
WPM

96 (E)

62.9 (E)

76.7 (N)

Writing
ESI

Date: 2/3/16

Strengths
Voice
Description of
feelings
Content relating
back to the main
idea
Generally
appropriate details
Appropriate
audience and
purpose for writing

Weaknesses
Capitalization
Grammar
Spelling
Organization of
ideas
Repetition of
words (poor word
choice)
Sentence
constructions

% questions answered correctly

ORAL

SILENT

LISTENING

50 (75 w/ LB)
(E)

68 (N)

Affective Measures
Affect for Reading:
Raw %ile
Academic

Recreation

Total

Self-Perception Scale:
When it comes to what
her teachers or peers
think about Allys
reading, she is very
conflicted and

Comments
I learned that she
has a lot of pets:
guinea pigs, cats,
possibly a dog. She
likes pets and
animals.
She also likes
science depending
on what she is
learning. She
really likes school
and had trouble
choosing which
subject was her
least favorite. She

TRAPED/trapped
NOTED/knotted
SCRACHS/scratches
KRADER/crater
TUNAL/tunnel
Common Long Vowels:
SCRAP/scrape
Complex Vowels:
SQUART/squirt
INDEPENDENT LEVEL 1st

INSTRUCTIONAL LEVEL 2nd - 5th

undecided about if their

perceptions are positive.
She also does not
believe that she is a
good reader compared to
her peers.
Yet she does have
positive feelings about
how she feels when she
reads and that her family
believes she is good at
reading.
She also really
recognizes her progress
that she has made in
reading.

also really likes to

read. I also
discovered that
she likes fiction
and mystery
books.

FRUSTRATIONAL LEVEL 6th

Other Assessments and/or Anecdotal Notes:

According to WRC I found that Ally is instructional at a Third Grade level. She had a strong instructional score of 96% when
reading an expository passage for accuracy. Her spelling was frustrational when tested with the USI. Therefore, next week I will
assess her using the first ten words of the ESI. This should give me a better instructional level for writing. As of right now, I
believe that she is at a Late Letter Name or Early Within Word Pattern stage of spelling development because she seems to have a
firm grasp of her digraphs and blends, but common and complex long vowels are where she starts to have more serious trouble.

Instructional Goals:

Word Knowledge
Ally seems to have a decent

mastery of her digraphs and

blends as seen by her spelling
inventory results and her
word knowledge lesson that
was delivered this week. Yet,
she seems to be struggling
with Long Vowels,
particularly the CVVC
pattern. Therefore this is my
starting point for instruction
and my first goal for her.
When spelling words with
long vowels of the CVVC
pattern such as train she
seems to understand that she
needs two vowels, but does
not know which ones or in
which order to write them.
For example, when writing
the word train she reversed
the vowels that are in the
word, writing TRIAN.
When she wrote the word
float, she seemed to

recognize that she needed a

long o, but used a u to create
the long vowel, resulting in
the spelling of FLOUT.
My second goal for Ally is to
then work on Ambiguous
vowels next such as ou,
ir, and diphthongs such as
oy. This also seemed to be a
weakness for Ally as she
struggled to spell words with

Fluency
Ally seemed fairly fluent
when reading aloud during
the oral portion of her WRC
assessment. There were a few
times where she would insert
words or change words in the
story, but out of the ten
miscues she had, she selfcorrected three of them. She
also often repeated words or
phrases for clarification or
because of an error, which
affected her reading rate. One
goal I have for Ally is to take
her time to make sure she is
reading the words on the
page carefully. I noticed that
when she would make an
error, she would say a word
that is very similar in type of
the written word. For
example, she would say "lay"
instead of "lie", or "it's"
instead of "the".
A second goal I have for Ally
is to read passages with
better phrasing. I found that
she had fairly good
expression but her phrasig
could use some work. I want
to teach her how to read a
sentence while being
observant of the punctuation
and how that affects the
sentence when read aloud.
Fluency Activities:

Comprehension & Vocabulary

Comprehension: My goal for
Ally in terms of
comprehension is for her to be
better about internalizing her
new knowledge to be able to
apply it later in either
comprehension questions or
writing. I want to focus on
determining importance with
my tutee in order to help her
sort out important details from
the not as imporant ones. I
want her to learn to keep those
important details in mind from
the beginning of the story to
the end. I also think this will
help her answer questions
when the answer is not directly
stated, because this was a
problem for her.
Comp Activities:
highlighting
graphic organizers
chunking the text and
determining importance in a
certain section before moving
on.
Vocabulary: I want to expose
Ally to new vocabulary in
various contexts to improve
her prior knowledge. I think
that by improving her prior
knowledge it will help with her
overall comprehension. I also
want to help her find the
meaning of words based on the

Writing
Ally is able to write with good
detail and give reasons behind
those details. Yet her structure
behind a story or piece of
writing seems to be lacking.
She does not state her
supporting details in a way
that makes sense and seems to
jump back and forth between
details, almost to circle back
around and restate something
previously said. Therefore I
want to work with her on how
to structure and organize a
writing piece so that the
details are easily followed by
the reader, and they all relate
back to supporting the main
idea.
The second goal I have for
Ally is to work on the
mechanics of her writing such
as capitalization and sentence
starters. She seems to start
her sentences in the middle of
thoughts, which makes it
difficult for the reader to
understand, as well as
affecting the flow of the
writing.
Activities for Writing:
Sentence Starters
Graphic organizers
(structural support)
Cool Blue Capitalswe
review when we use capital

this feature when assessed

with the Upper Spelling
Inventory. (See results above)
Activities for Word
Knowledge:
Speed sorts
Blind sorts
BINGO (WTW p. 186)
Vowel Spin (WTW p. 229)

Phrasing chunks
Phrasing based on
punctuation
Pacing

context they are in.

Vocab Activities:
Context Clues
Concept sorts (WTW p. 178)

letters and then when we

write, we switch and use a
different color pen when we
write a capital letter. (Idea
from:
http://www.flutteringthroughf
irstgrade.com/2012/07/coolblue-capitals.html) Because
Ally did not capitalize any of
her sentences or names of
places, or events, I think that
she needs to practice writing
in a way that draws attention
to when we capitalize letters
that reinforces it in a visual
way.