Name: George

Grade: 2
nd
(Fall 2014)
School: Holy Trinity Elementary School

Date of report: 6/26/14
Dates of testing: 6/9/14-6/25/14
Examiner: Christina Georgopoulos

Background Information

George was part of the Drake Tutoring, suggested by his school personnel, after
having completed his first-grade year. George listened well to instructions and as our
relationship grew he became more open into sharing things about what he likes to do in
his free time. George made connections during his reading to his everyday life. George
retold stories accurately with adding in detail of who the characters are and the problem
and solution of the story. George responded well to word activities that were a game and
would want to play the game several times.
While conducting an attitude assessment towards reading George pointed out
several times he does not like reading and does not look at reading as something fun.
When George would be reading a book or doing a word sort he would get distracted at
times and tell me a story about himself or would look around the room at other children,
but responded well with redirection. When George approached words he did not know he
would first look at the picture to see if he could figure out the word and if he could not he
would shrug his shoulders and say I dont know that word, and I would prompt George
to sound out the word or look at parts of the word to see if he could decode the word.
George would sound out the word 50% of the time and the other 50% George needed
help in decoding the word. When other adults watched the tutoring session George would
look up at them several times and eventually stop doing the activity at hand. While
conducting reading assessments I found George to have difficulties in fluency, blending
words, digraphs, and word families.

Tests Administered

Date Test Score
6/9/14 Primary Spelling Inventory
Initial Consonants 7/7
Final Consonants 7/7
Short Vowels 7/7
Digraphs 2/7
Blends 2/7
Common Long Vowel 0/7
Other Vowels 0/7
Inflected Endings 0/7
Featured Points 25/56
Words Spelled Correctly 5/26

6/9/14 Elementary Reading Attitude Survey
Recreational Reading Raw score: 10/40
Academic Reading Raw score: 10/40
Reading Attitude Total Raw score: 20/80
Date Test Score
6/11/14 Informal Phonics Inventory
Consonant Digraphs (One Section) 3/5 needs review

6/11/14 Where-to-Start Word Test
Beginning List 18/20
List 1 15/20 Start Level C


Test of Knowledge of Onsets (2 sections of the test)
6/17/14 Subtest for Initial Consonant Digraphs /ch/ 2/3
/ph/ 1/3
/sh/ 2/3
/th/ 1/3
/wh/ 1/3
6/23/14 Subtest for Initial Consonant Blends /bl/ 2/3 /gr/ 3/3
(two-letter) /br/ 1/3 /pl/ 2/3
/cl/ 2/3 /pr/ 1/3
/cr/ 1/3 /sc/ 0/3
/dr/ 3/3 /sk/ 2/3
/fl/ 2/3 /tr/ 3/3
/fr/ 1/3 /sw/ 2/3
/gl/ 2/3 /st/ 2/3
/sl/ 1/3 /sp/ 0/3
/sm/ 1/3 /sn/ 1/3


Tests Results and Observations

Primary Spelling Inventory
The Primary Spelling Inventory was from Words Their Way. This test is given as
a spelling test with 26 different words, but when scored it provides information on
different word features the student is doing well with and also having difficulty with.
Georges scores reflect that he has no problems producing initial and final
consonants and short vowels. The score also reflected that George has difficultly with
producing digraphs and blends. Georges score fell in the letter name-alphabetic stage
with needing more focus on digraphs and blends. The results of the Spelling Inventory
gave me guidance in the direction of the lessons I did with George with really focusing
on digraphs and making the shift to blends.

Elementary Reading Attitude Survey
The Elementary Reading Attiude Survey consists of 20 questions to provide and
idea of a students attitude toward reading. The survey is set up with the question and a
Garfield cartoon picture which displays a particular attitude for the student to circle on
how they feel.
When conducting the survey with George by question eleven he was just circling
sad faces without hearing the question first. Georges results for recreational reading and
academic reading presented the same score of showing little enjoyment in reading.
George never declined reading a book and would never get too overwelhmed with a book
to not finish it. Throughout my time with George he showed interest in books about
animals and would point to the picture of the animal and start talking like he was the
animal. Each day I provided books with different genres and characters to give George a
wide range of books.

Informal Phonics Inventory :Consonant Digraphs (One Section)
The Informal Phonics Inventory is split up into seven different sections. The
section I did was the Consonant Digraph. This assessment the student pronounces the
digraph and when scored the results show if the student has mastered, needs review, or
needs systematic instruction with digraphs.
Georges results showed he needed more review with consonant digraphs. When
doing the inventory George got three of the five consonant digraphs correct. However,
when working with George he showed all five of the consonant digraphs to be difficult
when used within a word versus seeing the consonant digraph by itself; example: shock
versus /sh/. Therefore we worked on the consonant digraphs within a word during our
lessons together.

Where-to-Start Word Test
The Where-to-Start Word Test is complied with multiple word charts of different
difficulty. The test helps a teacher do a quick assessment on determining a broad idea on
the level of book the student should be using.
I conducted two word charts with George. I did the beginning word chart, which
was the first chart, and he scored 18/20 indicating that I needed to move onto the next
chart. On the next chart, called List 1, George scored 15/20 giving me an idea that
George should be reading in a Level C. I had George reading between a Level C-E and
made sure the books were at an instructional reading level so George did not become to
frustrated with the book.

Test of Knowledge of Onsets
The Test of Knowldege of Onsets has three sections, I did two of the three
sections. The first section is the consonant blends (two-letter), the second is the intial-
consonant digraphs, and the third is the single initial consonants. During the test there are
two words grouped together, the teacher will pronounce the first word and the student
will pronounce the second word. The teacher has provided the child with the rime in the
first word while the child has to figure out its blend in the second word.

Subtest for Initial Consonant Blends (two-letter)
The Consonant Blends (two-letter) section consisted of 20 different two-letter
consonant blends. The results of the test showed that George found two-letter blends
easier when they had a /l/ as the second consonant and /g/ and some /s/ as the first
consonant. George had more difficulty with two-letter blends when they had a /r/ as the
second consonant and a /p/ and some /s/ as the first consonant. This subtest gave me
guidance on which two-letter consonant blends to focus on with George during our
lessons.
Subtest for Initial Consonant Digraphs
The Consonant Digraphs section consisted of 15 different words that consisted of
the five different consonant digraphs. The results of the test showed that George found
the consonant digraphs /sh/ and /ch/ easier than /ph/, /th/, and /wh/ which were more
difficult for him. This subtest gave me guidance on which consonant digraphs to focus on
during our lessons.

Summary and Recommendations

Through observation George enjoyed reading books that had to do with animals
and liked word work that was presented more as a game versus word sorts. George made
great connections with the reading to his everyday life. George could retell stories with
giving the details of the characters and the problem and solution. Throughout my time
with George he would get distracted by other children in the room and would have to be
given prompts to get back to the task at hand, but responded well to redirection. Another
observation made was when George found a word too difficult or while working on a
writing activity he would like to tell stories to get off track and again redirection was
made.
Recommendations for George are based on the assessments given to George
during our tutoring sessions and the observations from lessons. Georges main focus was
working on consonant digraphs, espically the /ph/, /th/, and /wh/. George can recognize
most consonant digraphs individually, but needs additional work with the digraphs within
a word.
For example:
/ph/ phone
/th/ there
/wh/ where
/sh/ shock
/ch/ chuck
While we worked on digraphs and blends I incorporated word families. George worked
on ap, -am, -en, -and, -at, -all, -end, and ent. George was successful at sorting words
with these word families as word sorts. However when the word families were pointed
out in a word that was in a sentence George had a harder time recognizing the word
familie. I would recommend that George start to find the words with the digraphs, blends,
and word families he is working on in the text he is about to read so he recognizes that
connection between the activity and actual text. When working on spelling George had a
hard time distinguishing the sounds he was hearing to the letters he was suppose to be
writing. When George is trying to figure out a word that is spoken orally I would
recommend to really elongate the word so he hears all sounds. George will ask how to
spell a word and you will have to prompt George to listen and to think about the sounds
he hears in the word.