CASE SUMMARY SHEET

OTHER ASSESSMENT ARTIFACTS [LINK]

Student Name: x Age: x Grade: 4th Date: 02/27/21
Tutor: Hannah Overstreet & Sarah Myroup
Reading Rate
Word Lists (WRI) Passage Reading (WRC) Comprehension
(FLUENCY)
Timed Untimed WRC % questions answered correctly
Difficulty Level ORAL SILENT
Total Total (% read
🡫 WPM WPM ORAL SILENT LISTENING
%age %age correctly)
Preprimer 1 70 30 Preprimer            
Preprimer 2/3 50 50 Preprimer 2/3            
Primer 40 60 Primer                        
1st 45   55 1st  N 99     N 101           N 67    
N 96  N 85    N 50 
2nd 55  45   2nd    n/a              
N 94 N 81 N 13 
3rd 40  30  3rd                                    
4th 5   75 4th                                    
5th 15    55   5th                                    
6th 5   40    6th                                    
UM             UM                                    
HS             HS                                    

Spelling Writing (Sample) (Scoring) Affective Measures Comments

WTW Inventory: Elementary Spelling Strengths Weaknesses Affect for Reading: ● During the concept
Inventory   ● Includes great ● Little to no Raw %il questions for the
Feature Score: 47 / 62 = 76% details punctuation use e QRI passages, his
Power Score: 13 / 25 = 52% ● Story follows a ● Some using but Academic 32 66 mother could be
Total Score: 60 / 87 = 69% clear and organized confusing of Recreation 29 64 heard giving him
Stage Placement: Early Syllables & plotline double letters Total 61 66 answers for some.
Affixes     ● Demonstrates (“babby” for ● Our initial calls for
Examples of Confusions: knowledge of “baby”; “sall” for his reading level
CHIP/ship common writing “saw”) based on the WRI
WEN/when conventions (starts ● Using but were surprisingly
PLEASE/place the writing with confusing inaccurate. After
SHOPING/shopping “Dear Jalil” and capitalization administering
CARREIS/carries ends the story with rules (“The WRC portion of the
SELLER/cellar a variation of dragon was trying QRI we discovered
PLEASIRE/pleasure “Happily Ever to protect her that though his
FORTUNED/fortunate After” and “The Babies”, “The word reading skills
COFITED/confident End”) little Boy”) are relatively high,
OPPISITION/opposition ● Demonstrates ● Started story as he has little to no
creativity in ideas though he were comprehension of
● Includes different writing a letter, what he reads
characters in the but he did not beyond a first grade
story continue with this level.
● Genuinely seemed format after that
to enjoy writing ● Did not use any
and sharing his prewriting
writing strategies
● Wrote the story
without assistance
from teacher
INDEPENDENT LEVEL       INSTRUCTIONAL LEVEL       FRUSTRATIONAL LEVEL      
Primer 1st grade 2nd grade

Other Assessments and/or Anecdotal Notes:

- He loves dragons and basketball
- He does not seem to enjoy school- does not have a favorite subject
- He is not read to at home
- It is worth noting that he used some dialect-influenced spelling (“sall” or “saw”, “the dragon bite”) in his writing sample
- Due to some inconsistent score pattern and having heard her guidance during the student interview, we are uncertain if the student’s mother
provided assistance as he engaged in some assessment-related tasks. It is difficult to determine his actual abilities from what may have been
assisted by his mother
- We found his drop between the 2nd and 3rd grade reading lists to be quite surprising (from 90% to 70%) since he then had a higher score of
80% on the 4th grade list. We are theorizing that he is reading at a third grade level, but his status as a current 4th grader is exposing him to
content-related words much like the ones presented in the 4th grade list, creating more familiarity.
- Based on the WRI scores, we estimate that we should begin with a narrative passage at the third grade level. This was the first level where he
placed as instructional, yet was his lowest instructional level. Given that his fourth grade WRI level was higher, we are led to believe that
internet issues may have led to a lag in his response or processing during the third grade list. We wanted to ensure that he starts at a level that is
instructionally beneficial but still allows for success.
Instructional Goals:
Word Knowledge
Goals:
✔ The student will be able to
decode and use
meaning-based strategies to
identify words at a third
grade reading level
Recommended supporting
activities:
● concept-based word sorts
● feature word sorts
● word hunts
Fluency
Goals:
✔ The student will be able to
read with appropriate
expression and adherence
to punctuation.
Recommended supporting
activities:
● Repeated fluency readings and
coaching
● Reader’s Theatre
Comprehension & Vocabulary
Goals:
✔ The student will be able to
use appropriate strategies to
aid in the comprehension of
first grade level texts.
Recommended supporting
activities:
● Visualization techniques
● graphic organizers
● building background knowledge
Writing
Goals:
✔ The student will be able to
use basic writing
conventions such as
appropriate capitalization
and punctuation in narrative
writing samples.
✔ The student will be able to
select and utilize
appropriate prewriting
strategies before writing a
narrative piece.
Recommended supporting
activities:
● Correcting sentences that use
incorrect punctuation and
capitalization
● mentor texts
● working backwards- start with
a story and decide how the
author would have planned it
● model use of different
prewriting strategies