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Mission: Possible
Help Improve Angelina’s Reading
A Literacy Case Study
by Nancy Smith
Mission: Possible
Case Intro
Assessments Results
• #1 Oral Language Survey: Below grade level Vocabulary and Syntax
• #2 Attitudes & Interests Survey: Negative Attitudes; likes singing, dancing,
& acting.
• #3 San Diego Quick: Independent 1st, Instructional 2nd,
Frustration 3rd
Assessments Results
• #4 Running Record:
• Angelina inserts articles a, an, the
• Inserts conjunctions
• Leaves off ending –s which changes the meaning
• Inserts ending –s which changes the meaning
• As we progressed through the quarter, began to self-correct more often.
• Substitutes words that fit in the context and make sense, but look nothing like the
word. (i.e. substituted shooters for throwers
• Uses words in same word family dig instead of dug, Rome instead of Romans
• Says initial consonants and consonant blends but substitutes the rest of the word
based on known vocabulary (i.e. trade= transferring, control=conclude)
• Leaves off past tense endings –ed
• Difficulty with short e sound when used in patter ea (spread pronounced spreed)
• Does not omit words often.
Assessments Results
• #5 Early Names Test
• #6 Developmental Spelling Inventory: Angelina is in Phase 2 and spells most
words Semi-phonetically. She invents a majority of her spellings with correct
beginning letter-sound correspondences or partial letter-sound representations.
Assessments Results
• #7 10 Minute Writing Sample
• #8 STAR Reading Assessment:
Scaled score: 77 equivalent to Kinder level
Instructional Reading level: Pre-Primer
Zone of Proximal Development .9-1.9
Instructional Plan
Instructional Plan
Suggestions to Parents
Recommended Books for
Independent Reading

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Mission possible final

  • 1. Mission: Possible Help Improve Angelina’s Reading A Literacy Case Study by Nancy Smith
  • 3. Assessments Results • #1 Oral Language Survey: Below grade level Vocabulary and Syntax • #2 Attitudes & Interests Survey: Negative Attitudes; likes singing, dancing, & acting. • #3 San Diego Quick: Independent 1st, Instructional 2nd, Frustration 3rd
  • 4. Assessments Results • #4 Running Record: • Angelina inserts articles a, an, the • Inserts conjunctions • Leaves off ending –s which changes the meaning • Inserts ending –s which changes the meaning • As we progressed through the quarter, began to self-correct more often. • Substitutes words that fit in the context and make sense, but look nothing like the word. (i.e. substituted shooters for throwers • Uses words in same word family dig instead of dug, Rome instead of Romans • Says initial consonants and consonant blends but substitutes the rest of the word based on known vocabulary (i.e. trade= transferring, control=conclude) • Leaves off past tense endings –ed • Difficulty with short e sound when used in patter ea (spread pronounced spreed) • Does not omit words often.
  • 5. Assessments Results • #5 Early Names Test • #6 Developmental Spelling Inventory: Angelina is in Phase 2 and spells most words Semi-phonetically. She invents a majority of her spellings with correct beginning letter-sound correspondences or partial letter-sound representations.
  • 6. Assessments Results • #7 10 Minute Writing Sample • #8 STAR Reading Assessment: Scaled score: 77 equivalent to Kinder level Instructional Reading level: Pre-Primer Zone of Proximal Development .9-1.9