Case Summary Sheet: Beginning Reader

Student Name: ___Rachel____________ Grade: _______2_____ Age: _7__yrs __11_mos DATE OF TESTING: _8/31_____
Examiner/s/: ___Dr. Blanchette/ Susie Strong_________________________
Word Lists Passage Reading Reading Rate Comprehension
% questions answered
Difficulty correctly
Difficulty Level TIMED TOTAL WRC Oral vs.
Level WPM
(%) (%) (%) Silent
ORAL SILENT

Readiness N/A
PrePrimer A N/A
PrePrimer 95 100
PrePrimer B N/A
PrePrimer C N/A
Primer 80 95 P 98

1st 35 55 1st

2nd 2nd

Independent Reading Level _PPC_ Instructional Reading Level _P (infer from WRI)_ Frustration Level Begins
at _1(infer WRI)_

Word Study Writing Sample Other Notes

Inventory: PALS Form B
Score: _52_ out of _80_
Spelling Stage: Mid-Late
Letter Name-Alphabetic
Examples of confusions: Strengths: Likes books about Barbie,
CVCe - scat for Using logical and relevant scary stories, math, and
scate pate for pet information mysteries
Short vowels pate Using full sentences Likes to play with her two
for pet Adding adjectives best friends, they read
Nasals troc for together sometimes
trunk jumme for Areas for improvement:
jump Using a story structure Likes to read with her dog
Reversed letters - Punctuation Reads at least two books a
backwards n Spacing day
Blends scat for Sentence Structure Has a hard time figuring
skate out what the story is about
Unnecessary I will start with her spacing and Is very excited about
 doubling jumme punctuation. She understands capital tutoring time
for jump kiing for and lower case letters, so she is only Enjoys game like qualities
king missing punctuation and spacing to to our activities, but is still
ensure that her sentences look like a little timid
Begin instruction with: sentences. Once those seem to be under
control I will move on to having her
Nasals. I will begin here write in a story structure, beginning,
because this is the first middle and end.
category that she has
missed more than one
word in. I will begin with a
sort. I will include both
picture and word cards.
*identifies picture card
mp nd ng
*ju *h *ki
mp an ng
d
*Ca La Ba
mp nd ng
*Ra *S *Ri
mp an ng
d
*La Wi Sin
mp nd g
bu fin *W
mp d ing
Da *p Ra
mp on ng
d
lim *b *fa
p an ng
d

First, I will have

Rachel complete
the sort with me
and listen to my
 pronunciation of
the nasals, we will
repeat until she
feels comfortable
enough to do it on
her own.
Next, I will have
her sort the words
according to sound,
here we will use
picture cards.
After that, I will
introduce a few
words at a time, an
say the word out
loud for her, so she
can still sort mostly
by sound, but start
associating spelling
as well.
After that I will let
her complete the
sort completely,
both picture and
word cards, and
ask her to say the
sounds out loud.
We will then work
together and say
the words out loud
so we can double
check her work.
Next, I will take the
picture cards and
ask her to put them
under the correct
heading. Once they
are in the correct

Instructional Goals:
Fluency
We will work on getting her
sight word vocabulary from
about 186 to 225+. We will
pay special attention to words
that start with a w because
she tended to have issues with
those words.
Prosody goal: Work on phrasal
fluency.
Activities we will include:
Word bank flash cards
and daily games
Daily reading of at
least 1-2 familiar texts
Reading rhymes and
songs
spot I will ask her
to spell the words
for me. She already
has beginning
blends down, so I
am mostly looking
for her use of the
correct nasal.
Word Knowledge
I will begin with nasals. I anticipate
this will be an intervention period of
about 2-3 weeks, because she has
quite a few errors in this section. I
will then move on to nasals.
Activities we will use:
Word sort
Push/say
Letter manipulation
Game boards
Writing sort
Comprehension/Vocabulary Writing
I have not yet read to her formally or
had her read formally during a lesson Her writing is really quite
because I am behind a week. From clear. She has a clear
what I observed during our initial beginning to each sentence
reading where we did some reading, I and they are full sentences.
can see that she is struggling with She is lacking in punctuation
comprehension. at time, and seems to lose her
spacing the more sentences
She chose a book that she had read she writes, meaning its
before, but seemed to struggle with completely gone by the third
figuring out what she had just read as sentence.
I asked her questions. For this reason, I will start by having her use
I will start her off with identifying the her finger to guide her
main idea as she reads. spacing while she is writing
sentences. I will also have
I will model good reading tools while her start checking her
reading out loud to her, she will work sentences for periods before
on identifying main details and then she finishes the product.
later retelling the story in her own
words. She will also work on
writing the letter j correctly,
it is written in the reverse
currently. We will make
writing a j part of every
word sort extension.