School. Tori is a very friendly, social girl who makes friends easily and enjoys coming to
school each day. According to the MAP Reading Assessment used at Milwaukee Middle
School, Tori performed “Average” in Literary Texts, Informational Texts, and “Low
Average” in Vocabulary.
Tori does not have an IEP, nor does she receive any special services in school.
However, Tori is currently part of a Tier 2 classroom intervention program called “LLI -
Leveled Literacy Intervention,” and her intervention teacher asked that she be evaluated
to provide additional information for possibly qualifying Tori for an IEP and student
services for Reading. Tori’s intervention teacher reports that she enjoys participating
and helping others in her classes, especially group and partner work, but that she tends
to avoid reading and writing assignments. Tori was recommended for a Tier 3 reading
intervention program called “Read 180,” but Tori and her parents opted out of this
recommendation because they did not want her to miss social studies class.
out, re-read, or ask for help. She greatly dislikes reading out loud in class. The last book
she enjoyed reading was Sadako and the Thousand Paper Cranes, which she read in
fourth grade. Tori reports that she does not read for pleasure outside of school. Tori’s
goal is to be able to read the Divergent series with her friends and to raise her grades in
school.
An interest inventory revealed that Tori enjoys Functional Art class. She made a
beautiful purse out of duct tape, and she would like to work in fashion some day. She is
very proud of the pictures she takes and shares on her Instagram account. She is very
well liked in school, and she enjoys visiting the School Forest after school and taking
photographs of nature. Next year, she plans to get a job at a restaurant with her friend
Assessment Scores
QRI-6
Narrative
Unfamiliar Text
WCMP: 68 Percentage accurate: 99% Level: Independent
Expository
Passage Title: How Does Your Body Take in Oxygen Level: 5th grade
Unfamiliar Text
Reading Achievement
( + strength, - weakness)
● Initial Consonants +
● Ending Consonants +
● Consonant Blends +
● Consonant Digraphs +
● Short Vowel +
● Long Vowel +
● Vowel Digraph -
● Rimes -
● Controlled Vowels -
● Schwa +
Comprehension
● Retelling -
● Explicit Questions +
● Implicit Questions -
● Familiar Text -
● Expository Text -
● Narrative Text +
● Strengths – Tori knows her high frequency words. She is a persistent reader. She
re-reads and asks for help when she does not know.
● Needs – Tori needs to work on fluency, retelling with details, implicit questions, &
T3 vocabulary words. It will benefit her to read lower level text to increase fluency and
● Ideal Learning modes – Visual learning modes appeal most to Tori similarly to her
interest in photography.
● Attitude Toward Learning / Competence – Tori has a fairly positive attitude toward
learning. However, she does tend to avoid extra work and dislikes reading aloud/inde-
pendently.
● Have her complete a Words Their Way Spelling Inventory to determine deficiency
in word study.
● Conduct a Fluency assessment such as the one on page 141 in the RTI text-
book.
RECOMMENDATIONS
· Word Study
Tori needs explicit teaching with vocabulary words including affixes, roots, and
using context clues. Tier 3 vocabulary words will benefit her when reading text with low
frequency, context specific vocabulary. Tori needs practice in syllabication with focus on
It will benefit Tori by frontloading information prior to reading. Showing her pic-
tures that teach meaning will benefit her understanding. Tori needs explicit teaching in
metacognitive thinking by modeling. She also needs to use some of this thinking to
monitor her reading and checking for understanding, retelling, and synthesizing during
and after reading. Graphic organizers will help to model organizational ways of thinking
about the text (e.g. story maps, Beginning-Middle-End). Tori needs to work on self-
monitoring while reading to recognize her errors. Have her record and listen to herself
reading while following along to see if she can identify her own errors. Highlight/code
text while reading. Have Tori practice looking back to locate meaning in text.
· Fluency
Tori needs to read and reread text to increase fluency and understanding.
She needs to listen to modeled fluent reading by a proficient reader that pays attention
to prosody.
Echo reading and small group choral reading are good practices for building fluency.
Record herself so she can hear her fluency and she can fill out a rubric based on what
she hears.
It is important for writing to be integrated in with the text Tori is reading. It will
benefit her to write a summary of the text, write in graphic organizers, and write using
books. She would like to read Divergent and book titles such as “Ender’s Game” and
“City of Ember” are both at the 5th grade level. It is also beneficial for her to read narra-
tive and expository texts to increase vocabulary and best reading practice. Tori may
Tori is a sweet,13 year old girl with typical interests. Based on the QRI-6 word
lists and reading passages, Tori is reading instructionally at the fifth grade level. Tori
avoids reading and writing when she can. It may be valuable to evaluate Tori with a fa-
miliar passage to see if her retelling improves. Tori will also benefit from the Words
Their Way spelling inventory assessment so we can pinpoint exact word pattern defi-
Tori needs explicit teaching of vocabulary, especially Tier 3 words that are text
specific and not as common. She needs to be taught how to find meaning through
roots, affixes, and context clues. A stronger vocabulary will benefit her comprehension.
Also, front-loading with pictures and visuals will build her comprehension. Teacher
modeling of metacognitive thinking while reading aloud will improve Tori’s own thinking
retelling, and reflections will also benefit comprehension of text. Encouraging her to
look back or highlight text for important information is recommended. While working on
building her fluency, Tori will benefit from explicit modeling from someone that demon-
strates prosody. Some helpful activities to build her fluency include echo reading, part-
ner reading, small group choral reading, and recording & evaluating her own reading. It
is also important to include writing in Tori’s plan. It will benefit her to write text reflec-
tions and summaries in her own words. It will also benefit her to write information from
text and to complete graphic organizers. If time allows Tori would benefit from helping
younger students so she gains some confidence and leadership in reading. At home it
is important to encourage reading. Some ideas may include reading with Tori, checking
out books of her interest with her, and having discussions about books with her. Due to
her interest in reading “Divergent,” please check out other dystopian science fiction
books such as “Ender’s Game” and “City of Ember.” Please keep reading positive and
motivational for Tori. These recommendations will ensure that Tori is on the path to be-