EMERGENT READER CASE SUMMARY SHEET

Name: Amon Age: 6 Date of Testing: 10/23/23 Grade: 1st Examiner(s): Lynnette Breslin, Steve Hughes, Madison Johnson

Phonological Awareness

Rhyme Words & Syllables Blending Phoneme Individual Beginning

Awareness Syllables Segmentation Sound Awareness

Sound-to-Letter

7/10 3/20 9/40 4/10

(8) max (16)

Notes:

Rhymed man, correct: eat, fat, Top Matched beginning

sail, coat, frog, sick m-/m/ letter name no sounds with rain, hat,
ball, lock, box. Face deer, well.
Boy
Did not rhyme Pig Did not match
bug, cat, house. beginning sounds with
ending sound: no
Chose last choice bat, sun, cup, van,
response
on two of those. sheep, paint. He chose
the last choice on five
of them.
Alphabet Knowledge Letter-Sound Knowledge Concepts About Print

Lower Case Upper Case Production Spelling Observations

Letter Recognition Letter Sounds

26/26 22/26 1/44

Notes:

Got correct: B, S, R, F, Used short i correctly

W, T, O, J, A, H, K, V, P, once.
Z, L, C, E, D, Y, N

Not correct: c, th, e, y

Concept of Word Word Knowledge

Pretest Word List Pointing Word ID Post-Test ID *WRI *WRC

 Timed Untimed Level %

PP 7 R

PRI PPA

1st PPB

Notes: Do not have access to specific words read correctly.

Oral Reading in Context notes: Instructional reading level: Readiness, Accuracy= 40%
*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
 RECOMMENDATIONS

Overall Development:

Fluency Word Knowledge Writing Comprehension

Rereading COW Letter Names Letter Sounds Phonological

Awareness
Upper Case Lower Case

What type of Overall Level of Knows: Knows: A, B, C, Area of Spacing: Prior Knowledge:
text? COW: D, E,F, H,J,K,L, Strength:
N,O,P,R,S,T,V,W Produces letter
,Y,Z or sounds for
Using/Confusing: beginning Interest in Topic:
sounds of
Not assessed Other:
words.
Interest Level: Instructional
Recommendation Absent: Responsiveness to
s: Using/Confusing: Questions:
said /w/ for /y/, Area of UBC:
said /i/ for /e/,
said /sh/ for /k/,
What to work Other:
said /ch/ for /th/
on in Area of
rereading: Frustration:
Struggles with
Absent: c, th, e, y producing
letters or
sounds for
ending sounds
 and medial
sounds in
words.

INTERVENTION GOALS (RtI)

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: The child will have a conceptual grasp of the fact that words are made up of somewhat separable sound segments. Further,
the child will be able to say individual sounds in words spoken by the teacher and blend separate sounds to form whole words.

Goal 2: The child will learn the meanings of new words encountered in instructional interactions and will be able to use the words
conversationally. Further, the child's ability to understand and use complex grammatical structures will improve.
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: The child will be able to isolate and match initial and end consonant sounds; blending onset-rime and 2-3 phonemes, using a
couple of vowels.

Goal 2: The child will learn several new word meanings every day, with theme or topic-focused readings.