Brooke Stewart
TEDU 566 Case Study Report
Sofia is in the fourth grade in a Henrico County Public School She was recommended by
her teacher to participate in the remediation sessions. This is her 5th year at this school. Sofia is 9
years and 2 months old. Her hobbies include spending time with friends, playing outside, and
playing on her family’s iPad. She also likes to go to kickboxing class with her best friend. Sofia
has five people in her family; four people live with her and one person does not. Sofia is a twin
and she has a total of three sisters.
Sofia’s percentile ranks for the Elementary Reading Attitude Survey are 35%
recreational, 64% academic, leading to a score of 48% on the full-scale percentile. She enjoys
reading books in her free time while at school and learning from books. She does not like to
answer questions based on the readings or take reading tests. Sofia indicated that she least likes
reading during the summer, reading instead of playing, answering questions about readings,
taking reading tests, and reading time in class. During tutoring sessions, Sofia works efficiently
and almost always completes all selected tasks for the session. She is a hard worker and is often
able to self-correct mistakes while completing tasks. However, she can become discouraged
when she makes mistakes when reading and this can affect her reading until she regains her
confidence. Sofia can become discouraged while reading when she knows the examiner is
making notes about her reading. Assessments were conducted to determine Sofia’s current
reading level and to evaluate her areas of strength and areas that need support.
Writing Skills
Ideas & Content
4
Organization
3
Voice
2
Word Choice
3
Sentence Fluency
3
Conventions
3
Sofia was encouraged to brainstorm ideas before writing. She was given a piece of paper
and pencil to brainstorm with. Sofia chose to verbally brainstorm ideas for her initial writing
sample. She decided to write about playing with her friends at home because that is her favorite
thing to do. Sofia verbally brainstormed ideas for three minutes and then completed her writing
sample. When she was finished, she read her writing sample aloud and was satisfied with the
way it sounded so she chose not to add any additional details. Her completed writing sample
consisted of three sentences. She seemed interested in her writing and paused to think while
completing her writing sample. The examiner used the 6+1 trait rubric to score the writing
sample. For this writing sample, Sofia scored 18/36, or 50%. Areas in need of support were
voice, organization, word choice, sentence fluency, and conventions. Main areas that were
lacking were conventions and organization. Punctuation and appropriate sentence structure were
used but confused. Her organization of ideas jumped from idea to idea and lacked a clear
beginning and ending. Sofia talked about playing outside with her friend, then she began talking
about going to kickboxing, and finally she went back to playing with her friend at her friend’s
house. Also, Sofia frequently began sentences with the word “sometimes” and her sentence
length and structure was limited. The writing sample indicated a need for spelling instruction.
She misspelled “her” and separated compound words like “kickboxing” and “outside.”
Word Knowledge
Elementary Spelling Inventory (ESI)
Feature Points: 39/62
Words Spelled Correctly: 11/25
Spelling Stage: Late Within Word Pattern
Known
Using but Confusing
Initial and Final Consonants
Short Vowels
Blends
Common Long Vowels
Digraphs
Other Vowels
Inflected Endings
Syllable Junctures
Absent
Unaccented Final Syllables
Harder Suffixes
Bases and Roots
When assessed in the Words Their Way Elementary Spelling Inventory (ESI),
information was obtained about Sofia’s orthographic knowledge. Sofia received 39 out of 62
feature points for the EDI and she spelled 11 out of 25 words correctly. Sofia shows
understanding of and proficiency with initial and final consonants, short vowels, blends, and
common long vowels. The assessment showed Sofia needed growth in the following areas: -sh
and –ch digraphs, other vowels such as –oi, -ew, and –or, inflected endings such as –ies and –ed,
and syllable junctures such as –rr, and –tt. Knowledge of unaccented final syllables like –le, -or,
-en, and –or were absent. The knowledge of all harder suffixes (-ure, -ate, -ent, -ize, and –tion)
and the knowledge of all bases and roots (pleas-, fortun-, confid-, civil-, and pos-) were absent.
Reading Skill
Qualitative Reading Inventory-5
Word List Results
Level
Total Correct
Identified
Total Number
Correct
Functional Level
1st
Total
Automatically
Identified
19/20=95%
1/20=5%
20/20=100%
Independent
2nd
15/20=75%
2/20=10%
17/20=85%
Instructional
3rd
13/20=65%
2/20=10%
15/20=75%
Instructional
4th
10/20=50%
4/20=20%
14/20=70%
Instructional
5th
10/20=50%
2/20=10%
12/20=60%
Frustrational
Passage Results
Passage
Level
Title
Type of
Text
Prior
Knowledge
(Score/
Rating)
Quality of
Predictio
n
Oral Reading
(Score/
Rating)
Total Accuracy
and Total
Acceptability
Fluency
Retelling
(Number of
Ideas/
Rating)
Comprehe
nsion
Overall
Level
Level 1:
Mouse In A
House
N
5/9
56%
Familiar
2
Accuracy:
98.8% IND
Acceptability:
100%
IND
129/127
WPM/C
WPM
29/44
65.9%
IMP: 3/3
100%
EXP: 3/3
100%
TOT: 6/6
100%
IND
Level 2:
What Can I
Get For My
Toy?
N
3/9
33%
Unfamiliar
3
Accuracy:
98.8%
IND
Acceptability:
100%
IND
114/89
WPM/C
WPM
21/38
55.2%
IMP: 2/4
50%
EXP: 4/4
100%
TOT: 6/8
75%
IND/INS
Level 3: The
Trip To The
Zoo
N
10/12
83%
Familiar
3
Accuracy:
99.4%
IND
Acceptability:
98.7%
IND
161/158
WPM/C
WPM
30/55
54.5%
IMP: 3/4
75%
EXP: 4/4
100%
TOT: 7/8
87.5%
IND/INS
Level 4:
Johnny
Appleseed
N
6/12
50%
Unfamiliar
3
Accuracy:
99.4%
IND
Acceptability:
98.7%
IND
80/79
WPM/C
WPM
11/44
23.4%
IMP: 3/4
75%
EXP: 2/4
50%
TOT: 5/8
62.5%
IND/FR
Overall Instructional Level: Level 3
Word List
On the level one word list, Sofia identified 19 out of 20 words automatically with the
percentage of 95% level of automatic accuracy. She identified 1 out of 20 correctly to make a
total of 20 out of 20 (100%) and scored at the independent level for the level one word list. She
identified 15 out of 20 words automatically with a 75% automatic identification and 2 out of 20
(10%) identified correctly to reach 85% total correct on the level two list. Sofia scored at the
instructional level for the second list. She reached 65% automatic identification and 75% total
identification on the third level list, scoring at instructional level. The fourth level list shoed 10
out of 20 automatically identified and 4 out of 40 correctly identified, creating a total number
identified of 14 out of 20 (70%). Sofia scored at the instructional level for the fourth list. On the
fifth word list, Sofia automatically identified 10 out of 20 words (50%) and 2 out of 20 were
correctly identified (10%) to make a total of 12 out of 20 total words identified. Sofia scored
60% and at the frustration level on the fifth list. She performs well when identifying words in
isolation on the QRI word lists as well as when reading words in context. No differences were
noted in her ability to identify words in isolation and in context.
Reading Passages
Sofia was asked to read four narrative passages spanning level one to level four. She read
the level one passage, “Mouse In A House” to examine her reading level. She read the passage
with 98.8% total accuracy and 100% total acceptability. She recalled 65.9% (29 out of 44) ideas
and scored 3 on explicit and 3 on implicit questions. She scored 100% comprehension on the
level one passage. Her prediction quality received a score of 2 because of her limited connection
to the title and to her background knowledge. The passage was scored as 55.6% familiar based
off of her concept questions’ scores. On the level one passage, Sofia’s reading rate was 129
WPM. Then, Sofia read a level two narrative passage entitled, “What Can I Get For My Toy?”
She read with 98.8% total accuracy and 100% total acceptability. Her prediction score was 3
with being able to connect the title and drawing on her limited background knowledge. She was
able to retell 55.2% (21 out of 38) of ideas from the passage. She answered 2 implicit and 4
explicit questions correctly. Her level of comprehension for the level two text was 75%, leading
to an instructional level. Her reading rate for this passage was 114WPM.
Next, Sofia read a level three passage, “The Trip To The Zoo.” She scored 99.4% total
accuracy and 98.7% total acceptability. Her prediction score for the level three passage was a 3
because of her background knowledge and connection to the passage’s title. Sofia was able to
recall 30 out of 55 ideas from the passage (54.5%). This passage was 83.3% familiar, as
determined by her scores on the concept questions. She read the passage at 161 WPM and
answered 4 explicit and 3 implicit questions correctly for a percentage of 87.5%. Sofia reached
instructional level for the level three passage. For the final passage, the level four passage,
“Johnny Appleseed,” Sofia scored 99.4% total accuracy and 98.7% total acceptability. Her
prediction score was 3 for her connection to the title of the passage and concept questions. She
was able to recall 11 out of 47 ideas from the passage (23.4%) and read at a rate of 80.3WPM.
Sofia answered 2 explicit questions and 3 implicit questions correctly, for a total score of 62.5%.
Sofia scored at frustration level for this passage.
Sofia reads an average of 113.4 CWPM between the four passages; according to the
Hasbrouck & Tindal Oral Reading Fluency Data (2006), her reading rate is higher than the
average fourth grader’s reading rate. Sofia’s total accuracy while reading is at the independent
level across all four passages. When considering the comprehension portion of the assessment,
she has difficulty recalling ideas and answering implicit and explicit questions. There is no
pattern with her familiarity with a passage and overall comprehension of the passage. For
example, she scored 33.3% unfamiliar on the level two passage and answers 6 out of 8 questions
correctly, therefore she scored at instructional level for the passage. Although Sofia recalled an
average of 49.75% of ideas from the passages, she was about to read each passage, with the
exception of the level four passage, with out difficulty. She had difficulty recalling ideas from
the passages she read. Sofia reached frustration level on the level four passage, indicating she is
instructional at the level three passage.
Listening Vocabulary Knowledge
Score Summary
Student’s Chronological Age
9 years 1 month 18 days
Raw Score
140
Standard Score
95
Confidence Interval- 90%
89-102
Percentile
37
Normal Curve Equivalent NCE
43
Stanine
4
Age Equivalent
5:9
Grade Equivalent
K.1
Description
Low Average
According to the PPVT’s criteria, Sofia’s chronological age is 9 years 1 month. Her
birthday is September 8, 2006 and the test date was October 26, 2015. Her raw score is 140 and
her percentile ranking is 37. Sofia scored 43 for the Normal Curve Equivalent and her stanine
score was determined to be 4. Her age equivalent is 5:9 and grade equivalent is K.1. Sofia’s basal
set was established at age 9 and she was able to complete all sets up to item 156. Her ceiling set
was scored at ages 17-18. Her PPVT-4 score put her at the low average placement for her
graphical profile. Her standard score was 95.
Summary of Assessments
Although the writing sample is not very long, it provides information about the areas
Sofia needs extra support in. She wrote about what she likes to do with her friends at home since
that is her favorite thing to do at home. There is a lack of organization when considering a clear
beginning, middle, and end. She made errors with conventions like grammar and punctuation,
which hinder the writing sample’s readability. Also, there was a capitalization error by
capitalizing the proper noun, Veda. The ideas in the writing sample fit the topic she decided to
write about, but the ideas are choppy and jump from idea to idea without transitions. For
example, she wrote, “I like to do is play outside go kick boxsing with veda.” She jumped from
talking about playing outside to going kickboxing without supporting details. After, she
mentioned playing at Veda’s house. Sofia needs more instruction on writing organization,
conventions, and, sentence fluency.
When considering the Elementary Spelling Inventory (ESI) from Words Their Way,
Sofia scored in the Late Within Word Pattern stage. She has a firm grasp on initial and final
consonants, short vowels, blends, and common long vowels. She is able to use, but still confuses,
digraphs (-sh and –ch), other vowels (-oi, -ew, and –or), inflected endings (-ies and –ed) and
syllable junctures (-rr and –tt). All unaccented and final syllables but –er were absent and all
features from the harder suffixes and bases or roots categories were absent. She spelled a total of
11 out of 25 words correctly and received 39 out of 62 feature points.
Sofia accurately identified the majority of the words in levels 1 to 5 in word recognition.
There was no notable difference in her scores when identifying words in isolation and in words
in context. She was able to automatically identify 95% of words on the first list. When she was
not able to correctly identify the word on her first attempt, the word she said was visually similar
to the word on the list, for example, she said “thought” instead of “though” on the second list and
“previous” instead of “precious” on the fourth passage. She was able to self-correct herself six
times across the five lists. Her average reading rate of 113.4 is above the fourth grade average.
However, Sofia recalled an average of 49.75% of the details from the passages. She was able to
recall general information or main ideas from the passages.
Sofia is at an instructional level for the level two and three passages. When the QRI
concept questions and familiarity were considered, Sofia scored higher on implicit and explicit
questions when the passage was familiar. The higher her familiarity percentage, the higher she
scored on the implicit and explicit questions. Look backs were not utilized for the narrative
passages. When Sofia made predictions about the passages, she used a combination of the
concept questions and the title of the passage for the level two, three, and four passages. For the
level one text, Sofia used the concept questions to make a prediction about the passage. Sofia
mentioned she used her background knowledge of a previous field trip to the zoo when recalling
ideas from the level three passage, “The Trip To The Zoo.” She made connections to the passage
based off of the field trip she went on.
Sofia scored at a low average for the PPVT-4. Her basal set was established at age 9 and
her ceiling set was at ages 17-18. She was not tested above her ceiling set. As the age level
increased during the assessment, she made more errors. The biggest jump in errors made
occurred between the age 13 set where she made 0 errors and the ages 14-16 set where she made
5 errors. During the assessment, she second-guessed herself three times, which resulted in her
choosing the incorrect answer. Additionally, she indicated at multiple points during the
assessment that she was unsure of the answer. When she was instructed to choose the best
answer, she would look at the four options again before selecting an answer. Sofia also
mentioned she knew she had heard or learned about a word before but was not able to remember
exactly what the word was or meant.
Overall, Sofia is consistent in all assessments. The results from the assessments are
stable. Completing two QRI passages in one sitting did not affect her scores. A factor that may
have affected the assessments that were conducted could be the testing environment and it’s
distractions. The only noticeable distraction from the environment that was seen was during the
PPVT-4 when other examiners were walking between their testing location and another group’s
testing location to deliver the PPVT-4 testing materials.
Recommended Instructional Plan
Word Knowledge (Phonics and Vocabulary)
In the spelling inventory, the examiner recommends beginning instruction at the middle
of the within word pattern stage and increasing to the late within word pattern stage. Sofia needs
instruction on –sh and –ch digraphs as well. The examiner suggests completing blind written
sorts and writing sentences with her to improve her grasp of digraphs. Sofia needs instruction on
other vowels and inflected endings in order to move into the early syllables and affixes stage.
The examiner suggests introducing the –oi, -ew, and –or word features by comparing each
feature to a similar feature the student already has a grasp on. For example, instruction for the
–ew word feature could be compared to the –ow word feature. The examiner suggests using
word sorts, blind sorts, written sorts, and word study games like Words Their Way’s racetrack
game, which can be adapted for many word features. Finally, the examiner recommends
incorporating word study with phonics instruction by finding patterns in words with Sofia.
To improve Sofia’s vocabulary, the examiner suggests using synonym webs to study
word meanings. Word ladders are another organizer that could help her see how words relate to
one another. Studying synonyms will also help enrich her word choice and voice when writing.
Additionally, the examiner suggests having Sofia identify words she does not know the meaning
for prior to reading. Then, Sofia could check to see if there is a glossary (when reading nonfiction texts) or if she can figure out the word’s meaning by context clues. If not, the examiner
suggests having Sofia use a dictionary to find the word’s meaning and selecting the best meaning
for the word’s context. The examiner also suggests using the four-square graphic organizer to
study new words and develop what the word is similar to, it’s definition, and non-examples.
Fluency (Oral Reading)
The examiner suggests poetry readings and reading familiar texts to improve Sofia’s
reading fluency. Additionally, modeling fluent reading and having her hear fluent reading from
others would be beneficial Sofia’s fluency skills. Echo reading, choral reading, and reading with
Sofia could help her with read with correct phrasing and expression, as well as fluency. The
examiner suggests doing repeated readings with partners or using reader’s theater to build
fluency and practice reading with expression. Modeling how to read with expression and voice
and allowing her to practice reading with expression would help Sofia’s reading. Sofia could
read a poem or familiar text while being recorded and once she is finished reading, she could
listen to herself reading the text. After listening to herself, Sofia could identify what she wants to
work on to read more fluently the next reading. She could then practice reading more fluently by
improving the area she identified as needed improvement. For example, if she plays the
recording back and hears she stumbled on a specific phrase, she could practice reading the
specific phrase and then incorporating it into the entire passage.
Comprehension
Since Sofia would benefit from comprehension growth, having her connect texts to other
texts, texts to self, and texts to the world would help her relate what she is reading to herself,
other things books and information she has already read, and to the world around her. Text-totext, text-to-self, and text-to-world are good strategies to use with Sofia because they will require
her to consider what she has read and how she can relate what she has read to what she already
knows, whether it is through another text, something she has experience, or something that is
happening in the world. While reading, Sofia had various rates of reading. When she the QRI
passages, she seemed more concerned with reading the words rather than comprehending what
she was reading. Reminding her to slow down could help her comprehension abilities. Another
way to increase comprehension could be stopping throughout the text to summarize and discuss
what was read. Additionally, she could discuss questions she may have and develop questions
she may want to have answered as she continues to read. This strategy would be beneficial to
Sofia because it would require her to think about what she is reading and if there is any
information she needs that is missing or has not been discovered yet. Graphic organizers like a tchart or story map could help Sofia retain details and important information from her readings.
The use of graphic organizers would be beneficial to Sofia because they would require her to
reword and write information.
Writing
To improve Sofia’s writing, the examiner suggests have Sofia read sentences that have
common, overused adjectives and have her replace the overused words with more descriptive,
interesting adjectives. For example, if Sofia read, “It was cold outside.” She could replace “cold”
with freezing, chilly, or frigid. The synonym activities mentioned in the vocabulary section will
also help Sofia’s writing, specifically her word choice and voice when writing. Additionally, the
examiner suggests working on writing organization with her by using graphic organizers to
structure and organize information. The examiner suggests focusing on writing a topic sentence,
supporting details, and a concluding sentence with the Sofia. By working on organization, her
writing will have structure and a clear beginning and end. Another instructional strategy that
could be implemented is the use of editing and revising writing to check for appropriate sentence
structure, grammar, and spelling. A strategy the examiner suggests using with Sofia is the
C.O.P.S. editing and proofreading strategy. By showing her the Capitalization, Organization,
Punctuation, and Spelling strategy, she will be reminded to check her writing for components
that are essential to readability and communicating ideas clearly.
Technology
Technology will be incorporated into word study, phonics instruction, writing activities,
and fluency activities when appropriate. For example, Sofia could complete a word sort for the
word feature she is studying on an iPad. She could type her writing sample to experience using a
computer for writing. Then, she could edit and revise her writing sample buy copying, pasting,
and deleting information. Apps like the Dictionary app can be used to find definitions for words
and to find synonyms to replace overused words. Therefore, the examiner suggests using the
Dictionary app for assisting the student with word choice and vocabulary. TumbleBooks and Raz
Kids allows students to read eBooks. This website will allow Sofia to have more reading choices
and will give her the opportunity to read texts digitally.
Reassessment/Accomplishments
Two reassessments were conducted at the end of the semester. The Elementary Spelling
Inventory and the writing sample were conducted to assess Sofia’s progress and improvement.
The ESI was administered because Sofia has been working on word features from the ESI. Sofia
scored 16 out of 25 words rather than 11/25 on her initial Elementary Spelling Inventory. She
scored 49 out of 62 feature points, totaling 65 out of 87 points for the ESI Assessment. Sofia
scored 7/7 for long vowels compared to 4/7 on her initial assessment. She scored 5/5 for
inflected endings compared to her score of 3/5 on the initial ESI assessment. Sofia initially
scored 3/5 for syllable junctures and 1/5 for unaccented final syllables. On the reassessment, she
scored 4/5 and 2/5 on syllable junctures and unaccented final syllables respectively. Sofia still
missed –tt for syllable junctures. On her initial assessment, Sofia scored 0/5 for harder suffixes.
She scored 1/5 on harder suffixes by spelling the –ent word feature. However, her score for bases
and roots remained the same. After this semester, Sofia improved from Late Within Word
Pattern to Early-Middle Syllables and Affixes.
Elementary Spelling Inventory (ESI)
Feature Points: 49/62
Words Spelled Correctly: 16/25
Spelling Stage: Early to Middle Syllables and Affixes
Known
Using but Confusing
Initial and Final Consonants
Short Vowels
Digraphs
Blends
Common Long Vowels
Other Vowels
Inflected Endings
Syllable Junctures
Unaccented Final Syllables
Absent
Harder Suffixes
Bases and Roots
Writing Sample
Ideas & Content
5
Organization
5
Voice
3
Word Choice
3
Sentence Fluency
3
Conventions
3
She was provided a web template, a pen and a blank sheet of paper for her writing
sample. Sofia used a web to brainstorm ideas for the writing topic she chose at the beginning of
the semester: “What I like to do after school.” She was given five minutes to brainstorm ideas
and fill out her web. Her writing sample consists of nine sentences. Sofia scored a 22 out of 36
using the 6+1 trait rubric. Throughout the sessions, Sofia has been working on the areas she
needed improvements. After she used a graphic organizer to brainstorm her thoughts, she was
able to produce a writing sample with a clear beginning, middle, and end. She constructed a topic
sentence, supporting details, and a concluding sentence. Sofia scored a 5/6 in Ideas & Content, as
well as Organization. At the end of our semester together, Sofia worked on word choice and
descriptive language. Her writing sample lacked descriptive language and deliberate word
choice. For example, she wrote, “Another thing I like to do is play with my sister. When I play
with my sister we play with some of are toys and play teacher.” Sofia scored 3 out of 6 for Word
Choice. Additionally, Sofia repeatedly used “When I” to start sentences and varying structure
was limited, therefore, she scored a 3/6 for Sentence Fluency.
Achievements/Accomplishments
Fluency
Sofia’s reading fluency has improved through the use of familiar readings. Each session
began by reading a familiar poem. She has become more confident in her reading through choral
and echo readings. At the beginning of the semester, when asked if she wanted to read alone or
together, Sofia would always choose together. Now, she is willing to read on her own and can
read a text with fluency by herself. Throughout the semester, her fluency rate has been high,
averaging 113.4 CWPM. Running records indicated that Sofia was able to read level N-O and OP passages at an independent level with fluency. While she demonstrated proficient fluency and
accuracy with the passages, she needed additional support with comprehending the text.
Therefore, she was kept at a level O-P level.
Comprehension
Initially, Sofia was identified as being instructional at level three. She was placed at a
level N-O for instructional reading. This semester, Sofia has been working on comprehension
strategies to help her while reading. One strategy she learned about is Self Questioning. She
practiced developing questions while reading a passage from Grand Canyon Adventures. Sofia
was able to ask questions she had about the passage and identify when they questions she
previously asked were answered. She also completed a T-Chart by identifying the main idea and
supporting details of a text. Sofia was able to identify the main idea from a chapter of Grand
Canyon Adventures. She also found three supporting details in the text. Even though her fluency
rate was high, comprehension was identified as a area needing growth. By the end of the
semester, she was able to read at a level O-P, while comprehending the text.
Vocabulary
At the beginning of our sessions, Sofia had a limited understanding of vocabulary or
including descriptive words to enhance her writing. Sofia has been working on descriptive
vocabulary by focusing on the idea that a writer’s word choice can make the passage more
interesting and exciting to read. She completed an activity of finding synonyms for commonly
used adjectives like cold and pretty. Another activity she completed was rewriting sentences with
commonly used verbs and adjectives. Sofia enjoyed using the Dictionary app to find synonyms
for the adjectives and verbs. She was exposed to new words she had not heard before and was
able to select a word that she felt made the sentence more interesting to read. By finding
synonyms for adjectives and verbs, she learned about the different words writers can choose to
use and how those words impact a reader. Sofia used a Four Square graphic organizer to learn
about new vocabulary while reading. She was taught how to use the graphic organizer to include
information such as the new term, a definition, what the term is like (or synonyms), and what the
term is not like (or antonyms). Sofia liked using this organizer and vocalized that she could see
herself using this graphic organizer when learning new vocabulary words.
Writing
Throughout the sessions, Sofia has been working on writing organization. She used
graphic organizers like the BLT Paragraph Sandwich to help her organize her thoughts and ideas.
She has been working on writing a clear beginning, middle, and end by having a topic sentence,
supporting details, and concluding sentence. Her writing has significantly improved; using the
knowledge she now has about writing organization. She utilized a graphic organizer to
brainstorm and gather her thoughts. Sofia was able to use the organizer to write a nine-sentence
paragraph that has a clear beginning, middle, and end. She included details and supporting
evidence in her writing sample. However, she did not have descriptive word choice like she
studied in her writing sample.
Word Study
When word study was introduced to Sofia, she was familiar with sorts and how to
complete a word sort. During the tutoring sessions, Sofia was able to complete word study lists
that focused on the “using, but confusing” areas: digraphs, other vowels, and inflected endings.
She was given word sorts, blind sorts, and written sorts to improve her word study. Sofia also
completed word sorts using the Sticky Notes app on the iPad. She has shown improvement by
being able to sort words into proper headings and by being able to correctly spelling the words in
sentences and during blind written sorts. Sofia’s reassessment of the Elementary Spelling
Inventory showed a new understanding of word features like –oi, -ew, -or, -ies, -ed, -er, -en, and
–ent.
Attitude/Achievement
Sofia has shown an improvement in her confidence in reading aloud and in her writing
ability. Her scores and attitude during sessions show she will continue to improve in reading and
writing. Through the semester, Sofia mentioned her interest in animals and becoming a
veterinarian when she grows up. One the last day of tutoring, she was given a book by Mary
Pope Osborne entitled Stallion at Starlight. She mentioned she enjoyed reading other books from
Osborne’s Magic Treehouse series previously. She stated that she would like to read more of the
books from this series and other books at home in order to learn more about animals. Sofia has
shown improvement throughout the sessions and in reassessments, showing that the tutoring
sessions helped her develop strategies to use when reading new texts and writing.