1. As a group, choose ONE of the three cases below to respond to in these ways:
From your individual perspective/role,
1. What other assessments would you do?
2. What are the strengths and needs of this child?
3. What are some specific teaching strategies that would fit the needs of this
child?
From your whole group perspective, what can be planned that would use the
strengths/talents of this team? How would you collaborate?
___________________________________________________________________
CASE #A For primary educators:
Delaney
Age: 7 Grade: 2, fall semester
Interest Inventory: Her friends, her dog, playing outside
Phonics Test:
Consonants: 100% and Long vowels: 100%
Short vowels: knew “a” but not other vowels; Did not know any other phonic elements
Informal Reading Inventory
Word Lists:
PP: Instructional
Primer: Frustration
PrePrimer Passage:
Miscues: (Low) Instructional
(Consistent with phonics test in that she was
weak on most vowel sounds).
Retelling: Instructional
Primer Passage:
Miscues: Frustration
Retelling: Frustration
______________________________________________________________________
CASE #B For educators who work with intermediate grades:
Riley
Age: 10 Grade: 5
WISC-III
Verbal 99
Performance 108
Standardized Testing
Reading 33 percentile
Math 57 percentile
Social Studies 22 percentile
Teacher says that he has much trouble with science and social studies
textbooks. He has good ideas but is quite poor on writing. His parents are very
supportive and try to take him to the library program every summer.
______________________________________________________________________

2. CASE #C For secondary educators:
Chris
Age: 14 Grade: 9
WISC-III
Verbal 100
Performance 93
Standardized Testing
Reading 33 percentile
Math 35 percentile
Social Studies 20 percentile
Guidance counselor says this child is in a good social crowd and excels in sports
and Shop class. The child is making Cs and Ds on the report card.
Teacher says that he has much trouble with science and social studies
textbooks. He struggles with writing, test-taking, and remembering what he reads. His
parents are very supportive and try to take him to the library program every summer.
B. P. Laster
Towson University
June 2011