Team Members: Emily Lavender, Emily Kelley, Aaron onnor, Lindsey !ae At"ins AreaAssessment DataDates AdministeredComments about this areaAttitude Toward ReadingInstructional Strategies Anticipated/taughtom#Student Y has a stron$ ability to #i%" out the main idea o& a te't( Student Y in%reased in bein$ able to $ive more details about the te't( Thursdays )nitial Assessment: *+,*+,*- .inal Assessment: */,+0,*-Student Y 1as very 2uiet( Student Y does a $ood 3ob o& e'#lainin$ her thin"in$( Student Y does not read 1ith #ur#ose( .air to moderate ) $ave them o##ortunities to #ra%ti%e readin$ %om#rehension 1ith #u##ets4drama( ) used %om#rehension 2ui55es( 6o%ab7ednesdays .luen%y Student Y in%reased in t1o areas 8e'#ression and smoothness9 and remained %onstant in the other t1o areas( TuesdaysStudent Y had overall en3oyment o& the readin$s( Student Y 1as a hard 1or"er and over%ame some #ersonal obsta%les( .air to Moderate 7e modeled &luen%y every 1ee"( 7e $ave them o##ortunities to #ra%ti%e( 7e 1ent throu$h the ste#s o& tea%hin$ &luen%y( Student : $reatly bene&ited &rom the use o& !eaders Theatres( Stren$ths: Student Y is a 1onder&ul listener( Student Y is res#e%t&ul and obedient( 7ea"nesses: Student Y 1as e'tremely shy and la%"s %on&iden%e( !e%ommendations: Student Y student needs one on one time 1ith a tea%her( Student Y needs to be motivated(