EMERGENT READER CASE SUMMARY SHEET

Name: L**** Age: Unknown Date of Testing: 10/23/23 Grade: 1st Examiner(s): Julie Steele, Katelyn Weber, Emma Mitchell

Phonological Awareness
Phoneme Segmentation Beginning Sound
Rhyme Awareness Words & Syllables Syllables Blending
Sound-to-Letter Awareness

8/10- group rhyme 32/40

16/20 10/10- group beginning
awareness
sound awareness

Notes: *all benchmarks are based on K PALS; however, this student is a first grader
K Benchmarks: *no assessment *no assessment 5/5 on words with -got all beginning sounds K Benchmarks: 5/10
5/10 needed- able to needed- able to two sounds and
blend and segment blend and segment three sounds -2/5 for ending sounds
at phoneme level at phoneme level (got car and bell) and
3/5 on words with said correct sound for
beginning blends gym (responded /m/);
(sick for stick, said b and m for bus and
missed space) mad

3/5 on words with -got 7/10 for middle

ending blends sounds and got correct
(missed left and sound for other three
soft) (/u/ for fun, /u/ for tub,
/o/ for hot
1st Benchmark:
8/20 1st Benchmark: 16/40

Alphabet Knowledge Letter-Sound Knowledge Concepts About Print

Lower Case Upper Case
Production Spelling Observations
Letter Recognition Letter Sounds
25/26
19/26 15/20
Notes: *all benchmarks are based on K PALS; however this student is a first grader
K Benchmark: 12/26 Benchmark: 5/26 No information given; Benchmark: 2/20 No information given-
1st Benchmark: 24/26 1st Benchmark: 21/26 however, she was able could ask her teacher or
to produce letters Correct: fan, mop observe her “reading” a
missed u no digraph knowledge fluently during the small text provided by
(missed sh, ch, th, tried to spelling portion of PALS PAT for pet Maria.
sound out individual assessment. RAG for rug
letters) SAT for sit
Used lowercase letters
/w/ for u in her spelling using a for all vowels
/i/ for e except o
/j/ for g
/w/ for y Would like to see her
write a simple
dictated sentence to
check her ability to
recall/spell preprimer
words and her
knowledge of spacing
and/or punctuation.

Concept of Word Word Knowledge

*WRI *WRC
Pretest Word List Pointing Word ID Post-Test ID
Timed Untimed Level %
PP 4/20 R
PRI PPA
1st PPB
Notes:
No information cat, see, the, dog not administered on
given; however, her 1st Benchmark: 10/20 PALS K, could use
teacher said she *tried to decode unknown PALS 1-3 assessment
could use extra words for this
support in this
area. Would like to know if she
can spell them as well and
read them within decodable
text.
*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

Vocabulary and Comprehension

Comprehension Strategies: Story Retelling: Comprehension Explicit Questions:
Vocabulary:
-we do not have
much
information on
her vocabulary
knowledge, but
in our warm-up
interview, she
found it very
difficult to
retrieve words.
For example,
she said she
liked sports but
was unable to
name any
sports she liked.
Additionally,
she said she
liked recess but
could not name
what she did.
This is evidence
of need for
support in
vocabulary
development.
**We were not given any information on her comprehension; however, her teacher did ask for language comprehension support
for stories read aloud.**

RECOMMENDATIONS
Overall Development: Alphabetic/Beginning Reader
Fluency Word Knowledge Writing Comprehension
Letter Names Letter Sounds Phonological
Rereading** COW** **
Lower Case Upper Case Awareness
What type of Overall Level of Knows: all except Knows: all except Area of Strength: Spacing: would Prior Knowledge:
text? COW: u u, e, g and -able to ID rhyme like to see a
digraphs -able to blend dictated Interest in Topic:
Using/Confusing words with 2 and sentence to
Interest Level: Instructional Using/Confusing: 3 sounds assess her Responsiveness to
Recommendations: Absent: u e (i), u (w), g (j) -able to ID spacing Questions:
beginning and
What to work Absent: th, sh, ch middle sounds Other:
on in rereading: Other:
Area of UBC: -spelling- has
-sometimes able mastered short a
to identify and uses it for
middle sounds any vowel she is
unsure of
-sometimes able
to blend words
with beginning
and ending
blends

Area of
Frustration:
none ID’d in our
assessment

**Need more assessment information

INTERVENTION GOALS (RtI)

**SUBJECT TO CHANGE AFTER GROUP COLLABORATION!**

What broad, longer-term goals (3 weeks from now) will you set for your tutee? Think about what you listed at the top of the sheet
related to whether your tutee is an Early, Middle, or Late Emergent. What should be the focus (see tutoring manual for ideas)?
Goal 1: L**** will increase her use of Tier 2 vocabulary and will use at least 5 new Tier 2 vocabulary words in sentences.

Goal 2: L**** will be able to blend and segment sounds in words with 4 phonemes.

What specific goals do you hope to accomplish by the end of the lesson (i.e., what will she know after the lesson that she did not know
before working with you)? These goals should be sub-goals of the one listed above. If your long-term goal is related to letter knowledge,
for example, what is the immediate letter knowledge goal for your first lesson? List that here:

Goal 1:

L**** will sort pictures of clothing items. She will learn the poem Socks, Shoes, Caps and Gloves and will create her own
sentences with five different clothing items from the picture sort using the sentence stem: I put _______________on my _______________.

Goal 2:

L**** will blend words with four sounds (beginning blends) using elkonin boxes and colored chips. Instruction will begin with
continuant sounds and move into stop consonants (begin with words with /s/, /m/, /l/, etc. and move into words with /p/, /d/, and /b/,
etc.).

L**** will segment words with four sounds (beginning blends) using elkonin boxes and colored chips. Instruction will begin with
continuant sounds and move into stop consonants (begin with words with /s/, /m/, /l/, etc. and move into words with /p/, /d/, and /b/,
etc.).