Assignment Prompt & Instructions
I need help with my video presentation.
– ## RequiredResouresforweek6assignmentcasestudy..docx
– ## Instructionforweek6assignment.docx
– ## Casestudyforweek5assignment.docx
**## RequiredResouresforweek6assignmentcasestudy..docx**
Required Resource:
A Collaborative and Supplemental Model to Enhance Early Language and Reading Skills
**Required**
Read “A Collaborative and Supplemental Model to Enhance Early Language and Reading Skills,” by Nguyen et al., from
_Reading._
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=149132729&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
School–Family Partnerships for Culturally Sustaining Texts
**Required**
Read “School–Family Partnerships for Culturally Sustaining Texts,” by Jennerjohn, from
_Reading Teacher_ (2020).
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=141999533&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Intensive Intervention: A Practitioner’s Guide for Communicating with Parents
**Required**
Read “Intensive Intervention: A Practitioner’s Guide for Communicating with Parents,” by Marx et al., located on the Na.
… Read More
[https://intensiveintervention.org/](https://intensiveintervention.org/)
Center for Parent Information & Resources
**Required**
Explore the Center for Parent Information & Resources.
https://www.parentcenterhub.org/
Statement on the Integration of Faith and Work
**Required**
Review the Statement on the Integration of Faith and Work, located on the GCU website.
https://www.gcu.edu/sites/d
**## Instructionforweek6assignment.docx**
Requires Lopeswrite
Assessment Description
Family involvement is crucial to closing the achievement gap in literacy. However, some families may not know the resources that exist in their community or how to use them to help their struggling readers. It is important for teachers to not only support students but also their families during the literacy intervention and remediation process.
**Part 1: Mock Parent Meeting Video**
Revisit the data and information provided in the “ELM-526 Intervention Case Study” from Topic 5. Imagine you are conducting a meeting with Claire’s family to discuss the initial data and rationale for implementing a more intense intervention plan. Create a 3-5 minute video in GoReact discussing Claire’s data, classroom support, and ways the family can support her. In the video include the following information:
· A summary of Claire’s data from the “ELM-526 Intervention Case Study,” include a glow (praise/area of strength) and a grow (area for growth) to share with the family.
· Briefly explain Claire’s literacy goals and the intervention strategies determined in the Topic 5 assignment and how the strategies support her literacy skills and promote human flourishing.
· Describe one way the family can integrate literacy and real-world connections into their daily lives to support Claire and explain why it is important for the family to do this.
· Provide at least two engaging activities that the family can complete with Claire that reinforce intervention instruction being implemented at school.
· Discuss one way the family can use technology to support Claire in continuing to reach her literacy goals.
· Provide the family with at least two community resources and explain how the resources can be used by the family to support Claire in reaching her literacy goals.
· Explain 1-2 ways you and the family can celebrate Claire’s successes.
· Provide the family with your expectations on follow-up communication about Claire’s progress.
There are two ways to access this assignment. When accessing it through the calendar view, select the “Open Assignment” button to begin work. When accessing it through the Topic content, select the “Go to Assessment” button to begin work.
You must have your camera on during the entire video. Remember, video and audio quality are important and should be taken into consideration. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.
**Part 2: Reflection**
Once you post your video you will see it on the dashboard. Enter the playback screen by clicking the thumbnail. Watch the video and make at least
**_three specific comments_** by bookmarking and making a comment explaining where you see the following:
· Biggest strength of your presentation and delivery.
· A place where you could improve your presentation and delivery to help you grow as a future educator.
· Review the Model Code of Ethics. Identify one strength with modeling ethics, include the principle and standard you demonstrated in your mock family meeting video.
Support your video with 2-3 scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric in GoReact. Review the rubric in GoReact prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
**_Note:_** _Once you receive a grade for the assignment in Halo, return to the GoReact assignment to view additional feedback given by the instructor._
**## Casestudyforweek5assignment.docx**
**Student Background:** Claire is a fifth-grade student in a general education classroom. This is her first year at this K-5 elementary school. She is a native English speaker. Claire is the middle child of four, and both of her parents work full-time. She enjoys playing ice hockey and taking care of her pets, a dog and a turtle. She is outgoing and very social with her peers.
**Formal Assessment:** Claire took the Iowa Test of Basic Skills. On her comprehension subtest, she scored in the 9th percentile. This comprehension assessment identified Claire as needing additional fifth-grade support in comprehension.
**Informal Reading Inventory (IRI) Assessment**
| | | | | |
| — | — | — | — | — |
| | **Independent**<br>_Word Recognition – 99% or higher_<br>_Comprehension – 90% or higher_ | **Instructional**<br>_Word Recognition – 95% or higher_<br>_Comprehension – 75% or higher_ | **Frustration**<br>_Word Recognition – below 90%_<br>_Comprehension – below 50%_ | **Placement** |
| **Performance on Graded Word Lists** | **3rd** | **4th** | **5th** | **3rd** |
| **Performance Levels Based on Oral Passages** | **3rd** | **4th** | **5th** | **3rd** |
| **Performance Levels Based on Silent Passages** | **2nd** | **3rd** | **4th** | **2nd** |
**Informational Comprehension Skill Analysis**
| | | | |
| — | — | — | — |
| **Skill** | **Number of Questions** | **Errors** | **Error Percentage** |
| **Main Idea** | **5** | **1** | **20%** |
| **Detail** | **5** | **2** | **40%** |
| **Cause and Effect** | **4** | **1** | **25%** |
| **Vocabulary** | **10** | **5** | **50%** |
**Tier 2 Instruction:** Claire is currently receiving Tier 2 instruction three days a week, for 20 minutes per day, over eight weeks. Her reading group consists of seven students with a focus on vocabulary and informational comprehension. Claire’s Tier 2 literacy intervention goal is: When given a fifth-grade informational passage and vocabulary assessment, the student will use context clues and other strategies, such as consulting a dictionary, to determine the meaning of unfamiliar words with 80% accuracy. Claire’s teacher has been utilizing the "Words in Context, Looking for Meaning" graphic organizer as her Tier 2 intervention. Claire’s teacher has assessed this literacy goal weekly, and Claire’s progress is shown in “Claire’s Progress Monitoring Chart.”
**Anecdotal Notes:** Claire is a sweet girl who participates in whole group class discussions and small group activities. She states her favorite subject is science. She loves to do science experiments; however, she has trouble comprehending the science text and other handouts, because of the content vocabulary. Whenever asked to discuss content related to text, she struggles with word meaning and comprehension. Last week I noticed that just as I asked students to take out their science text, Claire began to disrupt her peers with off-topic conversations. She took a long time to begin and had difficulty staying on task. Her family has expressed concerns about her comprehension level as she moves into middle school next year.
**Self-Assessment Attitude Survey:** See results below.
## image1.jpg
## image2.png
**## Casestudyforweek5assignment.docx**
**Student Background:** Claire is a fifth-grade student in a general education classroom. This is her first year at this K-5 elementary school. She is a native English speaker. Claire is the middle child of four, and both of her parents work full-time. She enjoys playing ice hockey and taking care of her pets, a dog and a turtle. She is outgoing and very social with her peers.
**Formal Assessment:** Claire took the Iowa Test of Basic Skills. On her comprehension subtest, she scored in the 9th percentile. This comprehension assessment identified Claire as needing additional fifth-grade support in comprehension.
**Informal Reading Inventory (IRI) Assessment**
| | | | | |
| — | — | — | — | — |
| | **Independent**<br>_Word Recognition – 99% or higher_<br>_Comprehension – 90% or higher_ | **Instructional**<br>_Word Recognition – 95% or higher_<br>_Comprehension – 75% or higher_ | **Frustration**<br>_Word Recognition – below 90%_<br>_Comprehension – below 50%_ | **Placement** |
| **Performance on Graded Word Lists** | **3rd** | **4th** | **5th** | **3rd** |
| **Performance Levels Based on Oral Passages** | **3rd** | **4th** | **5th** | **3rd** |
| **Performance Levels Based on Silent Passages** | **2nd** | **3rd** | **4th** | **2nd** |
**Informational Comprehension Skill Analysis**
| | | | |
| — | — | — | — |
| **Skill** | **Number of Questions** | **Errors** | **Error Percentage** |
| **Main Idea** | **5** | **1** | **20%** |
| **Detail** | **5** | **2** | **40%** |
| **Cause and Effect** | **4** | **1** | **25%** |
| **Vocabulary** | **10** | **5** | **50%** |
**Tier 2 Instruction:** Claire is currently receiving Tier 2 instruction three days a week, for 20 minutes per day, over eight weeks. Her reading group consists of seven students with a focus on vocabulary and informational comprehension. Claire’s Tier 2 literacy intervention goal is: When given a fifth-grade informational passage and vocabulary assessment, the student will use context clues and other strategies, such as consulting a dictionary, to determine the meaning of unfamiliar words with 80% accuracy. Claire’s teacher has been utilizing the "Words in Context, Looking for Meaning" graphic organizer as her Tier 2 intervention. Claire’s teacher has assessed this literacy goal weekly, and Claire’s progress is shown in “Claire’s Progress Monitoring Chart.”
**Anecdotal Notes:** Claire is a sweet girl who participates in whole group class discussions and small group activities. She states her favorite subject is science. She loves to do science experiments; however, she has trouble comprehending the science text and other handouts, because of the content vocabulary. Whenever asked to discuss content related to text, she struggles with word meaning and comprehension. Last week I noticed that just as I asked students to take out their science text, Claire began to disrupt her peers with off-topic conversations. She took a long time to begin and had difficulty staying on task. Her family has expressed concerns about her comprehension level as she moves into middle school next year.
**Self-Assessment Attitude Survey:** See results below.
## image1.jpg
## image2.png
**## RequiredResouresforweek6assignmentcasestudy..docx**
Required Resource:
A Collaborative and Supplemental Model to Enhance Early Language and Reading Skills
**Required**
Read “A Collaborative and Supplemental Model to Enhance Early Language and Reading Skills,” by Nguyen et al., from
_Reading._
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=149132729&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
School–Family Partnerships for Culturally Sustaining Texts
**Required**
Read “School–Family Partnerships for Culturally Sustaining Texts,” by Jennerjohn, from
_Reading Teacher_ (2020).
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=141999533&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Intensive Intervention: A Practitioner’s Guide for Communicating with Parents
**Required**
Read “Intensive Intervention: A Practitioner’s Guide for Communicating with Parents,” by Marx et al., located on the Na.
… Read More
[https://intensiveintervention.org/](https://intensiveintervention.org/)
Center for Parent Information & Resources
**Required**
Explore the Center for Parent Information & Resources.
https://www.parentcenterhub.org/
Statement on the Integration of Faith and Work
**Required**
Review the Statement on the Integration of Faith and Work, located on the GCU website.
https://www.gcu.edu/sites/d
**## Instructionforweek6assignment.docx**
Requires Lopeswrite
Assessment Description
Family involvement is crucial to closing the achievement gap in literacy. However, some families may not know the resources that exist in their community or how to use them to help their struggling readers. It is important for teachers to not only support students but also their families during the literacy intervention and remediation process.
**Part 1: Mock Parent Meeting Video**
Revisit the data and information provided in the “ELM-526 Intervention Case Study” from Topic 5. Imagine you are conducting a meeting with Claire’s family to discuss the initial data and rationale for implementing a more intense intervention plan. Create a 3-5 minute video in GoReact discussing Claire’s data, classroom support, and ways the family can support her. In the video include the following information:
· A summary of Claire’s data from the “ELM-526 Intervention Case Study,” include a glow (praise/area of strength) and a grow (area for growth) to share with the family.
· Briefly explain Claire’s literacy goals and the intervention strategies determined in the Topic 5 assignment and how the strategies support her literacy skills and promote human flourishing.
· Describe one way the family can integrate literacy and real-world connections into their daily lives to support Claire and explain why it is important for the family to do this.
· Provide at least two engaging activities that the family can complete with Claire that reinforce intervention instruction being implemented at school.
· Discuss one way the family can use technology to support Claire in continuing to reach her literacy goals.
· Provide the family with at least two community resources and explain how the resources can be used by the family to support Claire in reaching her literacy goals.
· Explain 1-2 ways you and the family can celebrate Claire’s successes.
· Provide the family with your expectations on follow-up communication about Claire’s progress.
There are two ways to access this assignment. When accessing it through the calendar view, select the “Open Assignment” button to begin work. When accessing it through the Topic content, select the “Go to Assessment” button to begin work.
You must have your camera on during the entire video. Remember, video and audio quality are important and should be taken into consideration. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.
**Part 2: Reflection**
Once you post your video you will see it on the dashboard. Enter the playback screen by clicking the thumbnail. Watch the video and make at least
**_three specific comments_** by bookmarking and making a comment explaining where you see the following:
· Biggest strength of your presentation and delivery.
· A place where you could improve your presentation and delivery to help you grow as a future educator.
· Review the Model Code of Ethics. Identify one strength with modeling ethics, include the principle and standard you demonstrated in your mock family meeting video.
Support your video with 2-3 scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric in GoReact. Review the rubric in GoReact prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
**_Note:_** _Once you receive a grade for the assignment in Halo, return to the GoReact assignment to view additional feedback given by the instructor._
**## Casestudyforweek5assignment.docx**
**Student Background:** Claire is a fifth-grade student in a general education classroom. This is her first year at this K-5 elementary school. She is a native English speaker. Claire is the middle child of four, and both of her parents work full-time. She enjoys playing ice hockey and taking care of her pets, a dog and a turtle. She is outgoing and very social with her peers.
**Formal Assessment:** Claire took the Iowa Test of Basic Skills. On her comprehension subtest, she scored in the 9th percentile. This comprehension assessment identified Claire as needing additional fifth-grade support in comprehension.
**Informal Reading Inventory (IRI) Assessment**
| | | | | |
| — | — | — | — | — |
| | **Independent**<br>_Word Recognition – 99% or higher_<br>_Comprehension – 90% or higher_ | **Instructional**<br>_Word Recognition – 95% or higher_<br>_Comprehension – 75% or higher_ | **Frustration**<br>_Word Recognition – below 90%_<br>_Comprehension – below 50%_ | **Placement** |
| **Performance on Graded Word Lists** | **3rd** | **4th** | **5th** | **3rd** |
| **Performance Levels Based on Oral Passages** | **3rd** | **4th** | **5th** | **3rd** |
| **Performance Levels Based on Silent Passages** | **2nd** | **3rd** | **4th** | **2nd** |
**Informational Comprehension Skill Analysis**
| | | | |
| — | — | — | — |
| **Skill** | **Number of Questions** | **Errors** | **Error Percentage** |
| **Main Idea** | **5** | **1** | **20%** |
| **Detail** | **5** | **2** | **40%** |
| **Cause and Effect** | **4** | **1** | **25%** |
| **Vocabulary** | **10** | **5** | **50%** |
**Tier 2 Instruction:** Claire is currently receiving Tier 2 instruction three days a week, for 20 minutes per day, over eight weeks. Her reading group consists of seven students with a focus on vocabulary and informational comprehension. Claire’s Tier 2 literacy intervention goal is: When given a fifth-grade informational passage and vocabulary assessment, the student will use context clues and other strategies, such as consulting a dictionary, to determine the meaning of unfamiliar words with 80% accuracy. Claire’s teacher has been utilizing the "Words in Context, Looking for Meaning" graphic organizer as her Tier 2 intervention. Claire’s teacher has assessed this literacy goal weekly, and Claire’s progress is shown in “Claire’s Progress Monitoring Chart.”
**Anecdotal Notes:** Claire is a sweet girl who participates in whole group class discussions and small group activities. She states her favorite subject is science. She loves to do science experiments; however, she has trouble comprehending the science text and other handouts, because of the content vocabulary. Whenever asked to discuss content related to text, she struggles with word meaning and comprehension. Last week I noticed that just as I asked students to take out their science text, Claire began to disrupt her peers with off-topic conversations. She took a long time to begin and had difficulty staying on task. Her family has expressed concerns about her comprehension level as she moves into middle school next year.
**Self-Assessment Attitude Survey:** See results below.
## image1.jpg
## image2.png
**## RequiredResouresforweek6assignmentcasestudy..docx**
Required Resource:
A Collaborative and Supplemental Model to Enhance Early Language and Reading Skills
**Required**
Read “A Collaborative and Supplemental Model to Enhance Early Language and Reading Skills,” by Nguyen et al., from
_Reading._
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=149132729&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
School–Family Partnerships for Culturally Sustaining Texts
**Required**
Read “School–Family Partnerships for Culturally Sustaining Texts,” by Jennerjohn, from
_Reading Teacher_ (2020).
… Read More
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=141999533&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
Intensive Intervention: A Practitioner’s Guide for Communicating with Parents
**Required**
Read “Intensive Intervention: A Practitioner’s Guide for Communicating with Parents,” by Marx et al., located on the Na.
… Read More
[https://intensiveintervention.org/](https://intensiveintervention.org/)
Center for Parent Information & Resources
**Required**
Explore the Center for Parent Information & Resources.
https://www.parentcenterhub.org/
Statement on the Integration of Faith and Work
**Required**
Review the Statement on the Integration of Faith and Work, located on the GCU website.
https://www.gcu.edu/sites/d
**## Instructionforweek6assignment.docx**
Requires Lopeswrite
Assessment Description
Family involvement is crucial to closing the achievement gap in literacy. However, some families may not know the resources that exist in their community or how to use them to help their struggling readers. It is important for teachers to not only support students but also their families during the literacy intervention and remediation process.
**Part 1: Mock Parent Meeting Video**
Revisit the data and information provided in the “ELM-526 Intervention Case Study” from Topic 5. Imagine you are conducting a meeting with Claire’s family to discuss the initial data and rationale for implementing a more intense intervention plan. Create a 3-5 minute video in GoReact discussing Claire’s data, classroom support, and ways the family can support her. In the video include the following information:
· A summary of Claire’s data from the “ELM-526 Intervention Case Study,” include a glow (praise/area of strength) and a grow (area for growth) to share with the family.
· Briefly explain Claire’s literacy goals and the intervention strategies determined in the Topic 5 assignment and how the strategies support her literacy skills and promote human flourishing.
· Describe one way the family can integrate literacy and real-world connections into their daily lives to support Claire and explain why it is important for the family to do this.
· Provide at least two engaging activities that the family can complete with Claire that reinforce intervention instruction being implemented at school.
· Discuss one way the family can use technology to support Claire in continuing to reach her literacy goals.
· Provide the family with at least two community resources and explain how the resources can be used by the family to support Claire in reaching her literacy goals.
· Explain 1-2 ways you and the family can celebrate Claire’s successes.
· Provide the family with your expectations on follow-up communication about Claire’s progress.
There are two ways to access this assignment. When accessing it through the calendar view, select the “Open Assignment” button to begin work. When accessing it through the Topic content, select the “Go to Assessment” button to begin work.
You must have your camera on during the entire video. Remember, video and audio quality are important and should be taken into consideration. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.
**Part 2: Reflection**
Once you post your video you will see it on the dashboard. Enter the playback screen by clicking the thumbnail. Watch the video and make at least
**_three specific comments_** by bookmarking and making a comment explaining where you see the following:
· Biggest strength of your presentation and delivery.
· A place where you could improve your presentation and delivery to help you grow as a future educator.
· Review the Model Code of Ethics. Identify one strength with modeling ethics, include the principle and standard you demonstrated in your mock family meeting video.
Support your video with 2-3 scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric in GoReact. Review the rubric in GoReact prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
**_Note:_** _Once you receive a grade for the assignment in Halo, return to the GoReact assignment to view additional feedback given by the instructor._
**## Casestudyforweek5assignment.docx**
**Student Background:** Claire is a fifth-grade student in a general education classroom. This is her first year at this K-5 elementary school. She is a native English speaker. Claire is the middle child of four, and both of her parents work full-time. She enjoys playing ice hockey and taking care of her pets, a dog and a turtle. She is outgoing and very social with her peers.
**Formal Assessment:** Claire took the Iowa Test of Basic Skills. On her comprehension subtest, she scored in the 9th percentile. This comprehension assessment identified Claire as needing additional fifth-grade support in comprehension.
**Informal Reading Inventory (IRI) Assessment**
| | | | | |
| — | — | — | — | — |
| | **Independent**<br>_Word Recognition – 99% or higher_<br>_Comprehension – 90% or higher_ | **Instructional**<br>_Word Recognition – 95% or higher_<br>_Comprehension – 75% or higher_ | **Frustration**<br>_Word Recognition – below 90%_<br>_Comprehension – below 50%_ | **Placement** |
| **Performance on Graded Word Lists** | **3rd** | **4th** | **5th** | **3rd** |
| **Performance Levels Based on Oral Passages** | **3rd** | **4th** | **5th** | **3rd** |
| **Performance Levels Based on Silent Passages** | **2nd** | **3rd** | **4th** | **2nd** |
**Informational Comprehension Skill Analysis**
| | | | |
| — | — | — | — |
| **Skill** | **Number of Questions** | **Errors** | **Error Percentage** |
| **Main Idea** | **5** | **1** | **20%** |
| **Detail** | **5** | **2** | **40%** |
| **Cause and Effect** | **4** | **1** | **25%** |
| **Vocabulary** | **10** | **5** | **50%** |
**Tier 2 Instruction:** Claire is currently receiving Tier 2 instruction three days a week, for 20 minutes per day, over eight weeks. Her reading group consists of seven students with a focus on vocabulary and informational comprehension. Claire’s Tier 2 literacy intervention goal is: When given a fifth-grade informational passage and vocabulary assessment, the student will use context clues and other strategies, such as consulting a dictionary, to determine the meaning of unfamiliar words with 80% accuracy. Claire’s teacher has been utilizing the "Words in Context, Looking for Meaning" graphic organizer as her Tier 2 intervention. Claire’s teacher has assessed this literacy goal weekly, and Claire’s progress is shown in “Claire’s Progress Monitoring Chart.”
**Anecdotal Notes:** Claire is a sweet girl who participates in whole group class discussions and small group activities. She states her favorite subject is science. She loves to do science experiments; however, she has trouble comprehending the science text and other handouts, because of the content vocabulary. Whenever asked to discuss content related to text, she struggles with word meaning and comprehension. Last week I noticed that just as I asked students to take out their science text, Claire began to disrupt her peers with off-topic conversations. She took a long time to begin and had difficulty staying on task. Her family has expressed concerns about her comprehension level as she moves into middle school next year.
**Self-Assessment Attitude Survey:** See results below.
## image1.jpg
## image2.png
– 1
– 2
– 3