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Lauren Sammon

Student
Examiner
Dates of Evaluation
Student Birthdate
Chronological Age
School
Grade
Gender

Case Study Report

TEDU 566

Delmonta
Mrs. Lauren Sammon
September 17, 2014 to October 29, 2014
July 29, 2004
10 years, 2 months
Richmond Public Schools
Fifth
Male

Student Background
Delmonta is ten years old. He was born on July 29, 2004. He is in fifth grade in
Richmond City Public School. Before his current school, he attended a different Richmond City
school from Kindergarten to 3rd grade. Delmonta lives with his mother, who works full-time. His
father occasionally visits, and takes him out on different excursions, such as the state fair and the
zoo.
He placed high marks on reading during his Garfield Attitude survey, scoring in the 95th
percentile overall. He expressed interest in reading both recreationally and during school. He
scored in the 82% for recreational reading and in the 98% for academic reading. This implies
Delmonta has a positive opinion of reading at school. During his interview, he expressed a
fondness for basketball and spending time with his family, especially his mother. Delmonta also
spends a lot of time with his cousins and grandmother. He has responsibilities at home helping
take care of his younger siblings.
Each tutoring session, Delmonta seems genuinely interested in the activities he
completes. He takes each task seriously, and tries his best with each endeavor. Through
discussions about school, Delmonta has demonstrated a genuine love for learning.
Delmonta has been recommended to the tutoring program because he did not pass the
Reading SOL last year.
Writing Skills
Using the 6 + 1 Scoring Rubric, Delmonta scored four 3s and two 2s for his writing
sample. He scored a 3 on the Ideas and Content section, his writing assessment was one
continuous sentence without a clear main idea. He also scored a 3 for Organization, which had
an attempt at order, but was not developed. He did not demonstrate a clear voice in the passage,
and his writing seemed mechanical, which is why he scored a 3 for Voice. Delmonta scored a 3
for the Conventions section, as he had limited control of conventions, including capitalization
and punctuation. He used one period in the entire writing sample, and capitalized the first letter
of the sample, but did not capitalize any other letters. The writing sample followed a sequence,
but did not use descriptive language. The entire sample was a run-on sentence with limited word
choice, which is why he scored 2s for both Word Choice and Sentence Fluency.
On the Writing Known Words assessment, Delmonta scored 87 words correctly out of 94
words. However, 11 words he wrote were directly copied from the assessment directions,
including date, of, and birth. Given this information, he actually scored 76 words correctly
out of 83 words.

Lauren Sammon

Case Study Report

TEDU 566

Delmonta does not use punctuation and does not capitalize any letters. He has completed
a few lessons about punctuation. During those lessons, Delmonta was able to correctly identify
each punctuation mark and demonstrated a clear understanding of the purpose of each
punctuation mark. Delmonta forms letters correctly, however, the placement of the letters on
lined paper isnt correct. He writes letters with tails above the line, for example, an entire g
would be written above the line, instead of the tail under the line.
Delmonta is phonologically aware, and has complete phonemic awareness. He is able to
break words down by their individual sounds, and put them back together. He recognizes rhyme
and rhythm in reading. Each time he comes across a word he does not recognize, he is able to
break the word down and sound it out.
Word Knowledge
Words Their Way Primary Spelling Inventory
Feature Points: 51/56
Words Spelled Correctly: 21/26
Late Within Word Pattern
Words Their Way Elementary Spelling Inventory
Feature Points: 45/62
Words Spelled Correctly: 12/25
Late Within Word Pattern
The examiner began by administering the Elementary Spelling Inventory. After scoring it,
the examiner decided to administer the Primary Spelling Inventory to have additional
information. Delmonta scored in between two stages on both assessments, the late Within Word
Pattern and early Syllables and Affixes stage. In the Primary inventory, he scored one word
incorrectly in each final consonants, common long vowels, and other vowels. He wrote two
words incorrectly from the inflected endings section, both of which he left off the ed endings.
He scored letter-name stage words correctly on the primary inventory, but incorrectly on the
elementary inventory.
Reading Skill
Word List Scores
Level
2nd
Total Correct 18/20 = 90%
Automatic, %
Total Correct 0/20 = 0%
Identified, %
Total Number 18/20 = 90%
Correct, %
Functional
Independent
Level

3rd
19/20 = 95%

4th
13/20 = 65%

5th
14/20 = 70%

6th
8/20 = 40%

1/20 = 5%

4/20 = 20%

4/20 = 20%

2/20 = 10%

20/20 = 100% 17/20 = 85%

18/20 = 90%

10/20 = 50%

Independent

Independent

Frustration

Instructional

Lauren Sammon

Case Study Report

Reading Passages Scores


Passage Name

A Trip to the
Zoo
Readability Level
3
Passage Type Narrative/Expository N
Concept %, Familiar or Unfamiliar 58%/Fam

A Spec.
Bday 4 Rosa
3
N
67%/Fam

Quality of Prediction
Retelling # of Ideas, %
Level/% Total Accuracy
Correct Words/Total Words
Level/% Total Acceptability
Level/% Comprehension
# Explicit Correct/Total
# Implicit Correct/Total
Reading Rate WPM/CWPM
Total Passage Level

3
23/74, 31%
Ind./98%
475/487
Ind./99%
Frus./50%
3/4
1/4
96/93
Frustration

2
19/55, 35%
Inst./96%
302/312
Ind./100%
Inst./75%
3/4
3/4
96/93
Instructional

TEDU 566

Johnny
Appleseed
4
N
33%/UnFa
m
3
22/47, 46%
Inst./95%
294/308
Ind./99%
Frus./62%
3/4
2/4
87/83
Frustration

Cats: Lions
& Tigers
3
E
75%/Fam
4
30/47, 64%
Inst./97%
253/261
Ind./100%
Ind./100%
4/4
4/4
89/87
Instructional

Word Recognition of Lists


Delmonta read 90% of the words on the 2nd grade list correctly, all of which were read
automatically. The two errors he made were both minor; he read though as thought, and
breathe as breath. He read the 3rd grade list with 100% accuracy, with only one word,
interested, not read automatically. Delmonta read 80% of the words on the 4th grade list
automatically, and read a total of 15% incorrectly. For these errors, he skipped over a couple
letters and replaced a few short vowels with long vowels. He read 5th grade list with 90%
accuracy and 70% automatic. Delmonta left off the ed ending of one word and switched a
couple letters around with another word, reading poisoners instead of pioneers. He paused
and struggled with several words on the final list, the 6th grade list. He incorrectly read a total of
ten words, but paused, and took his time to try to sound out each of those words. Of the ten
words he read correctly, 2 were not read automatically.
Performance on 3rd and 4th Level Passages
Based on his performance of the word lists, the examiner determined to begin Delmonta
reading with a 3rd grade level narrative passage. He read A Trip to the Zoo. He scored in the
instructional range for accuracy reading, 96%, making 10 miscues total. However, he did not
make a single meaning-change miscue. The few errors he made were mostly changing or leaving
out different endings of words. For example, he omitted the s in chimps and read traces
instead of traced. Delmonta read at a steady pace of 93 cwpm. However, he did not read with
expression and skipped over a couple punctuation marks. Delmonta was able to recall 19 ideas
out of 55, 34%. He also scored in the instructional range for comprehension, 75%, with six
correct answers out of eight, three of which were implicit, the other three explicit.
Since he scored in the instructional range for both accuracy and comprehension, the
examiner decided to move up to a 4th grade level narrative passage. Delmonta read Johnny
Appleseed. He was unfamiliar with this topic and scored 33% of the concept questions
correctly. Delmonta scored 95% total accuracy and made 14 miscues, 2 of which were meaning-

Lauren Sammon

Case Study Report

TEDU 566

change miscues. He read at a slightly slower pace than the 3rd grade level narrative, at 83 cwpm.
His reading was more labored during this passage, and skipped over a few punctuation marks.
Like in the previous passage, his miscues were mainly adding/removing endings to different
words. For example, he left of the ed of both planted and guarded. The two meaning
change miscues were frontier, which he read as fronter, and welcomed, which he read as
wercome. Delmonta was able to recall 22 of the 47 ideas, 47%, and recalled these ideas with
significantly more use of expression than when he read. He answered 3 explicit questions
correctly, and 2 implicit questions correctly, which left him in the frustration level.
After reaching frustration in the comprehension section of the 4th grade narrative, the
examiner decided to move back down to 3rd grade level, and try out an expository text. The
passage Delmonta read was titled Cats: Lions and Tigers in your House. It was apparent
Delmonta had prior knowledge about different cats, as he scored 75% of the concept questions
correctly. He made only 8 miscues, none of which were meaning-change. Four of the miscues he
made were self-corrected, and two of the other miscues involved leaving off s endings of
words. He read at a pace of 87 cwpm. Delmonta read with more expression during this read of
the expository text than he did with either narrative. However, he still skipped over a few
punctuation marks. Delmonta was able to recall 30 of the 47 ideas of the passage and he scored
100% of the comprehension questions correctly, implicit and explicit.
Listening Vocabulary Knowledge
PPVT-4 Results
Student Chronological Age
Raw Score
Percentile Rank
Stanine
Age Equivalent

10 years, 2 months
113
5
2
6.9

Delmonta received a moderately low score, according to the PPVT-4 results. He scored in
the 5th percentile for students his age. His chronological age is 10 years and 2 months, but his age
equivalent based on the scores is 6 years and 9 months. Delmontas vocabulary is relatively basic
and he struggles with words he has not had direct, concrete experience with. For example, he
was quickly able to identify the word clarinet, to which he explained was because he plays a
clarinet in the school band. His basal set was set 7, which he had zero errors. He made 2 errors
on set 8, 4 errors on set 9, 4 errors on set 10, and hit frustration on set 11 with 9 errors.
Summary of Assessments
The results of the assessments suggest Delmonta is below grade-level in writing, reading,
and vocabulary knowledge. The results are accurate to Delmontas best work, as he genuinely
seemed to try his best when completing the assessments. Delmonta lacks many of the
conventions of writing, such as punctuation and capitalization. He frequently doesnt observe
punctuation marks when he reads aloud. He may forget to use punctuation, or he may have a lack
of knowledge in this area. A few of his letter formations are incorrect when placed on lined
paper, he puts letters with tails above the line.

Lauren Sammon

Case Study Report

TEDU 566

Delmonta scored in the late Within Word Pattern stage of spelling. The area he made the
most mistakes was in inflected endings. He frequently leaves of the letters ed, both in writing,
and when reading. He made this mistake a few times on the spelling inventories. The other
mistakes he made were mostly with using the incorrect vowel or vowel pattern. There were a few
words he spelled correctly on the primary inventory, but incorrectly on the elementary spelling
inventory. This may have been because the elementary inventory was administered first.
Delmonta read up to the 6th level on the QRI-5 word lists before hitting frustration. For
each word he did not know automatically, he tried to sound out the word. A few times this
method worked, and other times this method produced an incorrect pronunciation of the word.
He scored 90% on the 2nd level, 100% on the 3rd level, 85% on the 4th level, 90% on the 5th level,
and 50% on the 6th level.
The QRI-5 reading passages results indicate that Delmonta is on a 3rd grade instructional
reading level. He scored instructional on the first 3rd grade narrative passage and the first 3rd
grade expository passage. He hit frustration with the first 4th grade level narrative text. After
hitting frustration with the 4th grade level text, he went back down to a 3rd grade level narrative,
but also scored frustration. This may have been because this narrative was significantly longer
than the previous texts. His reading rate for each passage was between 85-95 CWPM. He was
able to recall anywhere from 30-60% of the ideas of the passage, but repeatedly failed to recall
the setting/background details of the narrative texts. He was able to answer explicit questions
easier than implicit questions, which suggests he has trouble making inferences. He seemed to
have a significant amount of difficulty trying to answer the implicit questions, and seemed
confused by questions that did not have a direct answer in the text.
Delmonta scored a moderately low score on the PPVT-4. His age equivalent was 6.9,
which is about 3 years younger than his chronological age. This places him around the 2nd grade,
which is not far off from his 3rd grade reading level. This also corresponds up with his writing
skill. He was able to identify words he had direct, concrete experience with, but struggled with
other words he had not. His basal set was set 7, and he reached frustration at set 11.
Recommended Instructional Plan
Basic Skills: The examiner will provide direct instruction for writing letters on lined paper, to
address the issue Delmonta has with letters with tails. This will include modeling correct
formation on lined paper, and giving Delmonta the opportunity to practice doing the same.
Word Knowledge: Delmontas miscues on the QRI-5, and his incorrectly spelled words on the
Words Their Way inventories, were mainly leaving off/replacing inflected endings. This leads the
examiner to believe he needs structured, explicit instruction in this area, with lots of reading
practice. The examiner plans to meet this instructional need through word sorts and word sort
activities.
Since Delmonta scored moderately low on the PPVT-4, he needs exposure to more rich
vocabulary words. The examiner plans to address this during tutoring with the selection of the
poems for choral reading. The examiner will use poems containing rich vocabulary, and will
discuss word meanings with Delmonta after reading. The examiner plans to incorporate direct
vocabulary instruction with the leveled readers, either with graphic organizers or through
discussion.

Lauren Sammon

Case Study Report

TEDU 566

Fluency: Delmonta frequently does not observe punctuation marks when reading aloud, instead
reads straight through them without pausing. Making Delmonta aware of these errors, modeling
the correct way to observe punctuation, and giving Delmonta the opportunity to practice will
improve his reading. The examiner plans to address Delmontas lack of expression when reading
aloud through modeling and choral reading.
Comprehension: The way Delmonta answered implicit questions makes it apparent he is not
fully aware of what the implicit questions were asking, nor what strategies to use to answer those
questions. The examiner will develop structured lessons to help Delmonta learn how to make
inferences about narrative texts. In these lessons, the examiner will model making inferences
about a familiar text, and will provide structured questions about the text to help guide him
toward making inferences on his own. The examiner will introduce the QAR strategy to help
with this area.
Writing: Delmonta does not use many basic conventions when writing. He frequently leaves off
punctuation and does not capitalize letters. The examiner will include activities aimed to boost
his awareness of these issues. One activity for punctuation is to provide Delmonta with a passage
with punctuation marks covered, and ask him to fill in which punctuation marks goes in each
blank space and explain why. The examiner also plans to have a discussion about capitalization
while modeling on the whiteboard.
Technology: Delmonta had trouble comprehending the QRI-5 passage A Special Birthday for
Rosa, especially the idea of communicating through videos. This suggests Delmonta may not
have much exposure to technology. Instruction will incorporate technology through different
iPad apps, specifically ones that target the use of capitalization, punctuation, and letter
placement.
Reassessment/Accomplishments
Words Their Way Primary Spelling Inventory
Feature Points: 51/56
Words Spelled Correctly: 20/26
Within Word Pattern
QRI Passage Name

A Trip to the
Zoo
Readability Level
3
Passage Type Narrative/Expository N
Concept %, Familiar or Unfamiliar 75%/Fam
Quality of Prediction
3
Retelling # of Ideas, %
30/55, 54%
Level/% Total Accuracy
Inst./97%
Correct Words/Total Words
348/357
Level/% Total Acceptability
Ind./100%
Level/% Comprehension
Inst./88%
# Explicit Correct/Total
4/4

Lauren Sammon
# Implicit Correct/Total
Reading Rate WPM/CWPM
Total Passage Level

Case Study Report

TEDU 566

3/4
87/84
Instructional

Basic Skills: There were a few time constraints and unexpected events that deterred time from
tutoring instruction during the last month of tutoring. The examiner felt the extra instruction on
handwriting was a component that was the least important to the future success of Delmonta, so
thats why those lessons did not end up in the final portfolio. However, Delmontas writing did
improve throughout the tutoring sessions, though he did not have direct instruction on
handwriting. He spent more time attending to each letter when writing than he did in the
beginning of the tutoring sessions.
Word Knowledge: The majority of the word sort activities done throughout the tutoring sessions
focused on inflected endings of words, since the examiner noticed Delmonta was omitting these
endings when spelling. The examiner created three different word sorts focused on inflected
endings. One word sort included words that do not change spelling when an s is added at the
end, and words that change to ies at the end. Another word sort focused on the difference in
pronunciation of words with the ed ending: ed as [ed], ed as [d], and ed as [t]. This sort
helped Delmonta the most. He initially had a very limited understanding of how words with the
same ending could sound different, but after using the same sort for a few sessions through
different activities, he was able to quickly identify which sound each ed ending would make in
different words.
The re-assessment of the Words Their Way Primary Spelling Inventory provided insight to the
impact of the work on inflected endings. The first time Delmonta did the inventory, omitted the
ed endings for two words on the list, camped and chewed. However, the second time, he
included the correct ed ending for both words.
Delmonta scored 20 words correctly out of 26, with 51 out of 56 feature points, and 71 out of 82
total points. With the exception of the words mentioned above with the ed endings, the
comparison of the first administered inventory with the second proves inconclusive. Delmonta
scored three words correctly the first time he did the inventory, but scored those three incorrectly
the second time. There were also three words he spelled incorrectly the first time that he spelled
correctly the second time. These words were wait, which he initially spelled watte; chewed,
which he initially spelled chew, and growl, which he initially spelled gral.
Delmonta seemed to benefit from the vocabulary activities as well. Delmonta was given
opportunities to explore a childrens dictionary, as well as the glossary of different non-fiction
texts. He learned the definitions of the words honor and tradition, both were words he was
unfamiliar with at the beginning of the tutoring sessions.
Fluency: The poetry reading at the beginning of each session improved Delmontas oral reading
drastically. At the beginning of the tutoring sessions, Delmonta was reading without expression
and did not observe punctuation. However, by the final days of tutoring, Delmonta would pause
and observe every period. He would change his voice to address the expression when a question
mark or exclamation point was in the text. His overall speed, accuracy, and expression improved.
The examiner noticed these improvements everyday when Delmonta read the familiar poem
aloud at the beginning of each session.

Lauren Sammon

Case Study Report

TEDU 566

Delmonta observed all of the punctuation in the final QRI re-assessment passage, which he was
frequently doing in the assessments at the beginning of the sessions.
When the examiner first began administering running records, Delmonta was scoring between
95% - 97% accuracy. However, by the final two sessions, Delmonta scored 100% and 99%
accuracy, respectively.
Comprehension: The examiner introduced a few different comprehension strategies to help
Delmonta better understand non-fiction text. Through these activities, Delmonta was able to
identify and demonstrate his comprehension of the different aspects of non-fiction text, including
captions, headings, and glossaries.
The examiner did QAR activities with Delmonta for three of the final sessions. Delmonta was
able to recall more information from the leveled reader using the QAR strategy than he had been
previously.
Delmonta read a narrative 3rd level text, which he had done twice at the beginning of the
sessions. For the first two QRIs from the beginning of the tutoring sessions, he scored 6 out of 8
and 4 out of 8 comprehension questions correctly. For the re-assessment QRI narrative,
Delmonta scored 7 out of 8 comprehension questions correctly. In the first two QRI narratives,
Delmonta was able to answer 3 out of 4 and 1 out of 4 implicit comprehension questions
correctly, and 3 out of 3 explicit comprehension questions correctly for both. For the reassessment, Delmonta was able to answer 3 out of 4 implicit questions correctly, and all four
explicit questions correctly.
Delmonta demonstrated throughout the tutoring sessions a sincere attitude toward reading, and
seemed genuinely interested in trying his best to retain information and understand it.
Writing: Delmonta at the beginning of the tutoring sessions omitted capital letters and
punctuation from his writing. His writing sample at the beginning of the semester included only
one capital letter (at the beginning of the passage) and one punctuation mark (at the end of the
passage). The examiner focused heavily on punctuation and capitalization throughout the
tutoring sessions, both during writing activities and word work activities.
Delmontas conventions have improved greatly from the first session. One activity he completed
was editing his first writing sample. He correctly capitalized all of the letters in need of
capitalization, and found the correct spots to insert punctuation marks. He was even able to
address other areas of the passage he felt needed improvement, such as including the word then
for a transition.
Delmonta regularly wrote sentences during word study. At the beginning of the sessions, he
would never include capital letters or punctuation. However, by the end, he included capital
letters at the beginning of each sentence and punctuation at the end of each sentence.
Technology: The examiner implemented the use of Shepard Software games for punctuation,
capitalization, and adjectives. One game gave Delmonta the opportunity to identify letters in
need of capitalization. The second game required Delmonta to identify the punctuation mark
missing in a sentence and replace it. The final game showed five different words, and Delmonta
had to click on the adjective. All three of these games were interactive, aesthetically pleasing,
and engaging. Delmonta enjoyed playing on the computer, but also retrieved valuable
information while doing so. Each game had a different theme, including fantasy, animals, and
insects.

Lauren Sammon

Case Study Report

TEDU 566

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